Learning occurs in a variety of environments which range from highly structured, distraction free, one to one sessions to small group settings which promote generalization of acquired skills. Because each task is broken down into their smaller components, students are provided with the repetitive exposure needed to learn the skill, as well as, a profusion of positive reinforcement. 

All students have personal Strategy Binders which describe and maps out their educational program. Strict data is collected daily and analyzed to ensure a current profile is maintained. With this tool, we can efficiently modify methods and materials for any challenging program.

Visual Strategies: 
Students with autism perform best when their daily routine is predictable, with clear expectations.

Establishing and following a visual schedule eliminates the unexpected and assists students in anticipating and preparing for transitions. Schedules must be visual and kept in the same location at all times. For pre-readers, an object schedule can be used. A tangible object that is related to the class or activity it represents is attached to an icon and the printed word. Other students are able to follow an icon schedule and strong readers can use a printed schedule.

A "check schedule" transition cue is then given to the student each time he is to transition to a new activity or class.
 
Environmental Considerations:
Visual and auditory stimulation in the classroom must be taken into consideration.
 
Many student with autism are sensitive to auditory input and have a more difficult time processing auditory stimulation. Their work stations should be placed away from excessive auditory stimulation and away from unnecessary movement.
Visual Structure
The Children’s Center takes into consideration the environmental needs of our students. The environment needs to be structured visually to help the student clearly see and understand what is expected of him. Our work stations are clearly defined. Some students will need three-sided work stations, while others will be able to work in more open areas. Our activities are designed with strong visual cues so less auditory directions are needed. Each station clearly shows what needs to be done, how much needs to be done, when the student will be finished, and what's next.

Alternatives to Verbal Communication
Many students with autism have impairments in communication, particularly expressive communication. For those who are non-verbal, an augmentative communication system must be in place. The Picture Exchange Communication System (PECS) has been very effective. Voice output communication devices may be very appropriate. For those students who do have verbal communication skills, many benefit from having some form of augmentative communication available as a back-up system for times when expressive communication may fail them. It is very common for students to be unable to access verbal communication when in a stressful emotional state. Having a back-up visual form of communication can assist with expression and reduce aggressive behaviors. The Children’s Center of Monmouth County has an extensive library of augmentative devices to trial with our students.

Direct Instruction of Social Skills
The majority of students with autism need direct instruction in social skills. Most do not learn interaction skills by simply being placed in social environments. They need to learn social interaction skills in the same way they learn other academic skills. Using strong visual structure, activities can be designed to teach about identifying emotions in self and others, situations that can cause certain emotions, and how to respond in certain social situations. Our speech therapists and teachers use Social Stories to teach these skills. They are short stories written about specific social situations that briefly describe a social situation, how others may respond in this situation, and how the student should respond.

Sensory Opportunities
Most students with autism have some sensory needs. Many find deep pressure very relaxing. Others need frequent opportunities for movement. Many of our students have a sensory profile completed by their occupational therapist. Based on the profile, a sensory "diet" is created and implemented throughout the day.

Consistency
All students do best when the daily program remains consistent with clear expectations. All of our staff working with students with autism are well-trained and implement the daily program as consistently as possible.

Functional Curriculum
Students with autism have a great deal of potential to live and work independently as adults. Our program places a strong emphasis on following a functional curriculum. Skills that emphasize daily living skills, community skills, recreation and leisure and employment are incorporated into the curriculum. Students who are higher functioning can follow the regular curriculum, but emphasis is also placed on those skills that are the most functional. Functional academics include literacy (reading and writing), basic math, and time and money skills. Self-care skills, domestics, recreation and community experiences are emphasized. Students who are 14 and older have formal job sampling opportunities.

Community Services	Education Early Childhood Education Private School School-Based Services Special Education
Health Services	Intellectual and Developmental Needs Advocacy Assistive Technology Autism Spectrum Disorders (ASD) Intellectual and Developmental Disabilities (I/DD) Special Needs

Last Updated: 01/25/23