Caitlin Campbell #6

Strategy Matrix
Organizing Needs & Strategies for Intervention Purposes
Academic
1. Problems a) Graphic Organizers: Students with ASD struggle with abstract concepts, and organization. Graphic organizers enable students
with
with ASD to highlight key information and it creates the abstract learning become more linear.
abstract and
conceptual b) Computer Assisted Instruction: CAI allows students with ASD to have individualized instruction and immediate feedback. It is
thinking
stimulating and can be content focused for those students who have a specific focus area. CAI is also proven to increase
communication skills in students with ASD.
2. Lack of a) Choral Responding: Many students with ASD have problems communicating or have a delay in their speech. Choral responding
or delay in
is teacher led but it creates an opportunity for all students to respond in unison. This not only increases vocal ability in students
speech
with ASD, but also provides classroom support and unity when answering.
b) Positive Self Talk: This strategy enables students to overcome negative thoughts regarding themselves, their work, and fellow
classmates. This strategy could be monumental if used effectively with students who have ASD. If they were able to verbally and
vocally support themselves it would not only increase their communication skills, but also their self-esteem.
Social / School (Skills)
1. Difficulty a) Drama: The essence of using drama in class is to have students work together and create meaning with their learning though a
building
skit or role-play. Students with ASD who struggle building relationship would greatly benefit through being able to work together
peer
relationships with their peers as well as grow their own imagination.
b) Peer Assisted Learning Strategy: PALS is a great to enable students with ASD to learn from fellow classmates and spend one on
one time developing peer relationships. When switching roles, it could be an enormous self-esteem boost for students with ASD to
be able to tutor a peer in a subject that they excel in.
2. Lack of a) Visual Schedules: This can be in the form of the class schedule being posted on the wall or the student having a printed visual
time
schedule on their notebook. Either way, it is important for students with ASD to learn and develop the skill of relying on a daily
management
schedule. This will enable them to become more independent and organized.
b) Immediate Feedback: Students with ASD struggle with time and can get lost in a task. If the teacher can give immediate
feedback for the student on how they are doing and their time limits this can be a huge benefit for students with ASD. Teachers
must be specific and consistent in order for this to be effective.
Behavior / Organization
1. Difficulty a) Movement: Students with ASD struggle with fine motor activities and often will flail their hands. Teachers can incorporate
with fine
movement into the lesson and classroom in order increase fine motor skills in students who have ASD.
motor
b) Music & Rhythm: Incorporating music into the classroom promotes engagement, involvement and socialization. Students with
ASD can benefit from each of these things. Music, often paired with movement, promotes speech development in students with
ASD and can very actively increase their fine motor abilities if asked to clap along with the beat or if instruments are involved.
2. Interest a) Student Choice: Many students with ASD have a specific focus of learning or play that they enjoy and thrive in. This can be
focused in
something like pokemon, reading, hot wheels, or math concepts. If teachers incorporate the focused interest into the learning and
one area
give students the ability to choose, this is very powerful. They will be able to work in the area they most desire and they have
increased self esteem because they were able to choose.
b) LINCS: LINCS is a vocabulary strategy that has students making cards to assist in how they remember the words. For students
with ASD, giving them the ability to create and choose what goes on their LINCS card can be an easy and effective way to have
them involved and focused in the activity. Students with ASD often have an interest focused in one area and they can use that
interest to transform and elevate their learning.

Disability: Autism Spectrum Disorder (ASD)

Autism is a developmental disability, generally evident before age three, that adversely affects a student's educational performance and significantly
affects developmental rates and sequences, verbal and nonverbal communication and social interaction and participation. Students with autism vary
widely in their abilities and behavior. The term does not apply if a student's educational performance is adversely affected primarily because the
student has an emotional and behavioral disorder.
Possibly / Common Strengths:
Follows schedule & rules well Respond well to concrete instructions and interactions
Motivated (if in their subject interest) Excellent Memory
Caitlin Campbell #6