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. Cognition and Learning in Autism
There is a wide range of cognitive
ability.
Intellectual Disability Gifted

7. Big Idea
Students with autism can
learn. It is up to us to
figure out the best way to
teach them.

8. Strategies for Learning
Differences
 Many students 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.

9. 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 student 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.

10. Strategies for Learning
Differences
 It might take longer for them 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 student may be more stressed making it
harder to think and learn.

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