APPROPRIATELY SUPPPORTING STUDENTS WITH AUTISM-WORKSHEET (revised)
Student ____________________________
Building/Grade _________________
Date of Meeting_______________ Next Meeting _____________
Team Members present ___________________________________________________________________________________
_________________________________________________________________________________________________________
AREA
CURRENT STATUS
CURRENT NEED
Accommodations being
implemented:
Accommodations being
implemented:
Visual Strategies
*Personal, visual schedule
*Utilized in every setting the
student is expected to transition &
function
*Organizes the environment
*Reduces anxiety
*Increase independence
Functional Communication System
*Taught to the student
*Portable communication system
*Used consistently in every
part of student’s environment
*Continuous practice for student
*Back-up system for verbal
students (break card, help card,
leave me alone card)
Consistent Behavioral Programming
*Systematic response
*Ticket into general education
*Collaboration with general
education teacher to prevent
disruption within the class
*Immediate & consistent response
to behavior errors
*Non-punitive, non-verbal, nonemotional redirection/ consequence
for behavior errors
*Environmental modification
*High rates of positive responses
from teachers
Academic Modifications &
Accommodations
*Accommodations: supports &
services that help students validly
demonstrate student learning
(outcomes or content are not
changed)
*Modifications: Individualized
changes made to the content &
performance expectations for the
student
*Appropriate and motivating
curriculum








Time
Level of support
Instructional grouping
Input
Reduce response effort
Setting
Adaptation of environment
Sections of curriculum








Time
Level of support
Instructional grouping
Input
Reduce response effort
Setting
Adaptation of environment
Sections of curriculum
Modifications being implemented:
See Grading Criteria Worksheet.
Modifications being implemented:
See Grading Criteria Worksheet
















Open-ended questions
Visual organization strategies
Closed strategies
Automatic closed strategies
Choice strategies
Yes/No strategies
Matching strategies
Tracing
Open-ended questions
Visual organization strategies
Closed strategies
Automatic closed strategies
Choice strategies
Yes/No strategies
Matching strategies
Tracing
ACTION PLAN (Who is doing what when)
APPROPRIATELY SUPPORTING STUDENTS WITH AUTISM (revised) --PAGE 2
STUDENT __________________________________________________________
Date of Meeting__________________
__________________________________________________________________________________________ _________________________________________________________________
AREA
CURRENT STATUS
CURRENT NEED
Check the following that are
currently in place:
Teach setup and use of visual
schedule
Material organization
Desk top organization
Prompts to task
Behavioral system
Academic modifications
Output method
Socialization systems
Check the following that are
currently in place:
Teach setup and use of visual
schedule
Material organization
Desk top organization
Prompts to task
Behavioral system
Academic modifications
Output method
Socialization systems
Peer to Peer Support
*Sensitivity training within general
education classroom
*Opportunity for mediums of
exchange
*General education students as
participants NOT as helpers/aides
Team Problem Solving Approach
*Meeting on a regular basis (bimonthly, monthly) to discuss the
positives, challenges, and the
changes to the student’s program
*Includes a consistent format
(agenda, review action plans, new
business)
Paraprofessional Support
*Appropriate supervision
*Only assigned when the student
NEEDS direct academic, behavioral
or social support
*1:1 prevents opportunities for
interaction with others
*Primary goals socialization and
independence
















OTHER ISSUES/COMMENTS
2
ACTION PLAN (Who will do what when)