Posts Tagged ‘ASD student’

Motivating an ASD student

Friday, March 23rd, 2012

Motivating an ASD student can be at times stressful and difficult. A student with ASD WILL NOT process information in the same manner as a typically developing student, this means that the student with ASD may think, act, re-act and behave very differently to the other students.

A child with autism spectrum WILL almost certainly have deficits in three main areas of development: social, communication (verbal and non-verbal) and imagination. These deficits can make teaching difficult.

There are various supports which CAN be used to HELP a child with autism spectrum cope and better understand skills and situations that they may or are struggling with.

Motivating an ASD student using visual supports like social skills stories, picture communication cards and flash cards is beneficial.

These visual supports for the ASD student can be easily implemented and are readily available from sites like

 Typically social skills stories ARE short descriptive pieces of text which look almost like a comic script conversation. The social story WILL answer the “wh” questions – who, what, why, when and where as well as “HOW” and will offer an insight into the thoughts, feelings and emotions of others which is an area of considerable weakness in most children with autism.

The social story should always be written from the point of view of the ASD student and use first person text, it should always adopt a manner that the child with autism can relate to and better understand.

Generally social skills stories ARE visually rich using images and pictures to help explain to the child with autism spectrum what’s happening and why.

The social story should be editable as no two children with autism will ever be the same and we all use different terminology, therefore editing is often needed.

For more information on social skills stories for students with autism and communication cards please visit:

Where you will find immediate downloads of social skills stories for students with autism and related conditions.

General social stories can be downloaded from


Social Stories for ASD Students

Thursday, February 9th, 2012

Typically children with autism spectrum disorder ARE visual thinkers and learners, which means that they think in pictures and use speech / language as secondary.

Having this knowledge can make teaching the ASD student much easier. Visual Intervention Strategies like social stories for ASD students ARE used with great affect.

A social story is written to describe a situation, skill or behaviour in terms of the relevant social cues. The social story is typically always written from the ASD students perspective and will give an accurate description of the skill, situation or behaviour.

The goal of the social stories for ASD students is to help the student feel more comfortable with and in the situation. Social stories for ASD students ARE written to help children with autism spectrum manage their own behaviour during a specific social situation by describing and answering the “wh” questions where the activity will take place, when it will occur, what will happen, who is involved, and why the child should behave in a certain way.

The social story will also give the child on the spectrum an insight into the thoughts, feelings and emotions of others which is an area of marked weakness in most kids with ASD.

Social stories should ideally follow a specific sentence pattern of: Descriptive, Directive, Perspective and Control sentences in a defined manner.

Social stories for ASD students should USE visual images / pictures and be editable, no two kids with ASD will ever be the same and we all use different terminology within our own classroom, therefore editability is important to personalize and make the story relevant to each child on the spectrum.

When the social story is first implemented, the teacher must be certain that the ASD student understands the social story and the skill being taught. Once the teacher has read through the story a few times with the child the ASD student can then read the story independently, read it aloud to an adult, or listen as the adult reads the story. The most appropriate method is dependent upon the individual abilities and needs of the ASD student.

Visual Intervention Strategies like social stories for ASD students can be used for various situations and skills for example: Recess, Assembley, Shared reading, Taking turns, Asking other kids to play, Circle Time and so on. For a full list available for immediate download visit:

Alternativelly visit:

Strategies used for motivating students with autism

Tuesday, June 1st, 2010

Autism Spectrum Disorder is a developmental disorder. The disorder is characterized by a set of symptoms known as the triad of impairments, these are:


Social interactions skills deficits

Communication skills deficits

Imagination skills deficits.


This triad of impairments or social skills deficits as they are more commonly referred to are common to all individuals with ASD (autism spectrum disorder).


Therefore students with autism will almost certainly display social skills deficits.

The autistic student will have social skills impairments which can affect their ability to communicate with and understand others.


The autistic student will lack social interaction and flexibility skills, preferring set patterns and routines, this inability to be flexible can cause stress and anxiety if routines are changed even slightly.

These social skills deficits can make understanding communication and social skills in the classroom and around school difficult for the ASD student.

It is true to say that individuals with ASD cannot easily behave in a typical “more normal” way. An autistic student will not purposefully disrupt the class; all autistic behaviour happens for a reason an external or internal (illness) factor.

It is these external and internal factors that trigger a negative autistic behaviour through sheer frustration with situations and with other people.

Teaching the ASD student is difficult. Strategies can be put in place that can help deal with the affects of the student’s social skills deficits, which can help the motivation and behaviours displayed by the ASD student.

Strategies used for motivating students with autism can include visual schedules, PECS, flash cards, autism symbols and social skills stories.

For the majority of students with autism a combination of all these autism resources is favourable. However for many students with autism probably one of the most useful autism resources available is social skills stories.

Social stories as strategies used for motivating students with autism are short visual strategies used to show a skill or situation that the student is struggling with. Using visual images and first person text the social story is used like a role model of the skill or situation. Detailing the skill by giving the student with autism the relevant social cues, answering the “wh” questions (who, where, why, when and what) and giving an insight into the emotions, thoughts and nonverbal communication shown or felt by others.

Easy to implement, personalize and with no formal training needed to use social skills stories are used widely in the classroom for dealing with issues such as staying on task, calling out, asking question, recess, P.E. lessons and so on.


To learn more about autism resources and strategies for motivation students with autism visit:


Other autism resources such as autism symbols and flash cards are found at:

And social skills stories can be found at:

ASD visual supports

Monday, February 22nd, 2010

Individuals with autism spectrum disorder and related conditions are generally visual thinkers and learners. Meaning they can understand and relate to information easier when it is presented visually, rather than auditory or written.


ASD visual supports are used to help individuals with autism spectrum disorder to communicate and clarify verbal communications.


The ASD visual support can be used by teachers to help them give information and instruction for example the ASD visual support can be used on a visual timetable to show the ASD student their daily schedule, lessons and other activities.


The teacher can also use ASD visual supports around the classroom to indicate to the ASD student for example the pencil tray, book corner, coat pegs and so on.


Presenting information in a visual manner helps the child with ASD understand and process that information easier, clarify any verbal instruction they are given.

ASD visual supports help the child with ASD interpret, understand and act appropriately.

ASD visual supports can be used to help with communication issues with both verbal and nonverbal individuals with autism spectrum disorder and related conditions.


To view and learn more about ASD visual supports and how they can help your child with ASD communicate and understand information, directions, skills and behaviours visit




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