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
51
April / May, 2024 | www.closingthegap.com/membership Closing The Gap © 2024 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator