| Citation: |
Hume, K., Sreckovic, M., Snyder, K., & Carnahan, C.R. (2014). Helping students with autism spectrum disorder navigate the school day.
Teaching Exceptional Children, 47
(1),
35-45.
|
| Title: |
Helping students with autism spectrum disorder navigate the school day |
| Authors: |
Hume, K., Sreckovic, M., Snyder, K., & Carnahan, C.R. |
| Year: |
2014 |
|
Journal/Publication:
|
Teaching Exceptional Children |
| Publisher: |
Sage Publications, Inc. |
| DOI: |
https://doi.org/10.1177/0040059914542794
|
| Full text: |
http://tcx.sagepub.com/content/early/2014/07/16/0040059914542794.fu...
|
| Peer-reviewed? |
Yes
|
| NIDILRR-funded? |
No
|
| Background: |
Any student must make transitions during the school day. Different classes, activities, lessons, and instructors are all commonplace in schools. Making these transitions is sometimes difficult for students with Autism Spectrum Disorder (ASD). Transition supports can be created for students with ASD to increase predictability, appropriate behaviors during transitions, and create positive transition routines. |
|
Purpose:
|
The purpose of this paper is to describe a four step sequence for implementing transition supports for students with ASD. |
|
Findings:
|
The first step is to identify problematic transitions. These could include transitions between staff members, transitions between activities, subjects, or lesson formats. The second step is to identify appropriate transition supports. Types of supports can be visual (a video or set of pictures depicting the successful transition), or auditory in the form of making requests to the student. Determining the appropriate support depends on the knowledge and resources of the staff and the needs of the student. The next step is the actual implementation of the supports. How this step happens depends on the age and support needs of the student. The final step is to collect data to determine the effectiveness of the transitions. |
|
Conclusions:
|
Following these steps can help students with ASD fully participate in school. These supports also have a high carryover to activities outside of school. |
