-Evidence-Based Practices-
for
Academic Skills

 

Definition:

• A structured teaching approach that breaks skills into small, teachable components, using repetition and reinforcement.

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Why it's recommended:

• ​Focuses on targeted skills with immediate feedback, ensuring clear understanding.​​

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• Uses positive reinforcement to motivate learning and improve skill acquisition.

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• Provides a highly structured and predictable teaching environment that benefits learners with ASD.

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Definition:

• Breaking down academic tasks into smaller, sequential steps to teach systematically.

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Why it's recommended:

• Helps individuals with ASD learn and master skills one step at a time.

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• Encourages independence by teaching each step explicitly.

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• Facilitates progress tracking by allowing educators to identify exactly where a student needs support.

 

Definition:

• A structured, teacher-led approach focusing on clear, explicit teaching of academic skills.

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Why it's recommended:

• ​Breaks down complex skills into manageable steps, ensuring mastery.

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• Provides immediate feedback and repeated practice for retention.

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• Uses clear, consistent language, reducing confusion and improving understanding.

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Definition:

• Using visual aids like schedules, charts, or diagrams to reinforce learning and organization.

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Why it's recommended:

• Enhances comprehension and reduces reliance on verbal instructions.

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• Supports memory and focus by presenting information visually.

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• Provides clarity and structure, helping students understand expectations and routines.