Social Skills Instruction

Brought to you by the Delaware Network for Excellent in Autism (DNEA), this social skills instruction training discusses social skills developed and how that development can look different for students with autism. The training considers ways of assessing social skills, skills to target and explores evidence-based strategies that can support autistic students.

This content was developed as part of a collaboration between the Delaware Department of Education, Delaware Office of Statewide Autism Programs, and Delaware Network for Excellence in Autism at the University of Delaware Center for Disabilities Studies.

Classroom Management Strategies for Students with Autism

Brought to you by the Delaware Network for Excellent in Autism (DNEA), this classroom management training discusses the challenges of traditional classroom management practices and autism and explore evidence-based strategies that can support autistic students.

This content was developed as part of a collaboration between the Delaware Department of Education, Delaware Office of Statewide Autism Programs, and Delaware Network for Excellence in Autism at the University of Delaware Center for Disabilities Studies.

Introduction to Prompting

Brought to you by the Delaware Network for Excellent in Autism (DNEA), this prompting tutorial reviews how to support teaching a person with autism a new skill or task. This tutorial has been designed to support professionals and family members using the evidence-based practice of prompting which is appropriate to use across multiple settings.

Task Analysis Tutorial

Brought to you by the Delaware Network for Excellent in Autism (DNEA), this tutorial reviews how to support teaching a person with autism a new multi-step or chained skill. This tutorial has been designed to support professionals and family members using the evidence-based practice of chaining which is appropriate to use across multiple settings.

Response Prompts

Prompting is an evidence-based practice that involves providing a child support when they are learning a new skill or behavior. There are two categories of instructional prompts: response prompts and stimulus prompts.

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Stimulus Prompts

Prompting is an evidence-based practice that involves providing a child support when they are learning a new skill or behavior. There are two categories of instructional prompts: response prompts and stimulus prompts. Stimulus prompts are changes that are made to materials.

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Avoiding Ableist Language

Ableism is discrimination and social prejudice against people with disabilities and people perceived as disabled. Ableism characterizes people as defined by their disabilities as inferior to people without an identified disability. It’s important that professionals understand what ableism is, reflect on the language they use in their communication, and use non-ableist language alternatives to describe autism and autistic people. 

Social Narratives During COVID-19

Social narratives are short stories that use concrete text, photos, or drawings to explain situations or skills that may be confusing to the individual. They often include examples of how to positively respond to the situation. It is helpful to use social narratives to support the individual’s understanding of changes during unexpected events such as COVID-19.

Reinforcement

Reinforcement is an evidence-based practice used to increase the likelihood of a behavior or skill occurring again. Reinforcement is provided immediately after the desired behavior or skill and can be someone saying, “thank you,” smiling after receiving help, or giving a snack after finishing a difficult task. Reinforcers should be something the individual really enjoys or interacts with often. There are six types of reinforcers.

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Visual Supports: Creating Visual Schedules

Visual schedules represent upcoming activities through the use of sequenced objects, photos, pictures, and/or text. They are a visual support that create structure and establish expectations.