As educators of 21st century learners, we are asked to educate ALL students using research-based
strategies within our classrooms. Students that may have disabilities or learning struggles are a part of
that all. That is why proven strategies and differentiation method of instruction come in to play for the
teacher and student alike.
Students with autism do better and really need routine. So be sure to establish clear routines and habits
to support regular activities and transitions for students with Autism. Big teacher post it note, be sure to
always alert autistic students and all students actually, to changes in routine, staffing, etc., in advance.
Considerable research suggests that providing students with choices regarding their academic work can
have a positive impact on students, especially those who are struggling with becoming motivated and
making good behavior choices. (Jones & Jones, 2016) Students with autism can easily become
overwhelmed when given list-style selections. As an alternative, try using fewer choices, such as two
choices, like a 50/50.
There are several research strategies out there for educators of autistic students, but I will focus on the
following three research based instructional strategies all of which are elements that can increase the
success of students. Instructional strategies explored are student choice, class-wide peer tutoring, direct
instruction and the behavioral strategy of self-monitoring.
The first strategy I would like to discuss is Class Wide Peer tutoring. A strategy known as class wide peer
tutoring (CWPT) has been shown to be an effective model with a wide range of students.(Jones & Jones,
2016) Class Wide Peer Tutoring (CWPT) is a helpful strategy that can be used to effectively teach specific
information to students with a variety of skill levels to include those with Autism. During the CWPT
process, students will work together to learn a specific set of information, very similar to cooperative
learning. CWPT uses a combination of instructional components that include partner pairing, systematic
content coverage, immediate error correction. (Greenwood et al., 2001)
My next strategy to discuss is direct instruction (DI). DI is a scientifically-based instructional approach
that has proven results for students with disabilities and for all students within your classroom. Providing
clear and relevant DI can help a student with Autism. The DI approach uses detailed teaching procedures
that are presented in a specific order (Tarver, 1999).
A behavioral strategy I believe can be useful is self-monitoring. Self-monitoring is a behavior
management strategy, effective for helping students improve their academic performance and attention
behaviors. Self-monitoring interventions equip students to recognize and keep track of their own
behavior and require less prompts from the teacher.
Teachers could use the traits found in Colossians 3:12 which states, “Put on then, as God's chosen ones,
holy and beloved, compassionate hearts, kindness, humility, meekness, and patience” in order to make
their students feel appreciated and accepted for who they are.
References:
Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of support
and solving problems (11th ed.). New York, NY: Pearson.
Greenwood, C.R., Arreaga-Mayer, Utley, C.A., Galvin, K.M., &Terry, B.J. (2001).Class Wide Peer Tutoring
Learning Management System. Remedial and Special Education, 22, 34-37.
Tarver, S. (1999). Direct Instruction. Current Practice Alerts, issue 2. Retrieved from
http://www.TeachingLD.org
