Autism Classroom Toolkit: Simple Supports that Lead to Big …

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autism spectrum disorders (ASD)

Autism Classroom Toolkit: Simple Supports that Lead to Big Gains Summary : In this article, the focus will be on an evidence-based classroom toolkit for students with autism, developed by the Illinois Autism Partnership at Easterseals Serving Chicagoland and Greater Rockford. It will highlight tools that have demonstrated effectiveness in improving outcomes for individuals on the autism spectrum. By providing a comprehensive overview of these supports, the article aims to equip educators and clinicians with the knowledge and tools necessary to support students with autism at school.

INTRODUCTION Do you know that 1 in 36 kids have a diagnosis of autism (Centers for Disease Control and Prevention, 2023)? With the rates of autism and related disabilities on the rise, it is crucial now more than ever that educators and related service providers feel equipped to meet the individualized needs of these unique learners. Illinois Autism Partnership (IAP) at Easterseals Serving Chicagoland and Greater Rockford was developed to fill this need in school districts across Illinois. IAP partners with a diverse range of clients, including school districts, schools, residential facilities, and police and fire departments, to provide coaching, consulting, and training to individuals serving children and adults with autism spectrum disorders and other related disabilities. Over the last decade, IAP has had the opportunity to support and collaborate with special education teachers and clinicians across the state. IAP regularly shares their expertise on evidence- based practices for students with autism and continually adapts new and creative ways to apply these practices in the classrooms they support and beyond. Students with autism are often strong visual learners, greatly benefitting from the use of various visual supports across the

school day. Yet, keeping track of, managing, and implementing these tools across staff and environments can, at times, be cumbersome for both the student and the supporting adults. IAP observed and experienced this challenge firsthand for classroom teams and developed a solution to this problem by consolidating and simplifying some of the most beneficial foundational supports for children with autism. The Autism Classroom Toolkit eliminates the need to juggle several different visual supports and classroom tools and houses those vital tools all in one easy to access location. Students (and adults) can quickly navigate to the color-coded support they need, and the toolkit can travel with the student for consistency across environments. The design of the Autism Classroom Toolkit is based on some of the most common evidence-based practices used in a variety of classroom settings. The intention behind the Autism Classroom Toolkit is to provide a “base model” for teachers and clinicians to adapt after determining the individual needs of the student(s) they are serving. It is important to remember that no one tool or type of support will be effective for all students and individual student preferences and needs should be considered when determining what supports to consider for each student.

SARAH SMITH is the Manager of Training for the Illinois Autism Partnership (IAP) at Easterseals Serving Chicagoland and Greater Rockford. She has a longtime record of success in designing curriculum for and working with individuals with autism and related disabilities. Smith has developed evidence-based autism programs in schools across the country, with an emphasis on promoting students' independence, functional communication, and community integration. The author of this article has no affiliation with the products and brands named in this article.

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For students that struggle with a delay to reinforcement or may still be learning the value and excitement of tokens, a first/ then board can be a great starting point! While many may look at a first/then board as a schedule tool, (e.g. first math, then reading), first/then boards are a foundational tool based on the principle of positive reinforcement. This tool can help the student to see that first they do the thing they have to do, then they get to do the thing they want to do. This type of support can be beneficial for even our youngest learners. The Autism Classroom Toolkit contains a token board that includes the essential components for a basic, customized token board. Educators are encouraged to embed student interests, when possible. For example, if a student loves pirates, the token board page could include a pirate-themed background and gold coins as the tokens. Or, if a student loves Legos, the board is Lego-themed, with minifigure behavior expectations, and each token is a Lego piece. Check out this video of a Token Board in action.

Illinois Autism Partnership’s Shannon Wess supports a student using the Autism Classroom Toolkit.

REINFORCEMENT Reinforcement describes a relationship between learner behavior and a consequence that follows the behavior. This relationship is only considered reinforcement if the consequence increases the probability that a behavior will occur in the future, or at least be maintained. Reinforcement is most effective when it is individualized for a particular learner with autism spectrum disorder and when it is presented in response to a learner’s use of a target skill/behavior. Reinforcement has been shown to be effective at the preschool, elementary, and middle/high school levels. The goal of this evidence-based practice is to increase skills while gradually fading reinforcement strategies to promote maintenance and generalization (Neitzel, 2009). While token boards have become a common reinforcement strategy in many special education environments, a simple but important component is often overlooked. Educators are encouraged to ensure student-specific behavior expectations are included on all token boards, as this can help to reinforce the learning connection for students between their behavior and earning the tokens. Visual expectations also serve as a reminder for supporting adults and can help ensure consistent token delivery across people and environments.

