Columbia Regional Program/Autism Services Accommodations & Modifications Menu for Students with ASD

Behavior
Amend consequence for rule violations (focus on positive) (list consequences) Behavior Intervention/Safety Plan (attach to IEP) Daily check-in Decrease verbal as student frustration increases Eliminate distractions Maintain consistent schedule Modify length of school day Nonverbal signal to cue need to change behavior Post class rules (picture/written) & teach them Pre-arranged signal and plan for taking a break Teach peers to state desired behavior positively Classroom Assignments-cont: Embed small choices into daily activities (limit options) Frequent review of key concepts Grade based on % correct out of items attempted. Incentive Program/Token economy (written work agreement) Not need show work for all math problems of same type Present new concepts multimodally Preview important concepts Provide list of grading criteria for each grade Provide word banks for worksheet completion Remove pages from workbook/present 1 at a time. Restate directions, clear, concise & paired with visuals Rubric for assignment completiion Script for participation in small group Shorten task or number of tasks (Fewer questions/problems on a page) Specific visual directions for each assignment- needed components and what done looks like Teach to current level of ability Use high interest subject or topic to increase participation Weekly assignment progress report

Classroom Environment Clearly define physical Close proximity to materials

and instruction desk buffer boundaries

Preferrential seating/empty Provide area for

work space movement/walking

Math: Calculator Graph paper for math computation Manipulatives Table of math facts for reference Teach to current level of ability Visual clarity/color coding Organization: Assist student in setting short term Binders with color-coded dividers Compartmentalized desk
containers or folders for different subjects goals

Provide a visually uncluttered Homework: Accept alternative forms of

presenting understanding info/answers to a scribe language mechanics on some homework - focus on mastery of concepts. Prompt student to turn in homework Provide extra set of textbooks for home Provide planner/assist to fill out Provide word banks for worksheet completion Reduced task or number of tasks Remove pages from workbook/present 1 at a time. Time provided in school for homework

Allow student to dictate

Designated location in each class

for turning in completed work go

No penalties for late work. No penalty for spelling and

Diagram of where materials should Electronic organizer/reminders Notebook checklist for organization
w/fading support to follow through

Classroom Assignments: Accept alternate forms of

presenting understanding Additional time for task completion Allow for increased processing time (state length of wait time) Allow oral report to small group or just teacher vs whole class Allow to use own set of materialsnot community/class Assign small group vs self-select Break tasks down into smaller parts Call on only if hand raised or sufficient pre-warning given. Check for understanding early in assignment Clear beginning and ending to tasks

Task timeline/checklist Teach desk-cleaning routine Reading: Allow to read comp. questions
before reading passage

Audiobooks to increase
information/text

Color code/Highlight relevant

comprehension/reading fluency

Colored overlay for reading Provide chapter summaries Provide reading materials at lower
reading level

J. Lyerla/D. Greene 10/12

Sensory: Access to fidgits Develop Sensory Routine specific

Tests: Allow student to answser in test

to student List of sensory alerting activities List of sensory calming activities Prior warnings of upcoming transition Provide a home-base place to go to escape stress/regain control, alternate work space Provide variety of seating options Sensory Routine specific to child

Social: Priming (preview of social

expectations)

booklet and adult transcribe to bubble form Alternate form of demonstrating mastery Alternate setting Word prediction software Grade percentage correct out of items attempted Grade spelling separately from content Highlight test directions Untimed

Visual Supports: Allow different colored paper

for each class. reminders

Writing: Allow computer to type rather

than write

Calendar of quiz/test Colored overlay for reading

Folder with TO DO and FINISHED for each class Graphic organizers/Templates, semantic maps, diagrams, story webs Highlight/color code main idea and supporting details List of needed supplies for each class List of teacher expectations Outlines/notes from lecture Task timeline/checklist T-charts, Social Stories, Powercards, 5-point Scale Time monitoring (i.e. Time Timer), phone app: alarm, ontask Visual schedule of typical class routines Worksheets typed or printed vs cursive

Allow fact sheet vs essay Allow printing vs cursive Allow student to dictate Allow underline/highlight
info/answers to a scribe answers in text rather than writing out the answer Extra time to copy from board Give sentence starters Gridded paper for writing as well as math computation Incorporate multiple-choice, fillin-blank, short-answer in lieu of essay questions Incorporate special interest to increase motivation Outline to assist note-taking Provide boxes/lines for answers Segmentation of writing assignments (not generate ideas, write ideas, write sentences, and address punctuation & capitalization at the same time) Student note-taker Visual cues on paper (start/stop, margin)

Clearly posted daily schedules

(picture/written)

Transitions:

Reinforce positive interactions Role playing Seat with supportive peers/ Peer
Buddy Social Stories/scripts Video Modeling of social expectations

End of row locker Key lock vs combination Prior warnings of upcoming

transition

Transition between classes

Technology:

Access to productivity tools/apps Books on tape Talking Spell Checker Text to speech Word prediction software

either 5 minutes before or after the bell Transition chip to cue to schedule

Sources:

-20 Classroom Modifications for Students with Autism; Karen Wright; Autism-Aspergers Digest; Nov.-Dec. 2001 -ACCOMMODATIONS: Assisting Students with Disabilities; Marty Beech, Ph.D. Learning Systems Institute Florida State University Bureau of Exceptional Education and Student Services Florida Department of Education Third Edition, 2010 -Areas of Exceptionality Section Autism, Division of Exceptional Children, North Carolina Department of Public Instruction, August 20, 2004 -Life Journey Through Autism: An Educators Guide to Asperger Syndrome By Danya International (www.danya.com) & Organization for Autism Research (www.researchautism.org ) -School Accomodations and Modifications; Families and Advocates Partnership for Education (FAPE); 10/31/2001 -Study Strategies Made Easy; Leslie Davis & Sandi Sirotowitz. 1996 -Wisconsin Traumatic Brain Injury Initiative; T. Canfield & K. Swenson 2006 adapted from Wisconsin Assistive Technology Initiative (Read & Canfielkd 1999, Reed 1991) J. Lyerla/D. Greene 10/12