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The Basics of Autism
Spectrum Disorders
  Training Series

     Regional Autism Advisory Council of

        Southwest Ohio (RAAC-SWO)

    Adults with Autism Spectrum Disorders

                 Task Force
Adult 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: Autism and Sensory Differences
 Module Five: Communication and Autism
Adult Training Series Modules
 Module Six: Behavior Challenges and Autism

 Module Seven: Understanding Behavior in Persons with
  Autism

 Module Eight: Functional Behavior Assessment

 Module Nine: Autism and Leisure Skills to Teach

 Module Ten: Special Issues of Adolescence and Adulthood

 Module Eleven: Safety and Autism
Cognition and Learning in Autism
 There is a wide range of cognitive
               ability.



 Intellectual Disability     Gifted
Big Idea

  People with autism can
  learn. It is up to us to
figure out the best way to
       teach them.
Strategies for Learning
             Differences

Many people with autism understand better by seeing
than hearing something. When possible, use a picture
or written words.
Actual objects mean more than photographs or line
drawings for some.
They may have great memory for numbers, facts,
directions, but they may have a hard time retelling
events. Use pictures or reminders to help remember
past events.
Strategies for Learning
              Differences

 Skills learned in one place may not be used in a new place.
  May have to teach the skill in each place it is used.

 The person may not learn by watching others. We may
  have to teach them by going through each step. A list of
  steps can be helpful for some tasks.
Strategies for Learning
          Differences
 It might take longer for the person with ASD
  to think through what was said before they
  are able to respond. Give them time.
 They might not even see why they should
  respond. Prompt them to respond.
 Some days it may be harder to concentrate or
  the person may be more stressed, making it
  harder for them to think and learn.
Big Idea


Visuals help with learning.
This can be objects,
pictures, or written words.

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Cognition and Learning in Autism

  • 1. The Basics of Autism Spectrum Disorders Training Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) Adults with Autism Spectrum Disorders Task Force
  • 2. Adult 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: Autism and Sensory Differences  Module Five: Communication and Autism
  • 3. Adult Training Series Modules  Module Six: Behavior Challenges and Autism  Module Seven: Understanding Behavior in Persons with Autism  Module Eight: Functional Behavior Assessment  Module Nine: Autism and Leisure Skills to Teach  Module Ten: Special Issues of Adolescence and Adulthood  Module Eleven: Safety and Autism
  • 4. Cognition and Learning in Autism There is a wide range of cognitive ability. Intellectual Disability Gifted
  • 5. Big Idea People with autism can learn. It is up to us to figure out the best way to teach them.
  • 6. Strategies for Learning Differences Many people with autism understand better by seeing than hearing something. When possible, use a picture or written words. Actual objects mean more than photographs or line drawings for some. They may have great memory for numbers, facts, directions, but they may have a hard time retelling events. Use pictures or reminders to help remember past events.
  • 7. Strategies for Learning Differences  Skills learned in one place may not be used in a new place. May have to teach the skill in each place it is used.  The person may not learn by watching others. We may have to teach them by going through each step. A list of steps can be helpful for some tasks.
  • 8. Strategies for Learning Differences  It might take longer for the person with ASD to think through what was said before they are able to respond. Give them time.  They might not even see why they should respond. Prompt them to respond.  Some days it may be harder to concentrate or the person may be more stressed, making it harder for them to think and learn.
  • 9. Big Idea Visuals help with learning. This can be objects, pictures, or written words.

Hinweis der Redaktion

  1. Visual schedule