Council for Exceptional Children Course Standards for Students with Autism and
Developmental Disabilities
A/DD Standard 4: Instructional Strategies
Special educators of students with autism must identify evidence-based practices and
apply specialized curriculum designed to meet the needs of individuals with /autism
spectrum disorders. They also must implement instructional programs that match needed
levels of support. Special educators working with students who have autism or related
developmental disability must use instructional strategies in both natural and structured
contexts to promote effective communication skills using verbal and
augmentative/alternative communication systems as well as reading and writing skills. To
address behavioral needs of their students with autism, special educators understand and
employ methods established in applied behavior analysis, particularly positive behavior
supports.
A/DD Standard 5: Learning Environments/Social Interactions
Special educators of students with autism conduct instruction in structured classroom
settings, loosely structured school settings, and community-based settings, to ensure
students acquire and generalize self-regulation and social skills. They understand
environmental influence in student behavior in order to construct or modify environments
for optimal learning.
A/DD Standard 6: Language
Special educators of students with autism understand that communication is a core deficit
in autism. Thus, they must identify and implement augmentative and assistive
communication devices and strategies that support or enhance the communication of
individuals with autism. Communication extends beyond requesting and includes
instruction in pragmatic language to facilitate social skills as well as strategies to avoid
and repair miscommunications.
A/DD Standard 7: Instructional Planning
Special educators of students with autism plan systematic instruction based on learner
characteristics, interests, and ongoing curriculum-based and behavioral-based assessment.
They use task analysis to sequence, implement, and evaluate individualized learning
objectives as well as specific behaviors or skills being taught. They plan and implement
instruction and related services for individuals with autism that are age-appropriate,
ability-appropriate, and essential for promoting independent functional life skills and
related adaptive behavior.