Using a Token Board. https://www.youtube.com/watch?v=OqHHYsSiLJ4

An example of a customized token board for a student who loves ocean animals.

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COUNTDOWN STRIP Visual Supports are any tool presented visually that supports an individual as he or she moves throughout the day (Hume, 2008). Many students with autism can benefit from visual supports that help them to wait, show the passage of time, and see their schedule for the day. Countdown Strips are one such visual tool that can support students with autism by promoting predictability, providing structure, embedding reinforcement, defining an amount of time, and teaching flexibility. While visual and countdown timers can be an effective tool for the classroom, sometimes, there may be situations where we don’t know how much time remains. For example, if a student is completing a worksheet and we want to show the passage of time but focus on work completion versus a set amount of time, we might use a countdown strip to help the child see their progress with this task. A teacher might say to the student, “Five more problems, and then we are finished!” As each problem is completed, a number is pulled off as the teacher “counts down.” Some students might be able to tolerate a 10 number countdown strip, while other students might need a 3 or a 5 number countdown strip. It is very important to factor individual students’ needs into determining appropriate and effective tools to include in their toolkits. Additionally, there are different ways to present countdown strips, such as drawing an X over numbers with a dry erase marker, closing a tab or flap on top of a number, placing an X or similar icon on top of a number, or pulling Velcro numbers from a chart. However, a countdown strip is set up for a student, the idea that “time is passing by” is something that can benefit all learners. The Autism Classroom Toolkit includes a basic 5 number countdown strip with number cards to pull off as each step is completed or as time passes by. The top page houses the extra pieces, while the bottom page includes the countdown template. This particular support would be used by telling the individual, “We have five more ___” or a similar statement. A number would be removed from the book as you complete the count down to 0. Typically, something motivating (e.g. toys) would be included at the end of the countdown, thus teaching the learner that it’s exciting and fun to count 5-4-3-2-1.

Check out this video of the Countdown Strip in action.

Countdown Strip and TO DO List. https://www.youtube.com/watch?v=Z_lqNh2GNdQ

A teacher supports a young student with a countdown strip during a literacy activity.

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CHOICE BOARD Antecedent-based Interventions (ABI) are evidence-based and proactive strategies designed to reduce the occurrence of interfering behavior. ABI focuses on modifying the environment and changing elements that could trigger an interfering behavior. ABI includes strategies such as modifying the environment, providing choices, and using motivating items (Neitzel, 2009). A choice board is a visual representation of items/activities that are available to choose from. This tool is used to encourage communication, provide a visual reminder of what choices are available, and encourage independent decision-making throughout the day. Giving students choices is a very effective way to enlist their cooperation. The primary purpose of giving a person choices is to have him or her have some control over certain situations. Both adults and children like to have some control over their lives. It is more satisfying or motivating to be able to decide which snack one might have, which video to watch, or whether one does math first or second. Providing choice is a positive programming strategy that may reduce some situational behavior problems (Vicker, 1999). There are many ways to introduce a choice board into the day. The choice board that is included in the Autism Classroom Toolkit is a simple page for choices to be displayed. These choices can include anything from activities to snacks to preferred peers or adults. All students have different needs and it is important to determine how many choices should be available to each student. For entry level choice board users, it is common to only have available choices displayed on the board. This helps to prevent frustration by ensuring that any choice the child makes will be one that is available to them.

