Autism Spectrum Disorder (ASD), a neurodevelopment disorder characterized by social communication delays and rigid and repetitive behavior, affects an estimated 1 in 59 children in the United States. The majority of these children receive intervention in inclusive public school settings where school systems are stressed by the dramatic increase in the number of individuals receiving special education under this classification.
This new IRIS Center Module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est. completion time: 3 hours).
This Module provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).
Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), the IRIS Center is headquartered at Vanderbilt University in Nashville, Tennessee, and Claremont Graduate University in Claremont, California. Its primary objective is to create resources about evidence-based practices for use in preservice preparation and professional development programs. IRIS then disseminates and offers trainings on those resources.