Content Knowledge, Instructional Planning, and Strategies
The primary focus of this domain is on highlighting instructional pedagogy (the method and practice of teaching) related to the needs of students with ASD. There are 12 associated competencies in this domain.
The competencies encompass the work to promote meaningful learning experiences mindful of the current and future needs of learners with ASD. Evidence and artifacts in this domain demonstrate knowledge of:
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Career and vocational transition programs
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Appropriate technology supports
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Assessment intervention effectiveness
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Communication skill-building techniques
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Identification of student strengths to enhance self-regulation
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Independent functional life skills as you assist learners in developing and maintaining social skills.
2.1 Knowledge of the effect of evidence-based career and vocational transition
This artifact is a transition planning form we use at our school to help plan goals for the transition from secondary school to college or vocational training. This particular copy has the name changed for a student who is none verbal and responded to questions by selecting from pictures representing the choices on the interview.
2.2 Knowledge of the benefits of low- through high-technology supports across areas of development
This artifact is a certificate from the Autism Focus Intervention Resources and Modules (AFIRM) module on Technology-aided Instruction and Intervention. This module outlines the process for planning, implementing, and recording the effectiveness of technology-aided instruction and intervention like computer programs, tablet apps, etc.
This artifact is an assignment where I planned an intervention for increasing a student's communication using her AAC device. The plan includes strategies for functional communication to replace communication breakdowns that led to problem behavior.
2.5 Plan and implement instruction for independent functional life skills and adaptive behavior
This artifact is a Word document with a few task analyses I use in my classroom to help instruct students on brushing their teeth, tying their shoes, and washing their face. If a student can follow the written directions I may provide it to them, but usually I print this out so that all staff members in the classroom are taking data on steps the same way and teaching the skill using the same steps.
This artifact is a certificate from an Autism Internet Modules (AIM) module on Social Skills Groups. This module covered important steps for implementing social skills training and using social skills groups to teach students with autism to interact with their typically developing peers.
2.8 Implement instructional programs that promote effective communication skills using verbal and augmentative and alternative communication systems
This artifact is an assignment where I planned a social skills group for a student. This included designing the characteristics of the group, what social skill to target, and what instruction would look like.
2.9 Provide specialized instruction for spoken language, reading, and writing
This artifact is a set of pictures I used with a student to help him communicate his wants and needs. These pictures helped remind him of what things he could request and helped increase his verbal requesting through the exchange of these pictures.
2.10 Structure the physical environment to provide optimal learning
This artifact is a set of pictures of my classroom where I have put in place different pieces of structure for providing optimal learning. I have set up tables for students to work independently, a group table, a teacher space for my desk and to store materials, and a leisure area. Each student is color coded so they know where to stand and sit as well as staff knowing what materials belong with each student.
2.11 Provide instruction in self-regulation
This artifact is the data and graph from an intervention attempting to reduce one of my student's disruptive vocal stereotypy. This behavior interrupted his focus and ability to attend to instruction. The intervention was an attempt to improve his ability to self-regulate this behavior to reduce the behavior in certain contexts, but allow it in others.