Session 4: Quality Educational Practices: Students with Higher Functioning Levels of Autism Spectrum Disorder

Uploaded: April 8, 2013 |  0 Comments  | 

Inclusion and Teamwork: This segment of the webinar will address practices that promote the success of students with autism in general education classrooms. Specific practices will be described within five strategic approaches: a) teach self-monitoring/self-management skills, b) ensure success experiences, c) use group contingencies, d) collaborate with a focus on student outcomes, and e) increase parent involvement.
The handouts for this session are listed below:

*22. Self-Monitoring Helps Students Do More than Just Be On Task – Describes procedures and materials for teaching students with and without disabilities to self-monitor classroom behaviors.

*23. Motivate Me! 20 Tips for Using a MotivAider® to Improve Your Classroom -The MotivAider is a small electronic device that can be set to vibrate at different times to remind people to manage their behavior. This article includes several examples of how the MotivAider can be effectively used in the classroom to manage both student and teacher behaviors.

*24. A Historical Analysis of the Jars: Using Group Contingencies with Randomized Components to Improve Students’ Academic and Behavioral Performance – This in progress manuscript describes a line of pragmatic classroom research using indiscriminable (randomized) interdependent group contingencies to improve students’ academic and social skills in diverse classrooms.

*25. Mystery Motivators Can Improve Students’ Social and Academic Behavior – Describes how to use Mystery Motivators, a fun and effective way to motivate students to learn difficult curriculum content and achieve new levels of performance.

*26. Co-teaching: Current Practice Alerts – Describes rationale, purpose, and typical arrangements for co-teaching in special education. Authors conclude that much more research is needed to demonstrate academic advantages to the co-teaching model.

*27. A Parent Appreciation Letter – Describes why teachers should write letters to parents of students with special needs that recognize their children’s accomplishments and outlines a systematic method for gathering the information and constructing the letters.

*28. Ten Guidelines for Communicating with Parents and Families – Regardless of the mode of home-school communication, educators should adhere to these guidelines in their interactions with parents and families.

*29. References & Resources – Session 4: Inclusion and Teamwork – A list of references to research and resources organized under the following headings: Inclusion, Self-monitoring/Self-management, Group Contingencies, Teamwork/Collaboration/Co-teaching, and Working with Parents and Families.

*30 Powerpoint slides


Title of Training: Quality Educational Practices: Students with Higher Functioning Levels of Autism Spectrum Disorder
Presenter: Dr. William Heward
Training Date: 04/03/2013

Topic: Autism


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