Overview of My RLO
Autism Spectrum Disorders: Obtaining Tendency Scores for Activity Tolerance The journey of this project began when a K-12 Resource Teacher presented a need to assist students of Autism. She found that although teachers were trained on providing supplemental activities in the inclusive classrooms, these activities are not being utilized as often as they should. These supplemental activities include instructional modifications, activity modifications and communicative modifications. After interviewing various teachers throughout the district, I found that teachers had frustrating experiences with past modifications, lack of planning time and lack of ideas. Even if teachers have tools or charts to assist them with supplemental activities, each student with Autism is different. One resource tool will not fit all; but what if that resource tool included the various degrees of students? I designed a scoring system that would allow teachers to utilize such tool with ease so that the tool is easily accessible and user friendly: a more sustainable approach. From this my RLO was born, to teach educators how to score their students on tendencies. So what makes this an RLO? In isolation, the RLO module teaches an educator how to score students. The district may choose to develop subsequent modules on specific ASD behaviors. The subsequent modules may easily be changed to reflect training for common, current behaviors found within the district however, the RLO will remain unchanged. Such RLO includes evaluating a student on the verbility, behavioral and attentiveness characteristics displayed among the students in their educational environment. |