SPECIALLY DESIGNED INSTRUCTION AND SAS 1
Children with autism often need a variety of specially designed instruction and
Supplementary Aids and Services. Following is a selection for teachers to choose
from!
Specially Designed Instruction and
Supplementary Aids and Services (SAS)
Taken from: IEP and Lesson Plan Development Handbook, Kentucky Special Education
Cooperatives
Expressive Language/Oral Expression
Specially Designed Instruction (SDI)
What the teacher teaches
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Verbal prompts
Cue cards
Visual prompts
Guided repetitions
Rehearsal, use of scripts
Time-delay strategies
Modeling
Conversational skills (initiating,
maintaining, ending)
Word retrieval drills (categories,
attributes, functions
Questioning techniques
Supplementary Aids and Services (SAS)
What the student needs
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Verbal prompts
Cue cards
Visual prompts
Extended response time
Allow written tests
Recorded materials
Preferential seating (NOT alone and
away from the group; perhaps away
from physical distractions, near
teacher)
Directions in multiple forms (restate,
rephrase, oral directions, written
directions)
Oral reading on volunteer basis
Rehearsal, use of scripts
Alternative assessments in place of
oral reports (displays, projects,
written, etc.)
Video self monitoring
Questioning techniques
Receptive Language
Specially Designed Instruction (SDI)
What the teacher teaches
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Visual, written, picture prompts and
cues
Modeling
Direct instruction
Mnemonic strategies
Pre-teach critical information
Direct instruction humor and
absurdities
Train elements of critical thinking
Supplementary Aids and Services (SAS)
What the student needs
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Preferential seating
Repetition of directions
Simple directions
Gestures and visual cues
Paraphrasing and rephrasing
Visual prompts
Concrete to abstract representations
Picture schedule
Picture cues
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SPECIALLY DESIGNED INSTRUCTION AND SAS
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Instruction of making inferences and
predictions
Instruction on drawing conclusions
and making generalizations
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Calendar/routine system
Self cueing strategies
Gradually building complexity of
task
Wait time
Pragmatics
Specially Designed Instruction (SDI)
What the teacher teaches
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Social scripting
Social stories
Modeling
Written/verbal prompting
Guided responding
Environmental prompting (personal
space)
Chaining
Shaping
Role playing
Conversational turn-taking,
initiating/terminating conversations,
commenting, asking questions
Relevant emotion/feeling words
Supplementary Aids and Services (SAS)
What the student needs
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Role playing
Monitoring and quick feedback
Peer buddy/monitor
Sensory issues addressed
Opportunities for turn-taking,
initiating/terminating conversation,
commenting and asking questions
Environmental prompts (personal
space)
Academics
Basic Reading
Specially Designed Instruction (SDI)
What the teacher teaches
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Grapho-Phonic strategies
(visual/auditory) including letter/sound
knowledge, phonemic awareness,
decoding
Visual strategies including word
recognition and visual memory for
words
Auditory strategies including language
structure at the word, sentence, and text
level
Fluency
Supplementary Aids and Services (SAS)
What the student needs
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Graphic organizers
Prompting and cueing
Recorded materials
Oral/visual presentation of materials
above independent reading level
Extended time
Highlighted material
Colored overlays for reading/glare
reduction (specified color)
Direct/indirect lighting
Photocopied materials on preferred
SPECIALLY DESIGNED INSTRUCTION AND SAS 3
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Meaning strategies including word
meanings and associations and precision
in word usage
Identifying and pronouncing words and
reading fluently orally includes:
o Using context clues
o Visual word recognition
strategies
o Word analysis strategies:
prefixes, suffixes, compound
words and word derivations
o Text management strategies
such as rereading/reading
ahead, deep reading,
skimming/scanning
o Decoding strategies such as
identifying word families,
chunking, point and slide,
looking for known words inside
words
o Cross-check across systems
(does the word make sense,
sound like language, do the
letters match the sounds) or ask
another reader
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colored paper (not golden yellow)
Access to technology
Manipulatives
Limit visual clutter/stimuli
Slantboard/stand
Talking books
Copy of notes written on
board/provided to student (possibly
cloze)
Reading Comprehension
Specially Designed Instruction (SDI)
What the teacher teaches
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Graphic organizers
Modeling
Cloze procedures
Mnemonic strategies
Visual prompts
Pre-teaching concepts/vocabulary
LEARN strategy:
o List what you know
o Explore wht you want to
know
o Access information
o Reflect on what you’re
learning
o Now make new connections
KWL strategy
o List what you know
o Tell what you want to know
Supplementary Aids and Services (SAS)
What the student needs
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Recorded books with appropriate
pacing
Highlighting
Paraphrasing
Oral/visual presentation of materials
above independent reading level
Manipulatives (story strips, etc.)
