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ABAinChinese
中文教學+自閉症資訊
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monitoring the program's effectiveness in addressing Jason's academic
and social development needs over time.
6.
Classroom accommodations to enhance attention and concentration:
Appropriate accommodations for Jason include deliberately catching his
attention before providing instructions, repeating instructions, and
allowing extra time to respond to verbal questions and instructions.
Jason could also benefit from learning self-management techniques for
monitoring his own classroom behaviors. For example, he could earn
stickers every time he correctly reminds himself to use auditory cues to
aid in visual processing of information.
7.
Nonverbal/Visual processing Supports: We recommend that Jason
educational program incorporate use of manipulative to enhance visual
scanning. For example, rather than scanning a page for information,
Jason might be provided with or help to create multiple cards displaying
the same information which he can actively sort through.
8.
Visual Supports: Given Jason's visual impairment, it is recommended that
he be provided with front row seating and the use of a slanted board for
reading tasks.
9.
Verbal Support: In addition, given observation that Jason does well with
auditory cues for nonverbal tasks, it is recommended that he be taught
to provide such cues for himself by specifically asking him to narrate
his problem-solving strategies during visual or non-verbal task (i.e.,
prompt him to "say it out loud"). He could benefit from frequent
instruction to communicate verbally, including prompting him to use a
greater variety of language rather than repeat the same phrases.
10.
Social Skills Programming: Given Jason's diagnosis of Autism Spectrum
Disorder and associated deficits in social cognition, it is essential
that his educational program include specialized programming to
support his social interaction skills, social cognitive development,
and peer relationships. It is recommended that opportunities for
interacting with peers be activity-based and include structured
activities during recess and lunch period. Activities should be
selected to be of mutual interest to Jason and peers and should be
based on areas of abilities for Jason. The use for Jason's interests
in the way will serve to help him make connections with other