-Evidence-Based Practices-
for
Academic Skills

 

DTT is a structured teaching method that breaks down skills into small, “discrete” components. This technique  designed to reinforce learning through clear, measurable actions and outcomes. The use of antecedents and consequences are carefully planned and implemented. Positive praise and/or tangible rewards are used to reinforce desired skills or behaviors. 

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Task analysis involves breaking down the process of learning a new skill into smaller, manageable tasks instead of just one, complex task. The idea behind this process is understanding that when learners with ASD see  a complex task as simply a number of sequential, specific sub-tasks, learners are able to remain focused and less anxious or frustrated. This makes it easier to learn and retain the successful learning of the task.

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Modeling is an instructional strategy where a new concept or skill is demonstrated. Teachers will show a student what to do by modeling an expected behavior or skill that the student can imitate. Modeling and imitation will require repetition to master. Therefore it requires that you give the student repeated opportunities to practice the skill or behavior and receive feedback on their performance until they have reached mastery. 

 

Visual supports consist of any visual display that supports the learner engaging in a desired behavior or skills independent of prompts. Examples of visual supports include pictures, written words, objects within the environment, arrangement of the environment or visual boundaries, schedules, maps, labels, organization systems, and timelines.