TO DO LIST Visual activity schedules and structured to do lists draw upon three evidence-based strategies: antecedent-based interventions, prompting, and visual supports (Hume et al., 2021). They are considered an antecedent-based intervention in that they are typically presented to the individual prior to the initiation of the task or activity as a visual cue to help the individual know what the expectations are and what is coming next. Providing clear expectations for individuals with autism can reduce the likelihood of interfering behaviors from occurring by decreasing anxiety and increasing predictability. To Do lists can be considered a prompt or support in completing necessary tasks throughout the day. Having a visual sequenced checklist of what comes next can promote confidence and independence in completing the activities. The To Do List page in the Autism Classroom Toolkit gives educators and other supporting adults the flexibility to provide a task list to the individual they are supporting. This can be in the form of an independent work task list, a structured visual agenda for a lesson or therapy session, a full or part day schedule, a structured centers or stations rotation task list, a task analysis for a specific skill, or any sequence of activities that the individual needs to complete. For an independent work task list , numbers, letters, or specific work task cards can be used to structure an independent work session for a student. The To Do List page allows the adult or student to set up their independent work cards in order, with the option to match them to their work tasks, place them in a “finished” bucket, or replace them on the right side of the page when they have completed each task. For a structured visual agenda for a lesson or therapy session, the supporting adult can choose the activities available and allow the student to place them in order, or if it is non-negotiable, the supporting adult can place the activities in the desired order on the page. Similarly, the student can pull off each card as it is completed and replace it on the “finished” side or in a finished bucket at the table they are working on. For a full or part day schedule , a sequence of events can be written or attached in the order the events/activities will occur. Some students benefit from being able to bring their schedules with them throughout the day. The space available in the Autism Classroom Toolkit To Do List page may not allow for a full day schedule, but the list could easily be modified into a two page or two column schedule as needed for individual students. For a structured centers or rotations task list , the student’s assigned centers can be placed in the correct order on the to do strip. Typically, the student would then match each card to the corresponding center or table (e.g. red table).

Check out a video of the Choice Board in action.

Choice Board (Toolkit). https://www.youtube.com/watch?v=eGJRX_g2Pjg

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COMMUNICATION BOARD About 25–30% of children with autism do not develop any functional verbal language or remain minimally verbal throughout their lives (Posar & Visconti, 2022). Developing effective communication skills is crucial for children with autism, as it empowers them to express their needs, engage in social interactions, and navigate the world with greater independence and confidence. Many students with autism benefit from the use of augmentative and alternative communication. All children can benefit from communication and visual supports. The entire Autism Classroom Toolkit can be considered a visual support that is used to promote functional communication skills. The Autism Classroom Toolkit also has a page that is dedicated to “low-tech” communication supports. This can include a printed copy of the student’s AAC core words, Functional Communication Training cards, and any other basic communication supports. The included page in the toolkit is from TD Snap. Utilizing a customized low-tech communication board tailored to the specific needs of the student can effectively support their communication abilities and facilitate meaningful interactions. The top (empty) page allows individuals and supporting adults to choose important and meaningful words that can be readily accessed throughout the day.

Check out a video of the To Do list in action.

To Do List. https://www.youtube.com/watch?v=UYdEi8MiwJ8

To Do list for structured individual therapy session.

TD Snap Communication board (bottom) with easy access functional words (top).

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CONCLUSION In conclusion, incorporating evidence-based tools in a classroom for students with autism is vital for promoting optimal learning and development. Illinois Autism Partnership has simplified this process by developing the Autism Classroom Toolkit . By relying on interventions and strategies that have been rigorously researched and proven effective, educators can provide targeted support that addresses the unique needs of students on the autism spectrum. These evidence-based tools not only enhance academic progress but also foster communication abilities, promote positive behavior, and enhance overall school success. By implementing evidence-based tools, educators can create supportive learning environments that empower students with autism to reach their full potential and thrive both academically and socially. REFERENCES: Centers for Disease Control and Prevention. (2023, March 24). Prevalence and characteristics of autism spectrum disorder among children aged 8 years - Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2020. Centers for Disease Control and Prevention. https:// www.cdc.gov/mmwr/volumes/72/ss/ss7202a1.htm Hume, K. (2008). Overview of visual supports. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Hume, K. (2009). Steps for implementation: Visual schedules. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Neitzel, J. (2009). Overview of reinforcement. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Neitzel, J. (2009). Overview of antecedent-based interventions. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Vicker, B. (1999). Visual schedules and choice boards: Avoid misinterpretation of their primary functions. The Reporter , 4(2), 4-5, 18.

Paulista De Pediatria, 40. https://doi.org/10.1590/1984- 0462/2022/40/2020158 RESOURCES: Print-Friendly Autism Classroom Toolkit Blank Autism Classroom Toolkit Create Your Own Pieces with Boardmaker

Posar, A., & Visconti, P. (2022). Update about “minimally verbal” children with autism spectrum disorder. Revista

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