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Social narratives can be used to teach learners with autism spectrum disorders and other associated disabilities various skills, social situation, and narratives. A social narrative is an evidence-based [ 1 ] learning tool designed for use with people with autism spectrum disorder (ASD) and other associated disabilities.
Although the prescribed format was meant for high functioning people with basic communication skills, the format was adapted substantially to suit individuals with poor communication skills and low level functioning (e.g. children who are struggling with understanding social situations or when coping with change [2]). The evidence shows that ...
Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...
The revised assessment of basic language and learning skills (ABLLS-R) is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities.
The rapid prompting method (RPM), is a pseudoscientific technique that attempts to aid communication by people with autism or other disabilities to communicate through pointing, typing, or writing. [ 200 ] [ 201 ] Also known as spelling to communicate, [ 202 ] it is closely related to the scientifically discredited [ 203 ] [ 204 ] [ 205 ...
The social thinking methodology embraces what literature says about working directly with neurotypical and neurodivergent children, teens and adults who have social learning differences, difficulties, or disabilities (e.g., Autism Spectrum levels 1 and 2, ADHD, social communication differences or anxiety, etc. or no diagnoses) and promotes the use of a variety of curricula, visual supports ...
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All of the discussed response prompting procedures can be considered evidence based practices using the criteria suggested by Horner and colleagues in 2005. [ 20 ] [ 21 ] Studies have shown that response prompting is effective for learners from preschool through adulthood, in a variety of instructional contexts (e.g., embedded into large group ...