AUTISM SPECTRUM DISORDER IN

THE ELEMENTARY CLASSROOM

An Intervention Resource Guide
for Elementary Teachers
Compiled by Paul Markle February 2015

Introduction
With the practice of inclusion, regular education and special subject teachers (Art, Music, Physical Education,
Librarians, etc.) have a wide variety of students with a vast array of abilities and special needs. Whether you
are a novice or veteran teacher, taking the time to brush up on the best practices for providing the very best,
most appropriate education for each and every student is necessary. It is also important to have as many
valuable resources at your fingertips resources that shape and guide your approach to providing that top
notch education that every child deserves. This resource guide is designed to meet these needs by briefing
you on the available interventions and strategies. It is not a tool for diagnosis. Some interventions and
strategies listed are within an elementary teachers protocol, while others must be completed by a specialized
professional. The latter is included so that you are informed about the various interventions and strategies
your students may be experiencing. Within the contents, you will find an overview of research-based
interventions for elementary students diagnosed with Autism Spectrum Disorder.

Autism Spectrum Disorder (referred to by its acronym ASD), is a group of developmental disabilities that were
once separate diagnoses, but now are grouped together: autistic disorder, pervasive developmental disorder
not otherwise specified (PDD-NOS), and Asperger syndrome (CDC, 2015). Individuals with ASD often express
themselves and communicate differently than their peers. They may not share similar feelings or reactions
about certain things as their peers do. Also, they often learn differently than their peers. There are many
research-based interventions that have proven successful in improving the learning and social aspects of an
individual with ASDs daily life. Here, we will examine many of these Cognitive-Academic, Communicative, and
Social-Emotional Interventions. While these interventions have produced promising results in controlled
research, we must always be aware that no individual is the same and will respond the same to a certain
intervention. This guide is meant to give elementary teachers a brief look at research-based interventions and
encourage teachers to explore certain case-appropriate interventions. Please keep in mind that the list below
is non-exhaustive and is always evolving with new research.

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Cognitive/Academic, Communicative, & Social Emotional Interventions
Applied Behavioral Analysis (ABA)

ABA includes the process of improving upon certain behaviors through systematic implementation of a series of effective
interventions. During the process, the behavior is identified, measureable goals and objectives are set, interventions are
chosen and implemented, progress is monitored with collected data, and data is used to maintain and modify the
interventions.

More on ABA: https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba

Augmentative and Alternative Communication (AAC)

AAC includes any technology (electronic or otherwise) that can be used to communicate without the use of verbal language.
AAC is especially appropriate for individuals that are nonverbal but can also be used with individuals that are verbal to assist
with effective communication. Some types of AAC are aided by tools (technology) and others are unaided (i.e. facial
expressions, gestures, sign language). There are three types of aided AAC: No/Low-Tech (i.e. paper and pencil, switches,
communication flip books), Mid-Tech (i.e. simple electronic communication boards with recorded sounds and symbols), and
High-Tech (i.e. text/symbol to computerized voice devices Dynavox, iPad)

More on AAC: https://sites.google.com/site/epse410pecs/what-is-aac

Comic Strip Conversations

Comic Strip Conversations are modeled conversations in a comic strip format that include elements of a conversation drawn
with simple symbols: people as stick figures and thought/speech bubbles to show the words being shared. This helps model
the abstract nature of conversations that is often difficult for an individual with ASD to understand.

More on Comic Strip Conversations: http://www.autism.org.uk/living-with-autism/strategies-and-approaches/social-stories-

and-comic-strip-conversations/what-is-a-comic-strip-conversation.aspx

Discrete Trial Teaching/Training (DTT)

DTT is a very structured form of ABA (see above) where a complex skill is broken down into small chunks. Each chunk is
taught until it is mastered using the same format each time (or discrete trial). The script format is the following: teacher sets
up the skill to be taught (the antecedent), the teacher provides a prompt, the student responds, teacher provides positive
reinforcement for correct or correction for incorrect response, a few seconds is given to end the trial. Even with correct
responses, there must be multiple trials. Prompting can be faded from a full gesture of the correct answer, to a partial
gesture, to no prompt at all.

