Consider using Autism Core Skills as an addition to lessons to help students achieve individualized education program goals. Teachers can use this as formative assessment to guide instruction and also help practice newly learned concepts. Students can practice a skill until they reach mastery.
Teachers could also use the app as part of learning centers, either with small groups of two or three students or with individual students. For students who prefer individual work, teachers can help select visual images that serve as high reinforcers for sustained effort. Finally, teachers can easily print out progress reports to send home to parents.Continue reading Show less
Autism Core Skills begins by allowing teachers to set up student profiles with pictures and high-interest items to engage students. Teachers can adjust ability levels of their students and begin with academic or social lessons. In-app games have tutorials and instructions displayed on the bottom of the screen with helpful reminders for both staff and students. After each lesson, a visually appealing reinforcer appears to encourage student interest and motivation.
A dashboard screen displays student progress data from a variety of topics, such as color identification, sharing, and consonant-vowel-consonant combinations. Line graphs and charts display student progress and mastery of each concept.
This adaptive app acts more like a comprehensive database than your typical educational tablet game; teachers can create their own lessons and ways to track mastery level data. The developer also offers additional lessons and printable sheets to extend learning. Families can log on to the developer's website and find a community of forums and activities.
Since Autism Core Skills includes academic and social learning, students can remain engaged by switching from content that focuses on sight words to a fun activity that focuses on sharing. Team-based activities encourage positive social interactions that are built into the app experience. While some games can be a bit confusing without teacher support, students could easily navigate the activities independently with some prior guidance.
Key Standards Supported
Counting And Cardinality
Count to 100 by ones and by tens.
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Understand the relationship between numbers and quantities; connect counting to cardinality.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Understand that each successive number name refers to a quantity that is one larger.
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
Compare two numbers between 1 and 10 presented as written numerals.
Key Standards Supported
Reading Foundational Skills
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Recognize and produce rhyming words.
Count, pronounce, blend, and segment syllables in spoken words.
Blend and segment onsets and rimes of single-syllable spoken words.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Know and apply grade-level phonics and word analysis skills in decoding words.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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