1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011

2. Training Series Modules
 Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
 Module Two: Physical Characteristics of Autism
 Module Three: Cognition and Learning in Autism
 Module Four: Getting the Student Ready to Learn
 Module Five: Structuring the Classroom
Environment
 Module Six: Using Reinforcement in the Classroom

3. Training Series Modules
 Module Seven: Autism and Sensory Differences
 Module Eight: Sensory in the Classroom
 Module Nine: Communication and Autism
 Module Ten: Communication in the Classroom
 Module Eleven: Behavior Challenges and Autism
 Module Twelve: Understanding Behavior in
Students with Autism

4. Training Series Modules
 Module Thirteen: Social Skills in the School
Environment
 Module Fourteen: Functional Behavior Assessment
 Module Fifteen: Working Together as a Team
 Module Sixteen: Autism and Leisure Skills to
Teach
 Module Seventeen: Special Issues of Adolescence
 Module Eighteen: Safety and Autism
 Module Nineteen: Special Issues: High
School, Transition, and Job Readiness

5. Training Series Modules
 Module Twenty: Asperger Syndrome: Managing and
Organizing the Environment
 Module Twenty-One: Asperger Syndrome:
Addressing Social Skills

6. Big Idea
In order to successfully teach and
support students with specialized
learning needs, you must first have
strong teams that work well together.

7. Teams Members
Parents
General Education Teacher
Child
Principal OT
School Psychologist
Paraprofessionals Speech Pathologist
PT Intervention Specialist
Bus Driver Consultants

8. Team Models
Within schools, there are many different ways that
teams look and ways that they work. These are called
models. It is important to know how your school team
works and how to work best within that team. All
models have advantages. Some have some
disadvantages. Here are three models that are often
seen:
Multidisciplinary
Interdisciplinary
Transdisciplinary

9. Multidisciplinary Model
Individual specialist works with child, no interaction
with other team members.
OT Educator SLP PT
Student

10. Multidisciplinary Team Model
ADVANTAGES DISADVANTAGES
Frequently follows a medical, pull out Assessment done in isolation and
model. may not be reflective of student in the
classroom. Therapy is direct but often
isolated.
Professionals come together for Professionals work independently but
student planning, but not with great with limited time to share information.
frequency.
Focus is on individual discipline’s Decisions are usually not made
assessment and intervention. through consensus by team
members.

11. Interdisciplinary Model
Individual specialist works with child, interaction
occurs at meetings, but not in delivery of service.
OT Educator SLP PT
Meet
Student

12. Interdisciplinary Team Model
ADVANTAGES DISADVANTAGES
Teacher acts as case manager. Therapy is direct but often isolated of
There is one central point person. student in the classroom
environment. May receive limited
service due to limited therapy time.
Team members gather for planned Decisions are driven by orientation of
meetings and work is to reach each individual discipline.
consensus on decisions. Individual
expertise is recognized.
Focus is on team identity. Members May perpetuate the idea that student
work independently on assessment with disability attends school for
and intervention but collaborate and therapy rather than educational
share information. services.

13. Transdisciplinary Model
Each specialist interacts with other specialists to
provide services. Some are consultants, others are
direct services.
Student
OT Family
PT Paraeducator
SLP Educator

14. Transdisciplinary Team Model
ADVANTAGES DISADVANTAGES
Each specialist interacts with other Specialists must have leadership
specialists to provide services; some support to practice this model.
are consultants and others are direct
services.
Regular meetings are scheduled to Time for meetings.
discuss goals; family is key member of
this team.
Through the continuous sharing of All team members must have
information and training between team, commitment to this model of practice,
members gain in all areas of practice including willingness to deliver cross-
and expertise. categorical services.

15. The IEP* Team
(*Individualized Education Plan)
 The IEP Team plans and gives oversight to the
educational planning for students who qualify for
special education services.
 Eligibility for special education services is guided by
federal law – IDEIA.
 This law also determines how services are provided
and who can provide these services.
 IDEIA also describes who participates in the
student’s planning.

16. IEP Team Membership
 The parents of the child.
 At least one general education teacher of the student, if the child is,
or may be, participating in the general education classroom.
 At least one special education teacher of the student, or, if
appropriate, at least one special education provider of the child. (This
could be a para-professional.)
 A representative of the school district.
 School related service professionals providing services.
 A person who has knowledge of assessment results, often a school
psychologist.
 The student, if appropriate, especially age 14 and older.
 A parent advocate, when invited by the family.

17. Team Communication
 Make sure that you are clear about your role with
the student in all school environments.
 Actively work with your teacher – ask questions, and
understand the terms that he/she uses.
 Communicate clearly and often with your supervising
teacher. Share ideas and perspectives.
 Ask for assistance when in doubt about a task.
 Think about your talents and interests – share them
with the team and offer ideas about how they can
be utilized in the classroom.

18. Role of the Paraprofessional
in the Classroom
 Paraprofessionals, or educational assistants are
important members of the education team.
 When assigned to a teacher or a classroom (special
or general education) to assist students with special
needs, it is crucial that paraprofessionals are
viewed as support for all students, not just one
student.
 This allows the teacher to take ownership and
responsibility for every student in the class.
 It also allows all students in the classroom to
receive extra instruction and support.

19. Paraprofessional Roles in the
Classroom
 Lead small group instruction designed by the teacher
 Gather materials.
 Take data, as described by the school team
 Provide assistance for personal care and other physical needs.
 Assist students to complete directions by the teacher.
 Facilitate interactions between students.
 Adapt lessons under the teacher’s guidance.
 Perform other tasks in the classroom that promotes
instructional or social goals.

20. Roles that Paraprofessionals
Cannot Do
 Write programs without supervision of certified
personnel.
 Create new, alternative instruction without direction
from the teacher or other certified personnel.
 Take complete responsibility for any student.

21. Big Idea
Research tells us that “one on one
support” for a student does not
promote long-term success for
student learning and independence.

22. One on One Student Support
When supporting a student in the classroom, it is
important for the paraprofessional to ask the following
questions while assisting the student:
“Is this something a classmate, buddy, or peer tutor
could be doing rather than me? Can this student be
successful with less assistance overall?”

23. Big Idea
The ultimate goal of the
paraprofessional is to put
themselves out of a job with that
student.

24. Ethical Considerations
1. Always use person first language. (i.e. Johnny is a student with
autism not an autistic student.)
2. Never refer to the student by his special education label (i.e. You
know, Johnny is autistic.)
3. Practice confidentiality, in all environments – do not discuss child
with anyone, other than supervising teacher ,and do not speak of a
student in the presence of that student or other students.
4. Respect the dignity and self-worth of all students.
5. Speak up when you think a student’s rights are being violated.
6. Only communicate progress or concerns to parents with the
permission of the teacher/team.
7. Be an adult role model for your students at all times.