Instructional Strategies for Students With ASD
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BEFORE YOU BUY...
This course is one of more than 750 CE courses in the ASHA Learning Pass, which gives you unlimited access to more than 1,350 hours of CE content for the cost of just one or two a la carte courses.
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This journal self-study course
highlights various instructional strategies that demonstrate positive progress
for students with autism spectrum disorder (ASD). The findings and
recommendations can assist SLPs in choosing strategies that produce targeted
outcomes for students with ASD on their caseload.
Learning Outcomes
You will be able to:
-
Compare and contrast two
research methods used to produce targeted outcomes for children with ASD
-
Describe two evidence-based
instructional strategies found to be effective for teaching language or social
communication for children with ASD
-
Identify two evidence-based
research areas that would be beneficial to explore further
Articles in This Course
- Instruction Using Augmentative and Alternative Communication Supports:
Description of Current Practices by Speech-Language Pathologists Who Work
With Children With Autism Spectrum Disorder, by Kaitlyn A. Clarke & Diane L.
Williams, published in American Journal of Speech-Language Pathology
- The Influence of Language Context on Repetitive Speech Use in Children With
Autism Spectrum Disorder, by Allison Gladfelter & Cassidy VanZuiden, published in
American Journal of Speech-Language Pathology
- Efficacy Study of a Social Communication and Self-Regulation Intervention for
School-Age Children With Autism Spectrum Disorder: A Randomized Controlled
Trial, by Sallie W. Nowell, Linda R. Watson, Brian Boyd, & Laura G. Klinger, published
in Language, Speech, and Hearing Services in Schools
- Evaluation of an Explicit Instructional Approach to Teach Grammatical Forms to
Children With Low-Symptom Severity Autism Spectrum Disorder, by Katherine J.
Bangert, Danneka M. Halverson, & Lizbeth H. Finestack, published in American Journal
of Speech-Language Pathology
- Does Animation Facilitate Understanding of Graphic Symbols Representing Verbs
in Children With Autism Spectrum Disorder? by Ralf W. Schlosser, Kris L. Brock,
Rajinder Koul, Howard Shane, & Suzanne Flynn, published in Journal of Speech,
Language, and Hearing Research
Author Information
View author disclosures.
Related Courses
This course is part of Key Courses on Children With Autism Spectrum Disorder.
Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.
To earn continuing education credit, you must complete the learning assessment by the end date below.
Program History and CE Information
Content origination date: October 21, 2020
End date: October 21, 2025
This course is offered for 0.7 ASHA CEUs (Intermediate level, Professional area).
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