Effective Strategies for Teaching Students with Autism Spectrum Disorder

Authors

  • Ravi Kumar

Keywords:

autism spectrum disorder (ASD), Effective strategies, alternative communication methods

Abstract

Effective strategies for teaching students with autism spectrum disorder (ASD) require a nuanced and individualized approach. ASD is a complex neurodevelopmental condition characterized by a wide range of symptoms and challenges, making it essential to tailor educational methods to each student's unique needs. One abstract paragraph cannot encompass the full breadth of strategies, but a few key principles can be highlighted. fostering a structured and predictable environment is crucial. Many individuals with ASD thrive when they have a clear routine and know what to expect. Visual supports, such as schedules and social stories, can assist in providing this structure. communication plays a pivotal role. Implementing alternative communication methods like Augmentative and Alternative Communication (AAC) or Picture Exchange Communication System (PECS) can help non-verbal or minimally verbal students express themselves effectively. sensory sensitivities should be taken into account. Creating a sensory-friendly classroom environment by minimizing sensory overload and providing sensory breaks can enhance learning and reduce distress. Promoting social skills and social interaction is vital.

References

Vismara, L. A., & Rogers, S. J. (2010). Behavioral treatments in autism: Evidence for efficacy and emerging innovations. Current Opinion in Neurology, 23(2), 137-143.

Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., & Schultz, T. R. (2013). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 43(11), 2592-2602.

Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425-436.

Ruble, L. A., McGrew, J. H., Dalrymple, N. J., & Jung, L. A. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40(12), 1459-1470.

Reichow, B., Barton, E. E., Boyd, B. A., & Hume, K. (2012). Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, (10), CD009260.

Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966.

Downloads

Published

2015-03-30

How to Cite

Ravi Kumar. (2015). Effective Strategies for Teaching Students with Autism Spectrum Disorder. Universal Research Reports, 2, 11–16. Retrieved from https://urr.shodhsagar.com/index.php/j/article/view/13

Issue

Section

Original Research Article