Part+2+-+Group+2

=Group 2 - Part 2 - Chapter 4=

Describe one way to strengthen the characteristic learning needs of students with ASD.
One of the five ways to strengthen the characteristic learning needs of a student with ASD is... to teach **joint attention and focus.** This is one way to strenghten the learning needs of a student with ASD who has dificulty acquiring language and social communication skills. This skill involves the ability to follow the gaze of another person, share eye contact during conversations and recognize facial expressions. Students who require this skill may also show difficulty with the following: 1) attending to and processing visual and auditory information at the same time 2) processing abstract information and ideas (including social cues) 3) sensory issues: tactile and or auditory 4) staying in close proximity of others including their peers 5) adjusting to physical and social changes in their environment

1) allowing the student to look at (or do something with) lesson material first and listen later One variation is as follows: (example: note-taking: student records information first and then when the class is finished writing the teacher explains the lesson.) 2) creating a signal between the student and teacher to let the student know that something important requires attention 3) incorporating materials that are interesting for the student 4) teaching the student social skills (including. tolerating noise, touch and close proximity of others) 5) minimizing distractions, clutter, and over-stimulation 6) providing the student with opportunity to do physical things to maintain focus (e.g. a fidget object and frequent movement breaks)
 * Some strategies that are useful to strengthen joint attention and focus are:**

A second way to strengthen the characteristic learning needs of a students with ASD is to teach **waiting before acting**: -many students with ASD will act before the instructions have been completed. They must be taught how to wait before acting. This may be accomplished by giving them activities that encourage the student to watch before acting, or listen and repeat simple instructions before acting, as well as activities that encourage them to complete a task before acting. With practice and time, these activities can also include cues recognized by the student to know when instruction is completed. Examples of activities that help teach waiting before acting may include: -counting to a number before initiating an action. -imitating patterns of color and shape. -watching a bubble float to the floor before stamping on it.

What is the process for teaching a new skill or activity?
The process for teaching a new skill or activity involves... three steps.

a) favourite learning styles (multiple intelligences) and activities (and whether or not they are age appropriate) b) ability to self-advocate d) interactive behaviour with peers and school staff e) sensory issues (sensitivities) f) primary reinforcers that may work g) comprehension regarding first/then model
 * 1) Observing the student to identify the following:**

a) choosing the skill or activity b) chunking the skill into manageable parts c) selecting motivational materials to teach the skill d) selecting appropriate reinforcers e) selecting an appropriate environment for teaching that particular skill
 * 2) Prioritizing and Preparing to teach the skill:**

a) model the activity and reinforcer b) teach the first step and follow up in a sequential manner c) use verbal or physical cues to communicate that first they do the skill, and then they will get the reinforcer. d) prompt as required (gradually reduce over time) e) reinforce the student (gradually reduce over time f) repeat with a new adult (with initial level of prompts and reinforcers)
 * 3) Teaching the skill:**