• 1377 Views
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  • in Autism
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  • by TTAC ODU

The center has recently completed an expanded and updated review, Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorders (Wong, C., Odum, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick. et al. 2013) which yi...

ABA Meets AAC February 1, 2014

Techniques used in applied behavior analysis can complement as well as supplement the strategies that are effective in teaching communication to non-verbal children. Many of the techniques used during discrete trial instruction can also be used during “teachable moments” and incident...

  • 945 Views
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  • in Autism
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  • by TTAC ODU

Difficulty transitioning from one activity to the next can be a problem for some children with Autism (Waters, Lerman, & Hovanet, 2009). That is why visual prompts (typically in the form of visual schedules) are usually recommended to treat difficulties with transitions for children ...

  • 988 Views
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  • in Autism
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  • by TTAC ODU

The limited research that exists to guide teachers in providing reading instruction to students with autism suggests using the evidence-based instructional practices named in the National Reading Panel report (2000) that include phonemic awareness, phonics, fluency, vocabulary and text c...

  • 1655 Views
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  • in Autism
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  • by TTAC ODU

Students can learn self-management strategies (with little or no adult intervention) to stay on-task during class, calm down in difficult situations, or even engage in social conversations.  Teaching students to manage and control their own behavior is an essential life skill - the stud...