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    Autism Graphic Organizer

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    api-326097125
    This document provides a characteristic-strategy graphic organizer for a student named Sarah Wexler who has autism. It identifies common characteristics in the areas of academics, social/school skills, and behavior/organization. For each characteristic, it lists one or two instructional or behavioral strategies that Sarah may be taught to help with school success, such as using visual schedules to improve organization, social skills training to develop appropriate social behaviors, and choice boards to reduce tantrums. The organizer is intended to help identify Sarah's needs and plan interventions.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Autism Graphic Organizer

    Uploaded by

    api-326097125
    184 views2 pages
    This document provides a characteristic-strategy graphic organizer for a student named Sarah Wexler who has autism. It identifies common characteristics in the areas of academics, social/school skills, and behavior/organization. For each characteristic, it lists one or two instructional or behavioral strategies that Sarah may be taught to help with school success, such as using visual schedules to improve organization, social skills training to develop appropriate social behaviors, and choice boards to reduce tantrums. The organizer is intended to help identify Sarah's needs and plan interventions.

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    autism graphic organizer

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    This document provides a characteristic-strategy graphic organizer for a student named Sarah Wexler who has autism. It identifies common characteristics in the areas of academics, social/school skills, and behavior/organization. For each characteristic, it lists one or two instructional or behavioral strategies that Sarah may be taught to help with school success, such as using visual schedules to improve organization, social skills training to develop appropriate social behaviors, and choice boards to reduce tantrums. The organizer is intended to help identify Sarah's needs and plan interventions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    184 views2 pages

    Autism Graphic Organizer

    Uploaded by

    api-326097125
    This document provides a characteristic-strategy graphic organizer for a student named Sarah Wexler who has autism. It identifies common characteristics in the areas of academics, social/school skills, and behavior/organization. For each characteristic, it lists one or two instructional or behavioral strategies that Sarah may be taught to help with school success, such as using visual schedules to improve organization, social skills training to develop appropriate social behaviors, and choice boards to reduce tantrums. The organizer is intended to help identify Sarah's needs and plan interventions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Sarah

    Wexler

    Characteristic-Strategy Graphic Organizer


    To organize Needs & for Intervention Purposes

    21


    Disability Category: Autism

    Possibly / Common Strengths: Great attention to detail, usually excel in a specific area
    (art, math, engineering things), tend to be logical in decision making (they do not let
    emotions override or cloud judgement), honest, exceptional rote memory

    Common Disability Characteristics

    Instructional or Behavioral
    Strategies
    student may be taught to use for school
    success

    Academic
    A) Have difficulty with organization

    B)May struggle with abstract ideas/thoughts


    or conceptual thinking

    A-1: Visual Schedules: by using a visual


    schedule the student can stay on track in the
    classroom by following or referring back to
    their schedule. Seeing what they have to do
    next or should currently be doing helps them
    stay organized.
    A-2: Sticky Note Strategy: This strategy, like
    the visual schedule helps students stay on
    schedule by reminding them of tasks they still
    have to take care of. Additionally, they can use
    these sticky notes to jot down their feelings or
    questions they have and ask them at a later,
    more appropriate time.
    B-1 Behavior Specific Praise: By addressing the
    student directly and praising them for exactly
    what they are doing correct helps the student
    know that they are on track and this is
    acceptable behavior.
    B-2 Direct Instruction: this type of explicit
    instruction makes it easier for a student with
    AU to understand and grasp because it is
    concrete and tells them explicitly what is
    expected.

    Social / School (Skills)


    A) Difficulty relating to others or
    inappropriate social behavior

    A-1 PALS: by having students with autism


    practice working with their peers in teams or
    groups they get exposure to other people and
    have the ability to practice their social skills.
    A-2 Social Skills Training: this type of
    behavioral/social strategy allows students with
    AU to learn appropriate behaviors and
    reactions for social situations. The teacher
    helps define behaviors, model appropriate
    behaviors, and prompt and reinforce the

    Sarah Wexler

    B) May become focused on specifics

    student as they practice.


    B-1 Journaling: This provides the student with
    an outlet to express what is on their mind.
    B-2 Task Analysis: by breaking down tasks into
    smaller, more easily doable tasks, students are
    less likely to get hung up on specifics and
    instead more likely to move forward in their
    completion of the task as a whole.

    Behavior / Organization
    A) May perform obsessive or repetitive
    behaviors (hand flapping, rocking, twirling)

    B)May experience aggression or throw


    temper tantrums

    A-1 Brain Breaks: often times students with


    AU perform these behaviors when they begin
    to feel overwhelmed. By providing them with a
    short period to destress and take a break they
    are less likely to become overwhelmed and
    perform these behaviors.
    A-2 Applied Behavior Analysis: Intervention
    and reinforcements aim to decrease the
    amount of time a student spends performing
    obsessive or repetitive behaviors.
    B-1 Behavior Contracts: by creating a contract
    between student and teacher, when the
    student begins to engage in undesired
    behaviors, they teacher can refer back to the
    contract and remind the student that they
    have agreed not to engage in these types of
    behavior or they will have to face the
    previously discussed consequences.
    B-2 Choice Boards: Students with autism are
    less likely to be defiant or throw a tantrum if
    they are given a choice in an activity instead of
    being forced to complete an activity in a
    specific and inflexible way.

    21

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