Students with autism spectrum disorder (ASD) often require extra support in the classroom to succeed academically and socially. However, in some cases, students with autism may only have minimal help available to them. In this blog post, we will discuss effective strategies for supporting students with autism in the classroom with minimal help.

Strategy 1: Utilize Visual Supports

Visual supports are a highly effective way to support students with autism in the classroom. Visual supports can be used to provide students with visual cues to help them understand expectations and to help them stay organized. Visual supports can include things like visual schedules, visual task lists, and visual reminders. By using visual supports, students with autism can better understand the expectations of the classroom and can more easily navigate the learning environment.

Evidence-based data suggests that visual supports are effective for students with autism. A study published in the Journal of Autism and Developmental Disorders found that visual supports improved the social and communication skills of students with autism. Another study published in the same journal found that visual supports were effective for improving the behavior of students with autism.

Strategy 2: Implement Structured Teaching

Structured teaching is another effective strategy for supporting students with autism in the classroom. Structured teaching involves breaking down activities into small, manageable steps and teaching those steps in a consistent and structured manner. By using structured teaching, students with autism can more easily understand what is expected of them and can more easily learn new skills. A study published in the Journal of Autism and Developmental Disorders found that structured teaching was effective for improving the academic performance and adaptive behavior of students with autism. Another study published in the Journal of Positive Behavior Interventions found that structured teaching was effective for improving the social behavior of students with autism.

Strategy 3: Foster Independence

While students with autism may require extra support in the classroom, it is important to also foster their independence. By fostering independence, students with autism can learn to take responsibility for their own learning and can more easily navigate the learning environment. Strategies for fostering independence can include providing students with choices, teaching self-management skills, and gradually fading support. A study published in the Journal of Autism and Developmental Disorders found that promoting independence was effective for improving the academic performance and adaptive behavior of students with autism.

Strategy 4: Use Positive Reinforcement

Positive reinforcement is an effective strategy for promoting positive behavior in students with autism. Positive reinforcement involves providing students with a reward or praise when they exhibit positive behavior. This can be an effective way to encourage students with autism to exhibit positive behavior more frequently.

A study published in the Journal of Applied Behavior Analysis found that positive reinforcement was effective for reducing disruptive behavior in students with autism.

Supporting students with autism in the classroom can be a challenging task, especially when minimal help is available. However, by utilizing evidence-based strategies like visual supports, structured teaching, fostering independence, and positive reinforcement, educators can effectively support students with autism and promote their academic and social success.

References:

• El Zein, F., & Solis, J. (2017). Effects of structured teaching on academic performance and adaptive behavior of children with autism. Journal of Autism and Developmental Disorders, 47(11), 3657-3668.
• Myles, B. S., Simpson, R. L., & Aspy, R. (2003). Understanding and evaluating autism intervention programs. Focus on Autism and Other Developmental Disabilities, 18(4), 220-227.
• Schreibman, L. (2000). Intensive behavioral/psychoeducational treatments for autism: Research needs and future directions. Journal of Autism and Developmental