Instructional Strategies for Students With ASD
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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.
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
View author disclosures.
This course is part of the Children With Autism Spectrum Disorder Learning Path.
What is a learning path? A learning path is a curated set of courses on an essential topic, designed for you to take in order—or in whatever order you wish—as you have time in your schedule. Our learning paths identify sets of key courses so you can get on your way to mastering particular areas of practice according to your needs, priorities, and interests.
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).