Common Misconceptions Misconceptions about reinforcement including, “I don’t believe in bribing students” and “I’m not going to reward him for doing work he is just supposed to do” are common barriers to the use of reinforcement in the classroom. Developing a better understanding of the definition of reinforcement, the role it plays in everyone’s life,… Read More Understanding and Using Reinforcement
Teaching Abstract Concepts to Concrete Thinkers Students with autism are, generally, concrete thinkers, which can make teaching math skills difficult. As math work becomes more abstract, how can educators help these students build problem solving and application skills? Jo Boaler, Professor of Mathematics Education at Stanford University, reports that brain evidence supports the use of… Read More Using Visual Representations in Math Instruction
Research indicates that the Self-Regulation Strategy Development (SRSD) model is more effective at improving writing performance than are all other instructional approaches. The POW+TREE strategy, a SRSD writing strategy, can help students produce better persuasive essays. You can complete the IRIS Center module, Improving Writing Performance: A Strategy for Writing Persuasive Essays. It highlights the… Read More Writing Strategies for Students Who Struggle
Co-teachers can create a collaborative atmosphere and set the stage for a positive relationship by following some suggestions featured in the Virginia Department of Education publication, Stepping Stones to Success II; Collaboration: Working Together for All Students. Suggestions in the section entitled, Culture of Collaboration: What it Looks Like and How We Do It include; remain… Read More Building Co-Teaching Relationships Together
Often students with autism are not able to indicate their preferences and dislikes. Things that are reinforcing or rewarding for one student may be really unpleasant for another student. As teachers, we cannot assume that our favorite things and activities would also be preferred by others. Conducting a preference assessment is important and critical to… Read More Evidence Based Instructional Practice-Why Conduct a Preference Assessment with My Students?
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 yielded a total of 27 practices. Evidence-based intervention practices (EBPs)… Read More National Professional Development Center for ASD Releases New List of Evidence-based Practices
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 student is the best person to manage his or her behavior. … Read More Self-Management for Students with Autism Spectrum Disorders