Students with autism deserve maximum benefits from the instruction they receive. One of the most reliable and powerful things teachers can do to improve educational outcomes for learners with autism—for any student—is to increase active student responding (ASR). This session will begin by defining active student responding (ASR), differentiating it from other forms of student engagement, and briefly reviewing the research evidence for increasing ASR. Most of the session will be devoted to information about and demonstrations of a variety of relatively easy to implement ASR tactics for whole-class, small-group, or one-to-one instructional formats. Videos of highly skilled teachers implementing several of the tactics will be shown. The session will conclude with guidelines for ensuring students benefit maximally from their more frequent responding. Participants will receive readings and resources to implement the ASR tactics in their classrooms, centers, and programs.
Learning outcomes:
- define and given an example of active student responding (ASR) and differentiate it from other forms of student engagement
- describe three benefits of increasing ASR during a well-designed lesson
- describe and give an example of a teacher using choral responding, response cards, and one fluency-building tactic during group instruction
Credits: Act 48, EITA/Infant-Toddler, Occupational Therapy, Social Work, BACB, ASHA, PSYCH
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