Autism Spectrum Disorder (Part 2): Evidence-Based Practices

Assessment

1. Define autism spectrum disorder:
   1. List the two primary characteristics of ASD.
   2. Explain why ASD is referred to as a “spectrum disorder.”
2. Identify and briefly describe the four steps educators can use to make an informed decision when selecting an EBP.
3. Five EBPs are sometimes referred to as foundational strategies.
   1. List and briefly describe the five strategies.
   2. For each video below, identify which foundational strategy is being used.

      Video 1: Drawing Butterfly (time: 3:51)

      View Transcript

      Teacher: Okay Emory, are you ready to draw a butterfly today? Okay, watch carefully. First, I’m going to draw a body, okay?
      Emory: Okay.
      Teacher: And then I’ll draw two wings. How many eyes do you think this butterfly is going to have?
      Emory: Two.
      Teacher: I’ll draw two eyes. And how many antennae?
      Emory: Two.
      Teacher: I’ll draw two antennae. Okay, do you think you can help me draw the next butterfly?
      Emory: Uh huh.
      Teacher: Okay, can you draw a nice body? Oh, that’s a great body. You did a great job. I’m going to put some wings on okay?
      Emory: Okay.
      Teacher: And can you help me remember how many eyes I’m going to put on?
      Emory: Two.
      Teacher: Two eyes and how many antennae?
      Emory: Two.
      Teacher: Can you erase the butterfly for me? Good! That’s a good helper. Now I want you to draw the body and the next part. Can you draw the first and the second part? That’s a good body, and what comes after the body? Ah, that’s a beautiful wing. What comes next? Good job! And I’m going to put on two eyes and two antennae, okay? Can you erase that again? Good job. I like the way you get the board all clean. Okay, are you ready?
      Emory: Uh huh.
      Teacher: You ready to draw the next butterfly? Now you need to draw. What comes first?
      Emory: The body.
      Teacher: The body. Good job. Okay, what comes after the body?
      Emory: Wings.
      Teacher: Uh huh. How many wings does that butterfly get?
      Emory: Two.
      Teacher: And what comes next? Great job. And I’m going to put on the antennae okay?
      Emory: Okay.
      Teacher: Good job! Okay, are you going to erase our butterfly? I like the way you’re getting all the purple lines off. One more dot. Okay, okay, you want to put your eraser down? Can you draw the butterfly all by yourself now?
      Emory: Uh huh.
      Teacher: All the parts? Oh, that’s a nice big body. I like that. Oh, great wings. That butterfly is going to fly off. What comes next? Nice eyes. And then what else? Okay, that is a beautiful butterfly.

      Video 2: Tying Shoes (time: 0:52)

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      Teacher: Okay, Emory, are you ready to tie your shoes today?
      Emory: Uh huh.
      Teacher: Okay, well, our first step is pull your shoestrings up and cross them over. Make a nice “X” and then the one that’s behind goes through the hole, and we pull it tight. Good job. Now we’re going to make a tree. Okay, and let’s get our bunny. Our bunny runs around the tree and through the hole. Did you grab your bunny?
      Emory: Uh huh.
      Teacher: Now take the tree and your bunny and pull them tight. Good job! That was a great job, Emory. I think you’ll be able to tie your shoes on your own, don’t you?
      Emory: Uh huh.

   3. For each scenario presented in the table below, select one strategy to address the student’s needs and explain why you chose that strategy. Select a different strategy for each scenario.
      

      Scenario	Strategy Selected	Justification for Selection
      Trevor, a 14-year-old boy, is having difficulty transitioning from one activity to another.
      Carly, a six-year-old, has difficulty putting on her coat by herself.
      Alexa, a three-year-old girl, swings her doll around instead of playing with it as intended (e.g., feeding it).

4. Visual supports and PECS are effective strategies to address communication needs of children with ASD. Briefly explain how each strategy can address this need.
5. Discuss the differences between a focused intervention and a comprehensive treatment program.
6. Promoting independence is often a goal for students in high school. Briefly describe how each of the following strategies can promote independence.
   1. Self-management strategies
   2. Technology-aided instruction and intervention