More on DTT: http://www.educateautism.com/applied-behaviour-analysis/discrete-trial-training.html

Floortime (Developmental Individual-Difference Relationship-Based Model or DIR)

Floortime and DIR have the adult work with the child at their level. If they are playing on the floor, the adult gets down on the
floor with them and engages in their play. While the child takes the lead, the adult is encouraged to challenge the child as
they play into engaging in more complex interactions.

More on Floortime: https://www.autismspeaks.org/what-autism/treatment/floortime 2

Functional Behavioral Assessment (FBA)

FBA takes a look at the entirety of an exhibited behavior. The ABCs or the behavior are determined and analyzed. Much like
ABA (see above), FBA involves the collection of data, the choosing and implementation of appropriate interventions, and
progress monitoring/modification as needed.
A = Antecedent (the activity and specific events preceding the behavior)
B = Behavior (what the behavior is specifically)
C = Consequence (the events that followed or the results of the behavior)

More on FBA: http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf

Hidden Curriculum

The Hidden Curriculum has to do with the unwritten rules that most people know to follow and not many think about while
doing automatically. Examples: Its not polite to stare at someone. There are appropriate times to say what you think about
someones work, and there are times when you shouldnt say those things. These unwritten rules are not assumed by many
individuals with ASD. Therefore, the Hidden Curriculum must be taught to students with direct, instruction.

More on the Hidden Curriculum (a PowerPoint presentation will load): http://uscm.med.sc.edu/autism_project/Module%207.pps

Modeling/Video Modeling

Modeling is a strategy that involves both a visual and verbal example to an individual with ASD. The individual is shown how
exactly to perform, step-by-step with an appropriate explanation of the reasoning behind each step. Modeling can be
implemented live or recorded on video to be played at strategic times. Video modeling is easier on the modeler since it only
requires one recording that can be played back as many times as needed and will remain identical every time.

More on Video Modeling: http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/VideoModeling_Steps_0.pdf

Occupational Therapy (OT)

Therapists evaluate an individuals developmental level, learning styles, social ability, and environmental needs in order to set
appropriate goals. OT can work on cognitive, physical, and motor skills in order to improve upon age-appropriate
independence and participation in daily life. Some focuses are on skills having to do with appropriate play, leisure activities,
learning, and self-care.

More on OT: https://www.autismspeaks.org/what-autism/treatment/what-treatments-are-available-speech-language-and-

motor-impairments

Physical Therapy (PT)

Some individuals with ASD have difficulties with certain motor skills including movement at different appropriate speeds,
balance, and coordination. These areas are evaluated by a Physical Therapist, and a program is developed based on the
results. Individuals may participate in assisted movement activities, exercise, and the use of orthopedic equipment.

More on PT: https://www.autismspeaks.org/what-autism/treatment/what-treatments-are-available-speech-language-and-

motor-impairments

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Picture Exchange Communication System (PECS)

With PECS, pictures are used to communicate in a multi-phase process. It starts with simple practice (the individual presents a
picture to request an item from an adult; the result is the item is given to the individual). Later, sentence formation with the
pictures increasing in complexity is practiced. Utilizing the cards in a variety of settings is increasingly encouraged. Much
later, answering questions and making comments with the pictures is practiced. PECS is considered a form of AAC (see
above).

More on PECS: http://www.pecsusa.com/pecs.php

Pivotal Response Treatment (PRT)

PRT focuses on improving the individuals pivotal developmental areas as a whole, rather than focusing on individual
behaviors. One major area is motivation, which is rewarded naturally. (i.e. If a child wants to play with a toy, he or she must
ask for it. The reward is getting the toy.) Other pivotal areas targeted are response to multiple cues, self-management, and
the initiation of social interactions.

More on PRT: https://www.autismspeaks.org/what-autism/treatment/pivotal-response-therapy-prt

Positive Behavioral Support (PBS)

PBS requires the interventionist to identify the undesired behavior and work on replacing that behavior with a different,
socially appropriate one. The whole situation is examined and a plan is made to intervene at the antecedent by changing the
routine, setting, or other factor that is triggering the behavior. PBS is an intervention that can be a part of a FBA (see above).

