High-Leverage Instructional Practices for Students with Autism and Mild Disabilities in Traditional and Remote Learning Settings

Abstract

Meeting the needs of students with autism and mild disabilities effectively in traditional and remote settings must be an individualized, purposeful, and data-driven process [1]. Learning to implement a core foundation of easy-to-use evidence-based instructional practices can help teachers across content areas develop a core foundation of “go to” practices which can potentially benefit all students with and without disabilities [2]. The High-Leverage Practices (HLPs) recently identified by the Council for Exceptional Children and the CEEDAR Center at the University of Florida [3] can help educators to target their students’ most significant skill deficits and, subsequently, develop and deliver instructional programming that may help students develop to their fullest potential. The 22 identified HLPs are multifaceted, evidence-based practices.

Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching

“…When these evidenced-based practices are implemented with fidelity, they can help to ensure equitable learning environments for all students, especially those traditionally marginalized within school settings. Using the aspects of within Instruction HLPs as a guide, teachers can provide effective remote learning environments for students with special education needs (McKeithan et al, 2021).…”

“…Additionally, advance organizers (e.g., visual reminders of lesson and lecture sequence; clear expectations of lesson outcomes) are central to online and faceto-face instruction settings (Adeldoyn & Soykan, 2020). As an example, the organization and expectations of teaching online became clearer to students with autism when teachers used mini-lessons or "chunked" online lectures and virtual sessions (McKeithan et al 2021).…”

“…Actively Engage Learners. McKeithan et al (2021) emphasize the need for teachers to establish connections with students' personal, educational, and/or professional aspirations. Engaging students through their personal experiences and interests is a well-documented, effective tool to be used in online learning environments.…”

Strategies to Promote Meaningful Student Engagement in Online Settings

“…Consider sharing examples of quality work products (which do not "give away" content) with students to clarify expectations for quality final products. Developing detailed and specific rubrics gives instructors an opportunity to "out-think" students when reviewing assignment directions and grade clarifications (McKeithan et al, 2021). A thorough task-analysis of the directions and scoring criteria can help instructors to identify and correct potential submission issues related to how directions are worded (reduce the potential of poorly submitted assignments related to poorly worded expectations and/or unrealistic timelines).…”