Also, a positive writing climate can be fostered by encouraging students to use alternative forms of expressions, such as a computer, word processor, or communication device. Important for all students is for the teacher to cultivate a positive climate for writing, but this is especially critical for students with ASD.
Journal of Autism and Developmental Disabilities, 38, Use graphic organizers to help the student see the components of the writing assignment and provide visual prompts to support student thinking and expression.
Creating a positive environment includes supporting and encouraging whatever expressive attempts are made by students, whether scribbles, pictures, words, sentences, or a few lines. These can include but are not limited to oral responses, PowerPoint presentations, graphs and diagrams, mindmaps, storyboards, and flow charts.
Break down and chunk information for students with ASD. Education and Training in Developmental Disabilities, 44 4 Because written work is an integral component of instruction across content areas, it is important to consider assistive technology to support students in expressing their ideas.
In addition, support can be offered through peers, classroom volunteers, teachers, and paraprofessionals who serve as scribes to students with ASD to record their thoughts and ideas expressed.
Likewise, handwriting of students with ASD may be sloppy or even illegible. Embedding choices throughout the writing process, such as preference to work in a group or alone, graphic organizers to be used, and selection of output device, maximize student participation and outcomes.
Providing opportunities for choice making will increase student engagement.
Finally, teachers and peers can influence positive writing experiences and build confidence by providing specific constructive feedback on all writing attempts.
To maximize writing outcomes, teachers will need to differentiate instruction for their students with ASD. Written expression for students with ASD can be impacted by organization and attention deficits, and graphomotor abilities can be impacted by motor planning, coordination difficulties, and information processing deficits Barnhill et al.
Teaching vocabulary is important for all students, but especially important for students with ASD for whom communication is a significant challenge.
Differentiated instructional strategies for writing in the content areas, Corwin Press: Focus on Autism and Other Developmental Disabilities, 15, Attempt to maximize vocabulary that the student already knows and uses and expand from there.
Use small, simple steps to teach the writing process: To access resources, including a wide variety of web-based resources - click on the Resources tab at the top; then enter "writing" within the search box.
It is important that students have specific writing instruction and activities each day, even if the process is difficult. Academic achievement profiles of children with high functioning autism and Asperger syndrome: It is beneficial to take the time to work out a sentence or thought structure verbally or visually before having the student write it.
The result is that many students may protest writing tasks while others may willingly approach them but experience difficulty in completing them. A study of the cognitive profiles of 37 children and adolescents. Once a positive writing environment has been established, differentiation for individual students with ASD might include some of the following considerations: Visually support the writing process: Because an associated characteristic of ASD is a heightened display of interest in a narrow field of topics, students will engage the most when writing about topics of interest to them.
Acknowledge the need for increased processing time, and implement time and work assignment modifications as needed. A review of the literature. In addition, a variety of final product forms can be offered for the student to choose. Think about each step in the writing process and back up further.Visually support the writing process: Use graphic organizers to help the student see the components of the writing assignment and provide visual prompts to support student thinking and expression.
For example, start with one thought at a time and provide visual and/or verbal prompts to support the student thinking through what they want to say next.
Given a visual guide and objects to place within a graphic organizer, STUDENT will form fractions of 1/4, 1/3, 1/2, or 1 whole, by completing a set of tasks independently, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Autism Spectrum Disorder and Assistive Technology. What Do We Know About Autism Spectrum Disorder (ASD) and Communication?
the motor planning involved in writing or using sign language is complex and can prove challenging for children with ASD. These factors complicate Children with ASD frequently prefer visual stimuli.
SGDs use a. TIPS FOR HELPING KIDS WITH AUTISM SPECTRUM DISORDER BECOME HAPPY, SUCCESSFUL WRITERS Kathy Oehler: MS, CCC-SLP, [email protected] needed for writing: Cheryl Boucher: MS, OTR, [email protected] A simple graphic organizer can can be a powerful tool to.
Writing Supports and Accommodations for Students with Autism. Graphic Organizers. Considerations: –Sensory Issues –Language Processing –Executive Functioning, Organization –Motor control What Does the Research Tell Us about Students with Autism and Writing?
New Research Vanderbilt University “One of the classic. Given a variety of activities (subtopics) related to a specific topic or subject (Science), STUDENT will demonstrate understanding of each subtopic by completing a series of activities to include sorting, matching, answering questions, categorizing, responding to yes/no questions, sequencing, labeling (vocabulary), defining, and use a graphic .Download