The different strategies/interventions I have used are simple by design and simple to use. Each strategy is designed for Student A to use to make his daily functioning in the classroom easier. Each of the artifacts presented are visual and are easy to read or understand. Each one is also easy to modify to suit his needs.
As can be seen in the snapshot below, each artifact has a strong pictorial reference. Picture schedules are often used as a strategy for increasing predictability and as an alternative to verbal and written instruction. Transitioning from one activity to another can be problematic for some student with autism yet is a very common occurrence in general education classrooms (Harrower & Dunlap, 2001)
Click on the pictures below to see each artifact and explanation.
As can be seen in the snapshot below, each artifact has a strong pictorial reference. Picture schedules are often used as a strategy for increasing predictability and as an alternative to verbal and written instruction. Transitioning from one activity to another can be problematic for some student with autism yet is a very common occurrence in general education classrooms (Harrower & Dunlap, 2001)
Click on the pictures below to see each artifact and explanation.