SPD 500 Topic 2 - Intervention Strategies Digital Brochure Deandra Procassini

Family Intervention Strategies Communication/ Collaboration Strategies According to Barnett, Frankel, and Fisher (2018), one effective intervention strategy that families can use at home to promote communication skills, social skills, and literacy skills in children with autism spectrum disorder is direct instruction with visual supports. The authors explain that "direct instruction refers to explicit, teacher-directed strategies for delivering effective instruction" (p. 129). Teachers can use this approach to promote the generalization of skills, sequence lessons strategically, and script everything included in a lesson to target skills over multiple lessons and ensure the retention of key concepts. Additionally, teachers can use flexible grouping to ensure active participation and allow for immediate feedback through monitoring (Barnett et al., 2018, p. 129). There are various communication and collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development. One key strategy is to use autism communication techniques to help children with autism spectrum disorder (ASD) develop their language and communication skills. According to the LeafWing Center, "Language impairment in communication is one of the main diagnostic criteria for a child with autism, specifically a delay in or total lack of spoken language. Many children may have difficulties not only expressing themselves but also understanding what other people say" (LeafWing Center, 2021). A nother strategy is collaborative communication between all stakeholders involved in the child's education and intervention services. As the May Institute explains, "Collaboration is essential in ensuring that students receive the services and supports they need to succeed in school and beyond" (May Institute, n.d.). This includes regular communication between parents/guardians and service providers, as well as coordination between service providers and school staff. In order for collaboration to be effective, communication must be clear, respectful, and frequent. The May Institute recommends establishing regular meetings to discuss the child's progress and needs, sharing relevant information and observations between all parties involved, and working together to develop and adjust intervention plans as needed. By working together and utilizing effective communication and collaboration strategies, students with special needs, including those with ASD, can receive the support they need to succeed in school and in life. 01 Use visuals: "Even individuals with autism who can read benefit from visuals. Visuals can serve as reminders about classroom rules, where certain things go, and resources that are available to students. Using pictures and modeling will mean more to students with autism than a lengthy explanation" (Manolis, 2019). Visuals can help individuals with autism spectrum disorder understand classroom rules, where certain things go, and the resources that are available to them. Pictures and modeling are more effective than lengthy explanations. Even students who can read can benefit from visuals. Instructional Strategies Keep language concrete: "The hidden curriculum may be too hidden for some individuals with autism. There are certain things that may have to be explicitly taught (like analogies). Model appropriate social skills and discuss how our behavior can make others feel. Social Thinking is a great curriculum with pictures books such as You Are a Social Detective that explains social skills in an easy to understand way" (Manolis, 2019). Individuals with autism spectrum disorder may have difficulty understanding figurative language and interpreting it in very concrete terms. It may be necessary to explicitly teach certain social skills, such as analogies, and to use concrete language. Model appropriate social skills and discuss how our behavior can make others feel. Be predictable: "Having predictability in the classroom eases anxiety for students with autism and will help avoid distraction. Students are less worried or curious about what will happen next and can better focus on the work at hand" (Manolis, 2019). Having predictability in the classroom eases anxiety for students with autism spectrum disorder and helps avoid distractions. Give students a schedule that they can follow, and if there are any unpredictable changes, it’s a great teaching moment to model how to handle changes appropriately. Students are less worried or curious about what will happen next and can better focus on the work at hand. 02 03 01 02 03 Another intervention strategy that families can use at home is the use of video modeling, as suggested by Odom, Boyd, and Hall (2010). They explain that "video modeling involves presenting a video of a model engaging in a target behavior or activity followed by opportunities for the individual with autism to practice the target behavior or activity" (p. 498). Families can find videos online or create their own to teach a variety of skills, such as social skills or daily living skills, to their children. Finally, joint attention interventions can also be effective in promoting communication skills in children with autism spectrum disorder, as suggested by Koegel and Koegel (2006). Joint attention interventions focus on teaching children to share attention with others and to engage in joint attention activities, such as following a parent's gaze or pointing to an object. This can be achieved through play-based activities that are developmentally appropriate for the child and that involve turn-taking, shared attention, and joint problem-solving (Koegel & Koegel, 2006, p. 181). 01 02 03