Visual prompts
Limit visual clutter/stimuli
Note-taking guides
Slantboard/stand
Study guides
Highlighted study guides
Copy of notes written on board
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SPECIALLY DESIGNED INSTRUCTION AND SAS
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o Tell what you learned
Verbal summarization
Open-ended stories
QAR (question, answer, response
Choral reading
Paired reading
Echo reading
Visual imagery
Story mapping
Think aloud
direct instruction in: monitoring for
meaning, determining importance,
creating mental images,
synthesizing, relating new to known,
questioning, inferring
Written Language
Specially Designed Instruction (SDI)
What the teacher teaches
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Direct instruction on graphic organizers
Modeling
Repetitive practice
Advance organizers
Visual and physical prompts and cues
Small group instruction
Structured approach to sentence writing
Direct instruction in the writing process
including: prewriting activities, writing,
revising, editing and publishing
Direct instruction in idea development
Direct instruction in accessing alternate
formats and associated technology
Meaning strategies including word
meanings and associations and precision
in word usage
Identifying and pronouncing words and
reading fluently orally includes:
o Using content clues
o Visual word recognition
strategies including
environmental print
o Word analysis strategies such as
prefixes, suffixes, compound
words and word derivations
o Text management strategies
Supplementary Aids and Services (SAS)
What the student needs
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Mnemonic strategies
Modified tests/assignments
Copies of overheads (notes, directions,
organizers)
Highlighting
Color-coded direction words
Student paraphrasing of directions
Raised line paper
Manipulatives (sentence strips, word
cards, personal and classroom word
banks, etc.)
Tape recorder to talk into, then write
from
Pencil grips
If student writes hard, consider use of
number 1 pencil
Consider use of mechanical pencils
(don’t make “scratchy” noises)
SPECIALLY DESIGNED INSTRUCTION AND SAS 5
o
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such as rereading/reading
ahead/deep reading/
skimming/scanning
Decoding strategies such as
identifying word families,
chunking, point and slide,
looking for known words inside
words
Cross-check across systems(does
the word make sense, sound like
language, do the letters match
the sounds or ask another reader
Math Calculation and Reasoning
Specially Designed Instruction (SDI)
What the teacher teaches
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Multi-sensory teaching strategies
Extra “wait time”
Most-to-least prompts
Modeling
Direct instruction in computation and
reasoning strategies, word-problem
strategies
Direct instruction in functions and use of
calculators
Guided practice
Mnemonic strategies
Chunking
Touch five coin counting strategy
Use concrete and semi-concrete
examples/activities to explain/illustrate
abstract concepts (cutting up an apple to
show parts of earth)
Supplementary Aids and Services (SAS)
What the student needs
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Mnemonic strategies
Cue cards with problem-solving
strategies, definitions, examples, models,
flow chart, process steps
Cues including visual, non-verbal,
physical, picture and/or written
prompts
Small-group instruction
Repetitive practice
Modified tests/assignments
Advanced organizers
Copies of overheads including notes,
organizers, examples
Manipulatives/concrete representations
Tactile graphs/graphics
Study guides
Peer buddy/peer tutoring
Oral presentation of
materials/assessments
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SPECIALLY DESIGNED INSTRUCTION AND SAS
Vocational
Task Completion/On Task Behavior
Specially Designed Instruction (SDI)
What the teacher teaches
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Modeling
Partial participation
Self-talk
Video self-modeling
Differential reinforcement
Self-monitoring/evaluation
Student task analysis
Graphic organizer
System of least prompts
Cueing (verbal, nonverbal, visual,
picture, photo, etc.)
Supplementary Aids and Services (SAS)
What the student needs
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Modified tests/assignments
Use of timer
Dual set of materials for school and
home
Paraphrasing
Extended time
Rubrics for scoring
Peer tutor
Mentors
Oral presentation of materials
Redirection and corrective feedback
Behavior contract
Environmental modifications
Work systems
Graphic organizers
Cue cards: definitions, examples, models,
flow chart
Previewing of assignment
Following Directions
Specially Designed Instruction (SDI)
What the teacher teaches
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Task analysis
Self-monitoring
Differential reinforcement
System of least prompts
Role playing
Modeling
Self-talk
Mnemonics
Advanced organizers
Video self-monitoring
Supplementary Aids and Services (SAS)
What the student needs
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Increased wait time
Advanced organizers
Verbal prompts and cues
Paraphrasing
Alternate models for directions
including pictures, photos, etc.
