FTCE ESE Autism Spectrum Disorder (ASD) Teaching Strategies 2 — Questions and Answers
Question 1: Which of the following is an evidence-based social skills intervention specifically designed for students with ASD?
- Phonics-based reading instruction
- Social Skills Training (SST) groups such as PEERS or Social Thinking curriculum (Correct answer)
- Occupational therapy for fine motor skills
- Discrete trial training for math computation
Correct answer: Social Skills Training (SST) groups such as PEERS or Social Thinking curriculum
Social Skills Training programs such as PEERS (Program for the Education and Enrichment of Relational Skills) and Social Thinking are evidence-based curricula specifically designed to build social skills for students with ASD.
Social skills deficits are a core feature of ASD. Evidence-based social skills interventions include: PEERS (developed at UCLA for adolescents with ASD), Social Thinking (developed by Michelle Garcia Winner), and Social Stories (developed by Carol Gray). These programs teach explicit social rules, perspective-taking, conversation skills, and friendship-building strategies. Effective social skills instruction for students with ASD typically includes explicit instruction, role-playing, video modeling, and generalization practice in natural settings.
Question 2: What is 'video modeling' and why is it particularly effective for students with ASD?
- A classroom management strategy using video surveillance
- A technique in which the student watches a video of a model performing a target skill and then imitates the skill (Correct answer)
- A strategy for teaching academic content through educational videos
- A method for parents to record student behaviors at home
Correct answer: A technique in which the student watches a video of a model performing a target skill and then imitates the skill
Video modeling involves having the student watch a video of someone performing a target skill, then imitating it. It is effective for ASD because many students with ASD are strong visual learners and respond well to the predictability of video format.
Video modeling is an evidence-based intervention for students with ASD that leverages their visual processing strengths and interest in screens. Research shows video modeling is effective for teaching: social skills (greetings, turn-taking, perspective-taking), daily living skills (hand washing, cooking), academic skills, and job skills. Types include: basic video modeling (watching another person), self-modeling (watching oneself), and video self-modeling. The visual format provides a consistent, controllable learning experience without the social complexity of live modeling.
Question 3: A student with ASD has a strong special interest in trains. Which instructional strategy BEST uses this interest to promote learning?
- Prohibiting discussion of trains during instruction to reduce obsession
- Embedding train-related content into academic tasks (e.g., math word problems about trains, reading passages about railroad history) (Correct answer)
- Allowing the student to only work on train-related activities all day
- Referring the student to the school counselor to address the special interest
Correct answer: Embedding train-related content into academic tasks (e.g., math word problems about trains, reading passages about railroad history)
Embedding the student's special interest into academic tasks increases motivation and engagement while addressing IEP goals — a research-supported strategy for students with ASD.
Special interests (or 'highly preferred topics') are a core feature of ASD and can be powerful motivational tools when used intentionally in instruction. Research supports embedding special interests into academic content — using train-themed math problems, writing prompts, science experiments, or reading passages leverages the student's intrinsic motivation while developing targeted academic skills. This approach, sometimes called 'interest-based learning,' is consistent with both UDL (multiple means of engagement) and individualized instruction principles.
Question 4: Which of the following support strategies MOST directly addresses the executive function challenges commonly experienced by students with ASD?
- Assigning more independent work to develop self-reliance
- Using visual schedules, checklists, graphic organizers, and structured routines to support planning, organization, and task completion (Correct answer)
- Providing verbal instructions only to promote auditory processing
- Reducing the number of academic demands to minimize frustration
Correct answer: Using visual schedules, checklists, graphic organizers, and structured routines to support planning, organization, and task completion
Visual schedules, checklists, and graphic organizers provide external structure that compensates for executive function difficulties — including planning, task initiation, and organization.
Executive function (EF) deficits are common in ASD and include difficulties with: planning, sequencing, task initiation, cognitive flexibility, working memory, and self-monitoring. Visual supports compensate for these EF challenges by externalizing the organizational structure the student has difficulty generating internally. Evidence-based EF supports include: first-then boards, step-by-step visual checklists, graphic organizers, timers, and structured routines. These tools promote independence by reducing reliance on constant adult prompting.
Question 5: What does 'theory of mind' (ToM) refer to in the context of ASD?
- A student's ability to memorize factual information
- The ability to understand that others have thoughts, feelings, beliefs, and intentions that are different from one's own (Correct answer)
- A student's self-concept and understanding of their own disability
- The ability to follow multi-step verbal directions
Correct answer: The ability to understand that others have thoughts, feelings, beliefs, and intentions that are different from one's own
Theory of mind refers to the ability to attribute mental states — thoughts, feelings, beliefs, desires — to others. Many individuals with ASD have difficulty with ToM, affecting social interaction and communication.
Theory of mind (ToM), popularized in ASD research by Simon Baron-Cohen's 'false belief' experiments, refers to the ability to understand that others have mental states different from one's own. Deficits in ToM explain many of the social-communication challenges in ASD: difficulty predicting others' behavior, challenges with deception and sarcasm, literal interpretation of language, and difficulty with perspective-taking. Social skills interventions for ASD (like Social Thinking) explicitly teach ToM concepts such as thinking about others' thoughts and feelings.
Question 6: A student with ASD engages in repetitive hand-flapping, particularly during exciting activities. The teacher is concerned about whether to intervene. Which is the MOST appropriate approach?
- Immediately use physical guidance to stop the hand-flapping every time it occurs
- Assess whether the behavior is self-regulatory and harmless, and only intervene if it significantly disrupts learning or safety (Correct answer)
- Ignore all repetitive behaviors regardless of context or impact
- Refer the student for a psychiatric evaluation
Correct answer: Assess whether the behavior is self-regulatory and harmless, and only intervene if it significantly disrupts learning or safety
Many repetitive behaviors (like hand-flapping) serve a sensory regulation function and are harmless. The teacher should consider whether the behavior disrupts learning or safety before deciding to intervene.
Restricted, repetitive behaviors (RRBs) are a core feature of ASD and often serve important self-regulatory functions — such as self-calming during excitement, anxiety, or sensory overload. Not all RRBs should be targeted for elimination. The ethical and practical standard is to evaluate: Does the behavior cause harm? Does it significantly impede learning or social inclusion? If the answer is no, the behavior may be best left alone or redirected to a less disruptive context. Neurodiversity-affirming approaches recognize that some RRBs are adaptive and should be respected.
FTCE ESE Autism Spectrum Disorder (ASD) Teaching Strategies 2
Which of the following is an evidence-based social skills intervention specifically designed for students with ASD?