More on PBS: https://www.autismspeaks.org/sites/default/files/section_5.pdf

Prompting

Prompting is an approach that can be implemented for any skill (Academic, Social-Emotional, and Communicative). Prompting
is often most successful when it begins as a full gesture/verbal/physical guidance prompt toward the correct response, then
fades to a partial gesture/verbal/physical guidance prompt, and finally is no longer used. Having the individual independently
select the correct response/complete the task appropriately is the ultimate goal of prompting. Modeling is also a form of
prompting.

More on prompting: http://www.vcuautismcenter.org/resources/content.cfm/983

Relationship Development Intervention (RDI)

RDI focuses on improving an individuals ability to think flexibly. Individuals with ASD often struggle being flexible in situations
of change and understanding others perspectives. Connecting multiple senses to make sense of something is another
challenge. Isolated everyday difficulties with flexibility in daily life become objectives that are worked on with a gradual
increase in complexity as improvements are made.

More on RDI: https://www.autismspeaks.org/what-autism/treatment/relationship-development-intervention-rdi

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Response Interruption/Redirection (RIR)

RIR is an intervention aimed at decreasing an undesirable behavior that may be repetitive, stereotypical, and/or self-injurious.
As the name suggests, the teacher or other adult interrupts the behavior of concern and then redirects the student to engage
in a different, more appropriate replacement behavior. The interruption can involve the physical blocking and/or verbal
words in an attempt to block the undesirable behavior. The redirection is in the form of prompting the individual to act on the
alternative behavior.

More on RIR: http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/ResponseInterruption_Steps.pdf

Visual Schedules

Schedules are very important to individuals with ASD. These individuals may have anxiety related to transitions and changes
to their daily routines. They may feel anxious if they do not know exactly what is going to happen in their day. Providing
individuals with ASD with a personalized schedule outlining each part of their day in specific order can help with this anxiety.
Visual Schedules are particularly helpful since they use simple pictures or photographs to cue each subsequent activity in a
childs day. Using a computerized schedule (i.e. an iPad app) or pictures with Velcro is important so that the schedule can be
rearranged as daily schedules change. It is important to go over any rearrangement of the daily schedule with the child so
there are very little unexpected happenings for them. Schedules can ease transitions and even increase transitional
independence.

More on Visual Schedules: http://www.specialed.us/autism/structure/str11.htm

Sensory Integration Therapy (SI)

In Sensory Integration Therapy, the implementer uses certain play activities to work on changing how an individual with ASD
responds to various sensory challenges. The individual plays as he or she would normally, but specific touch, sound, sight, and
movement stimuli are incorporated with gradual complexity over time. The individual is encouraged to come up with ideas
independently, be flexible in difficult situations, tune out distracting stimuli, and feel confident in him or herself.

More on SI: http://chan.usc.edu/academics/sensory-integration

Sign Language

Sign language is a form of AAC (see above) that requires the use of hands and face and a mutual fluency level in sign language
between the speaker and the listener. Sign language uses a series of hand symbols and facial gestures to represent
letters, words, and feelings. This is especially useful for individuals that are nonverbal or low-verbal, but requires both the
communicator and the listener to know what the symbols mean.

More on Sign Language: http://www.signingtime.com/resources/articles/autism-language/

Social Communication/Emotional Regulation/Transactional Support (SCERTS)

SCERTS is a framework that is applied (by a team of professionals and the family) to a variety of an individuals social
situations. The goal is to improve an individuals ability to communicate, express him or herself, form trusting relationships,
and cope with stress, all in order to be in the best state to learn and interact with others. This is believed to be achieved when
students are in an inclusive education setting where they can learn from and along with their peers. Transactional support is
provided which consists of any accommodations and learning supports deemed necessary.

More on SCERTS: http://www.scerts.com/index.php?option=com_content&view=article&id=7 5

Social Narratives/Social Stories/Social Scripts

Social Narratives are stories written consistently in the first or second person that describe a specific desired behavior or skill
that is a deficit for an individual with ASD. The narrative is written with developmentally appropriate words and sentence
structure, and at an appropriate length. Illustrations may be added to the story. The implementer is encouraged to have the
individual participate in the story creation. The Social Narrative then becomes a model that is read (either by the
implementer and/or the individual) routinely each day, especially right before the antecedent of the undesired behavior.

