ABSTRACT
Individuals with autism have clear preferences with regard to instructional modalities, style and format. Specifically, they often tend to process visual information better than verbal input, feel more secure when following established routines, exhibit challenges associated with management of time and tasks, and are more likely to acquire and maintain skills when taught through meaningful hands-on experiences. Because of these recognized attributes, it is generally recommended that instruction for students on the spectrum (a) incorporate visual directions, (b) structure and organize time periods and activities, (c) maintain predictability, and (d) provide relevant experiences to make instruction meaningful. In this chapter, you will learn about a curriculum framework, referred to as Independence-Bound Experiential Teaching (IBET), which was designed with attention to the learning attributes of students with autism spectrum disorder.
