Providing evidence-based educational programming for students on the Autism Spectrum relies on a careful selection of focused approaches that have been shown to promote the acquisition of specific skills or the reduction of behaviors that are interfering with learning and social engagement in the classroom. Based upon current systematic reviews, nearly three-dozen approaches are considered effective at promoting such positive outcomes.

Visual supports are an evidence-based practice that, if used correctly, promote independence by providing meaning and predictability for individuals with ASD.

During this presentation, we will discuss the steps for developing and implementing visual supports for all students. The examples provided will show how these visual supports might look at the middle and high school level. 

In this webinar, participants will be introduced to how to choose appropriate routines to use Task Analysis. We will discuss how prompts and cues can develop or hinder independence and methods to teach the skills we want to teach. 

This presentation will focus on the use of visual structure of tasks in order to capitalize on the visual strengths of the learners. The three components of visual structure will be presented: visual instructions, visual organization, and visual clarity.

This presentation will focus on the relationship between work systems and routines, the importance of teaching routines to help make the environment more meaningful, and support the development of strategies as a foundation for independence in all students. 

Visual Schedules and Work Systems are the next two steps in learning about the Elements of Structured Teaching. Each of these elements has key skills associated with them for the student to master, and a specific means for teachers to assess and individualize them for their students.

Physical Structure is the first step in learning about the Elements of Structured Teaching. It is the foundation upon which all of the other components are added. The Overall Classroom Schedule is developed once the Physical Structure of the space is in place. This schedule contains information critical to the organization, management, and flow of the program.

This presentation will discuss the culture of autism and the TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) approach to instruction, which was developed by Eric Schopler in the late 1970s.

Presented By: Deb Rauner and Rhonda Ayres

This presentation will provide information on how to use verbal behavior strategies to teach a variety of skills, in a variety of settings.  Curriculum programs such as the ABLLS-R, VB-MAPP and AFLS will be examined as resources for identifying skills to teach.

Presented By: Rhonda Ayres & Deb Rauner

This presentation will help participants nderstand and define verbal behavior.  The presenters will review the behavioral teaching components of reinforcement, pairing, discrete trial teaching, use of prompts and prompt fading, and error correction procedures.