Oral presentation of materials
Visual supports
Clarifications of directions
SPECIALLY DESIGNED INSTRUCTION AND SAS 7
Rate/Speed of Work
Specially Designed Instruction (SDI)
What the teacher teaches
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Supplementary Aids and Services (SAS)
What the student needs
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Verbal prompts and cues
Self-monitoring
Differential reinforcement
Role playing
modeling
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checklists
use of timer
schedule
pictorial representation of task
audio stimulation to support rhythmic
pace (music)
repeated practice
extended time
reduced level of lighting or increased
level of lighting
preferential seating (specify where)
Following a Schedule
Specially Designed Instruction (SDI)
What the teacher teaches
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verbal prompts and cues
self monitoring
direct instruction in reading a schedule
and site map
role playing
modeling
system of least prompts
task analysis
graduated guidance
picture/tactual agenda
direct instruction in creating and
following a personal schedule
Supplementary Aids and Services (SAS)
What the student needs
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checklists
use of timer
picture/tactual schedule
color/tactual coding
highlighting
repeated practice
map (i.e. school, classroom, community,
etc.)
calendar/routine system
physical/verbal cues
mental mapping/routes
picture/tactual agenda
Attendance
Specially Designed Instruction (SDI)
What the teacher teaches
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multi-sensory instructional strategies
token economy
self-monitoring
differential reinforcement
verbal /visual prompts/cues
Supplementary Aids and Services (SAS)
What the student needs
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contracts
escort to class
pictorial/tactual representation of task
alternate dismissal
interest inventory to identify motivators
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SPECIALLY DESIGNED INSTRUCTION AND SAS
Organization
Specially Designed Instruction (SDI)
What the teacher teaches
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task analysis
video-self monitoring
differential reinforcement
verbal/visual prompts and cues
direct instruction in organization system
modeling
Supplementary Aids and Services (SAS)
What the student needs
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duplicates
extended time
shortened assignment
dual set of materials school/home
step-by-step instructions
color/tactual coding
assignment notebook
calendar
peer tutor/buddy
dividers and organizers
Working Independently
Specially Designed Instruction (SDI)
What the teacher teaches
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graduated guidance
differential reinforcement
verbal/visual prompts and cues
task analysis
Supplementary Aids and Services (SAS)
What the student needs
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shortened assignments
study carrel
work systems
chunking of assignments/tasks
redirection (verbal, non-verbal, physical,
visual)
fading prompts
positive/corrective feedback
Decision-making
Specially Designed Instruction (SDI)
What the teacher teaches
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self-talk
mnemonic strategies
role playing
verbal/visual prompts and cues
direct instruction in evaluating and
choosing
social stories
Supplementary Aids and Services (SAS)
What the student needs
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Picture/tactual cues
Mnemonic strategies
Verbal/visual prompts and cues
Physical prompts and cues
SPECIALLY DESIGNED INSTRUCTION AND SAS 9
Self-evaluation
Specially Designed Instruction (SDI)
What the teacher teaches
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Task analysis
Self-monitoring
Verbal/visual prompts and cues
Direct instruction in evaluating self
Modeling
Mnemonic strategies
Direct instruction in self-advocacy skills
Supplementary Aids and Services (SAS)
What the student needs
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Picture cues
Work systems
Rubrics and scoring guides
Progress graphs
Checklists
Peer editing
Self-monitoring
Social Competence
Specially Designed Instruction (SDI)
What the teacher teaches
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Video self-modeling
Differential reinforcement
Verbal/visual/written prompts and cues
Direct instruction in replacement
behaviors
Modeling
Corrective feedback with re-teaching
Planned ignoring
Behavior intervention plan
Direct instruction in explicit social skills
Role playing
De-escalation strategies
Relaxation strategies
Direct instruction in self advocacy skills
(requesting assistance from adults,
peers, personal care)
Direct community-based instruction to
foster independent living skills
Direct instruction in appropriate
postural/body gestures
Supplementary Aids and Services (SAS)
What the student needs
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Student repeats directions
Frequent, positive feedback and specific
praise
Daily/weekly home contact
Contracts
Student-created reinforcement menu
Sequential directions
Short, concise directions
Frequent breaks
Opportunities for movement
Signal inference cues
Structured transitions
Timer
Reinforcement menu
Peer tutor/buddy
Repeated practice of learned skills in
authentic, non-pervasive
environments/situations
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SPECIALLY DESIGNED INSTRUCTION AND SAS