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Steps of Instruction:
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Documentation: Teacher should document a students progress regularly. Develop a data sheet
for each student for easy tracking.
References
Banda, D. R., Grimmett, E., & Hart, S. L. (2009). Activity schedules. Teaching Exceptional Children, 41(4), 16-21.
Bowen, J. M. (2005). Classroom interventions for students with traumatic brain injuries. Preventing School Failure,
49(4), 34-41.
Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with
autism via picture activity schedules. Journal Of Autism & Developmental Disorders, 30(6), 553.
Ganz, J. B. (2007). Classroom structuring methods and strategies for children and youth with autism spectrum
disorders. Exceptionality, 15(4), 249-260. doi:10.1080/09362830701655816
Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using visual supports with young
children with autism spectrum disorder. Teaching Exceptional Children, 43(6), 28-35.
Stormont-Spurgin, M. (1997). I lost my homework: strategies for improving organization. Intervention In School &
Clinic, 32(5), 270.