image of a girl reading in the grass with the caption, social stories: what are they? how are they used? learn with emily dot com

Autism Series: How to Use Social Stories

Social stories are a teaching tool used to explain social situations to individuals with autism. Stories can be written for a specific child or for children in general. The story will include specific information about what occurs and why it occurs in a social situation. Relevant features including an explanation of perspective will also be […]

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A black and white photo with a chid covering his face with his hands and a question mark. The caption says, the problem with using inaccurate examples to teach children with autism learn with emily dot com

Autism Series: The Problem with Inaccurate Examples

Teachers often provide examples when teaching new skills. Non-examples are sometimes used to highlight a potential mistake. The purpose of a non-example is to help the child avoid making the same mistake themselves. Caution should be used when teaching individuals with autism using non-examples as you may inadvertently teach them to do something wrong. Similarly, […]

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red don't symbol with the caption the problem with using non examples to teach children with autism learn with emily dot com

Autism Series: The Problem with Non-Examples

In teaching, a non-example is when you demonstrate or show what not to do. While exclusively teaching children with autism in the public school setting, I learned about the problems that go with non-examples the hard way. I consider these experiences to be instructional mistakes. I am sharing them here in hopes that you too will see […]

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Image of boy in coat walking with the caption, task analysis: what is it? what do I do with it? learn with emily dot com

Task Analysis: What is it? What do I do with it?

A task analysis is the process of breaking a specific skill down into a series of teachable parts. The analysis will result in a sequence of ordered steps to complete the task. If a child is having difficulty with a particular skill, knowing the steps can help the teacher, parent, or therapist evaluate which steps […]

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Video Modeling in 6 easy steps learn with emily dot com

Video Modeling in 6 Easy Steps

Video modeling is a research based instructional strategy for teaching new skills to children with autism. Video modeling is actually more effective than live modeling for children on the spectrum. Skills are acquired more quickly and better generalized when compared to live modeling (Charlop-Christy, Le, & Freeman, 2000). Video modeling would also be appropriate for other populations who […]

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Considerations for creating effective video models for individuals with autism learn with emily dot com

Considerations for Creating Effective Video Models for Autism

There are many ways to teach new skills. One way is to create video models for autism of a skill or activity sequence. Research has demonstrated that video models are an effective way to teach individuals with autism a variety of new skills. Research also tells us ways to make our video models more effective. What does […]

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Research base for using video models with children who have autism

Research Base for Using Video Models with Autistic Individuals

Video modeling is an instructional technique where a video is used to demonstrate a particular skill or activity. Video modeling has been effectively used with individuals who have autism. The following list is a brief summary of skills researchers have taught individuals with autism using video models. Video Models can be effectively used to: increase conversational […]

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A photo of an iPhone with the caption, video modeling: an instructional approach for individuals with autism

Video Modeling: A Teaching Strategy for Children with Autism

Children who have autism are challenged by difficulties in social interactions, speech and language impairments, atypical behaviors, and learning (Simpson & Zionts, 2000). Autism is often described as a spectrum disorder (ASD) as the severity of symptoms, age of onset, and associations with other disorders vary with each child (Lord & McGee, 2001). Regardless of […]

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