Individual schedules are used as part of the TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children) method of instruction. The TEACCH program was developed at The University of North Carolina by Eric Schopler in the 1970s. The program emphasizes “individualized assessment to understand the individual better and also understand the culture of autism.” TEACCH components are effective and data driven methods of instruction.
Individual schedules are designed to make abstract concepts more concrete and understandable to Students with Autism. Deficits in receptive language skills make it difficult for students with Autism to know what is expected of them throughout their school day. Individual schedules help students organize and predict activities, lessen anxiety about what will happen next, and help students transition independently.
Four types of individual schedules are described in this pod cast: Object schedules, photograph schedules, symbol schedules, and word schedules.
ABA- Behavior Management in the Classroom
Applied Behavior Analysis (ABA) “is the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behavior” (Cooper, Heron, & Howard, 1987, p.14).
A variety of teaching strategies use the principles of ABA and have been shown to be effective when teaching students with Autism.
ABA focuses on observable, specific behavior(s), the measurement of those behaviors, data collection using systematic procedures, and constant re-evaluation of the plan. ABA looks at the antecedent, behavior, and consequence. Focus is on the function of the behavior(s), such as attention-seeking, access to tangibles or activities, escape/avoidance, and/or sensory imbalance.