Methodologies/Autism Educational Approaches
Methodologies/Autism Educational Programs
IDEA states that school districts “have the ability to choose which methodologies should be used” to educate a student with autism. These are some of the most commonly used research-based approaches; however, your school’s personnel may or may not have been trained in the use of the following approaches. In addition, your school may use elements of psychological sciences such as Applied Behavior Analysis in their teaching methodology, but will not be delivering ABA as a medical service.
TEACCH
Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) is a program approach founded in the 1970’s by the late Eric Schopler, Ph.D and is administered by the University of North Carolina at Chapel Hill. TEACCH developed the concept of “the Culture of Autism” as a way of thinking about the characteristic patterns of thinking and behavior seen in individuals with this diagnosis. TEACCH has developed the intervention approach called “Structured Teaching, which emphasizes structuring the physicla environment and using visual supports to increase independence. For more information, click here.
SCERTS
SCERTS is an educational model for working with children with ASD and their families. Developed by the team of Barry Prizant, Amy Wetherby, Emily Rubin and Amy Laurent, SCERTS is an acronym for SC=Social Communication, ER=Emotional Regulation and TS=Transactional Support. It provides family members and educational teams with a plan for implementing a comprehensive and evidence based program that will improve quality of life for children and families. For more information, click here.
PBS
Positive Behavior Support (PBS) is a set of research-based strategies used to increase quality of life and decrease problem behavior by teaching new skills and making changes in a person's environment. PBS combines valued outcomes; behavior and biomedical science; validated procedures; and systems change to enhance quality of life and reduce problem behaviors. For more information, click here.
PBIS
Positive Behavior Interventions and Supports (PBIS) is a decision-making framework that guides selection, integration and implementation of the best evidence-based academic and behavioral practices for improving academic and behavior outcomes for all students. PBIS is not exclusively used for students with autism. School-wide PBIS emphasizes data for decision-making; measurable outcomes supported and evaluated by data; practices with evidence that these outcomes are achieveable; and systems that efficiently and effectively support implementation of these practices. For more information, click here.
Social Stories
Social Stories™ describe a situation, skill, or concept in terms of relevant social cues, perspectives and common responses in a specifically designed style or format. Social Stories were developed by Carol Gray, director of the Gray Learning Center for Social Understanding. For more information, click here.
IDEA states that school districts “have the ability to choose which methodologies should be used” to educate a student with autism. These are some of the most commonly used research-based approaches; however, your school’s personnel may or may not have been trained in the use of the following approaches. In addition, your school may use elements of psychological sciences such as Applied Behavior Analysis in their teaching methodology, but will not be delivering ABA as a medical service.
TEACCH
Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) is a program approach founded in the 1970’s by the late Eric Schopler, Ph.D and is administered by the University of North Carolina at Chapel Hill. TEACCH developed the concept of “the Culture of Autism” as a way of thinking about the characteristic patterns of thinking and behavior seen in individuals with this diagnosis. TEACCH has developed the intervention approach called “Structured Teaching, which emphasizes structuring the physicla environment and using visual supports to increase independence. For more information, click here.
SCERTS
SCERTS is an educational model for working with children with ASD and their families. Developed by the team of Barry Prizant, Amy Wetherby, Emily Rubin and Amy Laurent, SCERTS is an acronym for SC=Social Communication, ER=Emotional Regulation and TS=Transactional Support. It provides family members and educational teams with a plan for implementing a comprehensive and evidence based program that will improve quality of life for children and families. For more information, click here.
PBS
Positive Behavior Support (PBS) is a set of research-based strategies used to increase quality of life and decrease problem behavior by teaching new skills and making changes in a person's environment. PBS combines valued outcomes; behavior and biomedical science; validated procedures; and systems change to enhance quality of life and reduce problem behaviors. For more information, click here.
PBIS
Positive Behavior Interventions and Supports (PBIS) is a decision-making framework that guides selection, integration and implementation of the best evidence-based academic and behavioral practices for improving academic and behavior outcomes for all students. PBIS is not exclusively used for students with autism. School-wide PBIS emphasizes data for decision-making; measurable outcomes supported and evaluated by data; practices with evidence that these outcomes are achieveable; and systems that efficiently and effectively support implementation of these practices. For more information, click here.
Social Stories
Social Stories™ describe a situation, skill, or concept in terms of relevant social cues, perspectives and common responses in a specifically designed style or format. Social Stories were developed by Carol Gray, director of the Gray Learning Center for Social Understanding. For more information, click here.
