There are many evidence-based practices (EBPs) that can be used to support development and increase access and participation in STEM learning for young autistic* children. Yet, research suggests that EBPs are not always used in practice by EI/EC/ECSE practitioners. These resources can help close that gap and support providers to embed EBPs into their STEM learning routines and activities.
By Victoria Waters, M.Ed.
Victoria Waters, M.Ed. is an Educational Consultant at UNC’s FPG Child Development Institute. She works on various autism projects, developing evidence-based practice modules and resources, and STEMIE, developing resources and creating content for social media. Her research interests include autism and developmental disabilities and early intervention and special education.
By Jessica Amsbary PhD
Jessica Amsbary, PhD is a Technical Assistance Specialist at UNC’s FPG Child Development Institute and Program Coordinator for the Master in Education for Experienced Teachers in Early Childhood Intervention and Family Support at the School of Education at UNC Chapel Hill. Her research interests involve the development and implementation of effective and inclusive early intervention resources and support for young children with disabilities and their families. She has a doctorate in Applied Developmental Sciences and Special Education from UNC Chapel Hill, a M.S. in Early Childhood Development with a specialization in infancy from Erikson Institute, and a B.A. degree in Psychology from the University of Notre Dame.
By Ann Sam, PhD
Ann Sam is a senior research scientist and leads the Research & Evaluation Division at Frank Porter Graham Child Development Institute. Her research and professional development interests are rooted in her direct experience as a public-school teacher working in preschool and kindergarten classrooms with students with autism. The primary goal of her work is to increase awareness and use of evidence-based interventions and resources designed to improve outcomes for students with autism. At the heart of her work is ensuring this access extends to professionals in underserved communities—those with fewer resources available for extensive in-person training and support. To address this goal, Dr. Sam's research and professional development activities focus on two primary areas: 1) using novel technologies to provide interventions to students and professional development to educators; and 2) rigorously researching professional development materials and models for educators to determine effective ways to increase successful implementation of evidence-based practices with students with autism.
Autism is a lifelong developmental difference that includes diverse ways of experiencing and expressing social-communication and repetitive behaviors/interests (Baumer & Frueh, 2021; American Psychiatric Association, 2013). Early detection, diagnosis and early intervention may support development and learning (National Institute of Mental Health, 2022). In fact, there are a number of evidence-based practices (EBPs), such as visual supports, reinforcement, modeling, task analysis, and prompting, that can support STEM learning for young autistic children (Sam et al., 2022). Publicly available resources (for example, AFIRM and AFIRM for Toddlers) are available to assist in using these EBPs with young children.
What is AFIRM? What is AFIRM for Toddlers?
Autism Focused Intervention Resources and Modules (AFIRM) are designed to support practitioners learn the step-by-step process of planning for, using, andmonitoring the implementation of EBPs with autistic learners from birth to 22 years of age (Steinbrenner et al., 2020). AFIRM provides free and easy access to resources to support identifying what EBPs should be used to increase the autistic learner's skills and how to implement a specific EBP or EBPs.
In partnership with the ECTA Center, AFIRM recently launched AFIRM for Toddlers. The modules and resources included in AFIRM for Toddlers are designed to support early intervention providers working with early care and education providers and families of an autistic learner from 1-3 years of age. The modules support EI providers to review the basics of an EBP, as well as to coach caregivers in the step-by-step process of planning for, using, and monitoring the implementation of an EBP with an autistic toddler in daily routines and activities.
How Can I use AFIRM to Cultivate STEM Learning?
AFIRM offers many free modules and resources that can be used to cultivate STEM learning for autistic learners (e.g., Augmentative & Alternative Communication, Modeling, Prompting, Reinforcement, Task Analysis, Technology-Aided Instruction & Intervention, and Time Delay) and many of these are available specifically for early intervention providers working with toddlers with autism and their caregivers (e.g. Parent Implemented Interventions in the Home Setting, Naturalistic Intervention in the Child Care Setting, Prompting, Reinforcement, Visual Supports, and Behavior Supports for Toddlers). A great one to get started with is Visual Supports because it can be used in a variety of ways to support learning. Visual Supports is any “visual display that supports the learner engaging in a desired behavior or skills independent of additional prompts” (Steinbrenner et al., 2020), in other words, cues that are used to provide the autistic learner with information.
Visual supports can be:
- arranging the environment and/or creating visual boundaries,
- modifying or adding to activity items, such as creating a prop box or adding labels
- using visual schedules with pictures or three-dimensional objects
- using timers and/or choice boards
Using visual supports to support child engagement in STEM learning opportunities might look like arranging the environment in a specific way or creating visual boundaries that allow the autistic learner to focus on the STEM activity. This might include dimming lights, reducing noise and distractions, and covering materials not needed for the STEM learning activity. Consider other sensory needs the autistic child may have when arranging the environment.
