School-Based

Interventions
WAYS TO SUPPORT CHILDREN WITH ASD

SOCIAL NAARRATIVES

A social narrative describes social situations for

learners by providing relevant clues, explanation of

the feelings and thoughts of others, and

descriptions of appropriate behaviour

expectations. They are particularly useful in

preparing students for change.

VISUAL AIDS

As students often demonstrate relative strengths

in concrete thinking, rote memory, and

understanding of visual-spatial relationships,

pictorial and written cues often help help the

student communicate, learn and develop self-

control.

INDIVIDUALIZED LEARNING
GOALS

Educators need to develop appropriate learning

goals that meet the needs and abilities of their

students, including those with ASD.

TEACH TO FASCINATIONS

Instruction and learning should be geared towards

the interests and desires of the students, as this will

help motivate learners and get them excited about

learning!

PROVIDE CHOICES

This allows students to take ownership in their

learning. Students can choose which assessments

to complete, which role to take in a cooperative

group, what materials to use and how to receive

personal assistance and support.

 School-based
interventions continued
WAYS TO SUPPORT CHILDREN WITH ASD

INTEGRATED PLAY GROUPS

This provides opportunities for younger students to

interact with their age peers and create a natural

environment for incidental teaching of social skills.

REGULAR SCHOOL-BASED
TEAM MEETINGS

To ensure clear and concise communication of

learning goals and needs of student are being met.

These meetings need to include all members that

are working towards supporting the student,

including the classroom teacher, IST, Educational

Assistant, Childcare worker, etc.

RESOURCE ROOM

This needs to be equipped with multiple sensory

learning tools, as well as relevant materials to aid

in the learning and support of the child. This may

be a place that the child frequents, or simply an

area for teachers and staff to get supports.

CREATING WELCOMING
ENVIRONMENTS

Ensuring the classroom is welcoming and

adaptable to the needs and abilities of all

students. This may include providing space for quiet

work, sensory areas, differentiated seating and

opportunity for colaboaration.

INCLUSION

Providing opportunities for all students, including

those with ASD, to contribute to the school

community. This may include helping with the

morning announcements, delivering snack bins to

classrooms, helping plan spirit days, etc.

COMPILED BY CHELSEA RENAUD

SOURCES:
TEACHING STUDENTS WITH AUTISM: A RESOURCE GUIDE FOR SCHOOLS

AUTISM MANUAL FOR BC