More on Social Narratives: http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/SocialNarratives_Steps_0.pdf

http://www.pbisworld.com/tier-2/social-stories/

Speech-Language Therapy (SLT)

SLT is a therapy targeting the mechanics of speech and its connection with meaning and social use of language. A Speech
Language Pathologist assesses an individuals speech and language capabilities and works with the individual on set goals
(established to develop communication into a more useful, functional skill). Goals could range from a mastery of spoken
language to learning signs, signals, or gestures with specific communicative value.

More on SLT: https://www.autismspeaks.org/what-autism/treatment/what-treatments-are-available-speech-language-and-motor-

impairments

Task Analysis and Chaining

Task Analysis and Chaining refer to the assessment of abilities resulting in an ordinal approach to teaching a skill to an
individual. The teacher breaks down the skill into discrete parts. Modeling of the discrete part comes first, and then the
individual practices that part until it is mastered. The teacher only moves on to the next discrete part if the skill directly
before it is mastered. In forward chaining, the first discrete part is taught until mastered, and then the next part is added to
the first part until mastered. Each step is added on until the entire task is mastered and can be completed independently.
Total Task Presentation is a form of forward chaining that includes strong reinforcement after each step. Reinforcement later
needs to be faded after the task is mastered. Backward chaining involves the teacher modeling all of the steps, then the
teacher models all of the steps except for the very last discrete part. The individual practices that last step until it is mastered.
The next time, the whole task is modeled except for the last two discrete parts. The individual practices those two steps until
they are mastered together. This continues until the whole task is mastered from top to bottom. Prompting and prompt
fading methods are used (see Prompting above). Hand-over-hand assistance (as a prompting tool) can be used and faded over
time.

More on Task Analysis and Chaining: http://www.cherylgray.com/cheryl/BIA2_Wk9_lecture_chaining.htm

Time Delay

Time Delay is an approach to fading prompts. Here, prompts are provided instantly when the skill is first taught. Each
subsequent time the same skill is taught and with evidence of progress, the wait time before providing a prompt is gradually
increased at a fixed rate.

More on Time Delay: http://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/ebpbriefs/TimeDelay_Overview_0.pdf

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Training and Education of Autistic and Related Communication Handicapped Children (TEACCH)

TEACCH is a framework that teaches skills with attention focused on the individuals and the explicit and organized learning
environment. This model is implemented as a very structured classroom with specific, defined stations for different tasks
(individual work, group activities, play). Visual learning is a focus, and visual schedules (see above) allow for smooth
transitions. Small picture communication symbols can be used by the students to answer questions and ask the teacher
questions. The individual is the focus rather than any philosophical notions (such as inclusion, facilitated communication, etc.)
on which many other models rely. Individual traits are accommodated rather than making any attempt to change them.
TEACCH implementers strive to understand the cognitive and learning characteristics of their students with ASD.

More on TEACCH: http://www.autismweb.com/teacch.htm

Verbal Behavior Therapy (VB)

With VB as an approach, the interventionist uses ABA (see above) to improve communication skills. Connections are made
between words and their purpose of obtaining a certain desired result. There are four word types that are focused upon:
Mand (a request), Tact (comment to share an experience or draw attention to something), Intraverbal (a response, answers a
question), and Echoic (a repeated word as a response, used in imitation). Responses can be verbal or nonverbal (signing,
signals).

More on VB: https://www.autismspeaks.org/what-autism/treatment/verbal-behavior-therapy

Additional Resources for Further Exploration

Centers for Disease Control and Prevention. (2015). Autism Spectrum Disorder (ASD). Retrieved from

http://www.cdc.gov/ncbddd/autism/index.html.

Missouri Autism Guidelines Initiative (2012). Autism Spectrum Disorders: Guide to evidence-based interventions.

Retrieved from http://autismguidelines.dmh.mo.gov/documents/Interventions.pdf.

OTHER WEB RESOURCES

Autism Speaks http://autismspeaks.org

Interactive Autism Network (IAN) http://iancommunity.org

The National Professional Development Center on Autism Spectrum Disorder (NPDC) http://autismpdc.fpg.unc.edu/