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Victor uses pacing and returns to complete steps with support.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What tools and structure support Rosa’s communication and learning?",{"text":66,"@type":62},"Rosa uses an iPad communication program to generate voice output from selected pictures. Her special education class uses clearly labeled areas and a posted schedule with additional individual visual symbols.",{"name":68,"@type":59,"acceptedAnswer":69},"Why do educators need evidence-based practices and training for ASD?",{"text":70,"@type":62},"Schools are serving increasing numbers of students with ASD, but educators may not know where to start. Preservice training may not cover ASD, and available resources can be difficult to find and confusing to implement, so targeted EBPs and training help teachers use strategies effectively.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},591490,1792104505,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":106,"slug":107},7,40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":105,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":114,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":142,"read_time":143},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ILLUSTRAT IONS BY JON REINFURT  \nConnecting the Dots  \nSupporting Students with Autism Spectrum Disorder  \nBy Samuel L. Odomand Connie Wong  \nV  \nictor is a junior at Singleton HighSchool in a Midwestern city, and he has autism spectrum disorder (ASD) . In his chemistry class, which he attends with students who do not have special needs, the lesson for the day  \nis on endothermic reactions. ¨e teacher has organized the class into small groups of four to review the lab experiment that they will do later in the period. Victor, a tall, rangy young man with  \nSamuel L. Odom directs the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill, where he is a professor in the School of Education. He is also the principal investigator of the National Professional Development Center on Autism Spectrum Disorder and the Center on Secondary Education for Students with Autism Spectrum Disorder. Previously, he was a member of the National Research Council’s Committee on Educational Interventions for Children with Autism. Connie Wongis a research investigator atthe Child Development Institute and serves as the principal investigator of the study Toddlers and Families Together: Addressing Early Core Features of Autism. is article is based on their report Evidence-Based Practices forChildren, Youth, and Young Adults with Autism Spectrum Disorder (2014).  \nsandy blond hair, reads the lab sheet and listens to his classmates, while rocking slightly in his chair. ¨e teacher has modi§ed Victor’s worksheet to help him follow the lesson. After this review, the teacher directs the students to move to their lab space and work with their groups to conduct the experiment.  \nAt the lab space, Sarah, a member of Victor’s group, has been assigned to work with Victor today. Victor starts the lesson by reviewing and following the instructions, with Sarah’s occasional reminders. His rocking increases as they begin the experiment. Eventually, he leaves the experiment to pace the room, periodically returning to check on the progress and complete some of the steps of the lesson with Sarah. ¨e teacher and his classmates know that Victor feels anxious in social situations and has a hard time concentrating on tasks for a long period of time. His pacing does not draw a single glance from his peers.  \nWhen the lab experiment ends, Victor helps put the equipment away in the appropriate locations, which are clearly labeled. He and his classmates return to their small groups and complete the worksheets for their experiment. ¨en the bell rings, and they head to their next class. When asked later about Victor’s work, the chemistry teacher says he’s a solid B student.  \n12 AMERICAN EDUCATOR | SUMMER 2015  \nVictor’s mother says that her goal is for her son to attend community college and graduate from a university. Victor says he wants to be a scientist like his mom.  \nRosa is a fourth-grader, also with ASD, who attends Monte Verde Elementary School in a Southern California city. Her parents emigrated from Mexico before she was born. Rosa has a hard time using words to communicate with others and is learning to use a communication program on an iPad. ¨eprogram enables her to touch a small picture on the screen to generate a voice that expresses her thoughts, such as “hello,” “all through,”“how are you today?” or “I need a break.”  \nMuch of Rosa’s day is spent in a special education class with §ve other children, four of whom have ASD. ¨e class is very structured; there are well-labeled areas designated for speci§c activities (e.g., group academics, independent work, literacy, computer work). ¨e schedule is posted on the whiteboard, but Rosa also hasher individual schedule with small symbols that represent the sequence of activities for the day (e.g., a symbol of a small book indicates literacy time) .  \nDuring part of the day, Rosa and her teacher work together focusing on her individual goals; at other times, she participatesin smal","cbCaijShDByzHOKV","https://ap.wps.com/l/cbCaijShDByzHOKV","pdf",271330,"English","# What Is Autism Spectrum Disorder?\n## Evidence-Based Practices (EBPs) for School, Community, and Home Settings\n## Training to Support Effective Classroom Use","[{\"question\":\"How does Victor’s class support him during an endothermic reactions lab?\",\"answer\":\"The teacher organizes small groups, modifies Victor’s worksheet, and pairs him with a group member who provides reminders. Victor uses pacing and returns to complete steps with support.\"},{\"question\":\"What tools and structure support Rosa’s communication and learning?\",\"answer\":\"Rosa uses an iPad communication program to generate voice output from selected pictures. Her special education class uses clearly labeled areas and a posted schedule with additional individual visual symbols.\"},{\"question\":\"Why do educators need evidence-based practices and training for ASD?\",\"answer\":\"Schools are serving increasing numbers of students with ASD, but educators may not know where to start. Preservice training may not cover ASD, and available resources can be difficult to find and confusing to implement, so targeted EBPs and training help teachers use strategies effectively.\"}]","Connecting the Dots - V - Supporting Students with Autism Spectrum Disorder | PDF",1792072594,23]