Visual supports in STEM learning might also include creating/using visual schedules or visual directions, such as a First/Then Board, to increase understanding of the STEM content or the activity. With adult guidance, this can help children understand expectations and STEM concepts, such as sequencing, causation, and conditionals. For example, the visual of the bubble wand and bubbles can help children understand the wand comes first, then the bubbles (sequencing). Dipping the wand in the bubble mix and then blowing is what causes the bubbles (causation). And that there will be no bubbles unless we use the wand and dip it in the bubble mix (conditional). Be sure to include the preferences/interests of the autistic learner if creating these materials to increase their engagement in the STEM activity.
Another way to use visual supports to increase an autistic learner’s engagement and participation in a STEM activity is by modifying activity items and using labels of items/STEM vocabulary. This could include creating a story prop box for a book, adding a colored border to key words, creating visual cue/prompt cards of key STEM vocabulary, or simplifying vocabulary.
Other potential visual supports that can support autistic learners are timers and choice boards embedded into the STEM learning activity.
Using Visual Supports to Cultivate Learning about Patterns in Nature
Think about the various ways visual supports can be used to cultivate a STEM learning experiences, such as learning about patterns that naturally occur, for an autistic learner.
Goal: Notices and/or Describes symmetry in chunks of information; Duplicates, Identifies, and/or Recognizes a chunk of information that repeats.
Activities:
- Read and have a storybook conversation about Patterns Outside (Math Every Day) by Daniel Nunn & Rebecca Rissman or a similar book about patterns in nature
- Go on a nature walk, observe trees, leaves, tree bark, insects, flowers, animal coverings and other things that have patterns
- Gather a variety of fallen leaves, pinecones, and/or dead insects
- Create an ABAB pattern with gathered items, such as leaf(A), pinecone(B), leaf (A), pinecone (B), ask the child to add the next item in the pattern or to duplicate the pattern
- Encourage the child to create their own patterns with the gathered items.
Visual Support Strategies:
1. Add picture cue cards of nature items, simplify text, add a colored border to highlight key STEM vocabulary, create a storybook prop box filled with items like those in the book, arrange to have a quiet reading space.
2. Walk in the evening when the light is not as bright and animals might be quieter. If possible, map out the nature walk with visual cues to help point out and label trees, tree bark, flowers, fallen leaves, fallen pinecones, etc.…
3. Use a First/Then Board to demonstrate visual directions/steps in creating a pattern.
4. Use a timer or other visual to show the length of the activity. A First/Then Board can also be used as a visual schedule for transitioning into/out of the activity.
Resources to Use with Young Autistic Learners
Be sure to check out AFIRM for more information about evidence-based adaptations and teaching practices that can be used to support development and STEM learning for young autistic learners. AFIRM also has a variety of supplemental resources that are free to download and use from a Parent’s Guide to a Tip Sheet for Professionals, from individual resources to a whole EBP Brief packet.
And if you like the Patterns in Nature activities above, be sure to check out STEMIE’s Exploration Ideas & Adaptations for Patterns in Nature.
*While AFIRM currently uses identity first language and the term autism in our materials, some of our modules and resources reflect person first language and the term autism spectrum disorder. AFIRM acknowledges that language changes and autistic individuals may have varying language preferences. AFIRM is doing their best to honor those preferences in their materials.
References:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Baumer, N., & Frueh, J. (2021). What is neurodiversity? Harvard Health Publishing. https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645
Dees, R., Sam, A., Waters, V., & AFIRM Team. (2023). Visual Supports for Toddlers. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Modules and Resources. https://afirm.fpg.unc.edu/vs-toddlers
National Institute of Mental Health. (2022). Autism Spectrum Disorder. (NIH Publication No. 22-MH-8084). U.S. Department of Health and Human Services, National Institutes of Health. https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd
Sam, A., & AFIRM Team. (2015). Visual Supports. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. http://afirm.fpg.unc.edu/visual-supports
Sam, A., Waters, V., Dees, R., & AFIRM Team. (2022). Selecting an Evidence-Based Practice: NCAEP’s Domain Matrix. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Resources and Modules. https://afirm.fpg.unc.edu/selecting-evidence-based-practice
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B.,
Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
STEMIE. (2021). A Guide for General Adaptations for Storybook Conversations [PDF]. STEMIE. https://stemie.fpg.unc.edu/dialogic-reading-general-adaptations
STEMIE. (2023). Visual Cue of a First/Then Board [PDF]. STEMIE. https://stemie.fpg.unc.edu/guide-adaptations
Waters, V. (2023). Visual Map of Things to See on a Nature Walk [PDF]. STEMIE. https://stemie.fpg.unc.edu/exploration-ideas-adaptations-nature-walk
Waters, V., & Harradine, C. (2022). Exploration Ideas & Adaptations for Patterns in Nature [PDF]. STEMIE. https://stemie.fpg.unc.edu/exploration-ideas-adaptations-patterns-nature
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