Instructional Strategies Toolkit for ABS Licensure: ASD, DD/DCD, EBD, LD/SLD and OHD (With Word Download)
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Get it written →Assignment: Categorized toolkit of instructional strategies (ABS licensure)
Create a categorized toolkit of instructional strategies specific to various disabilities covered in the ABS licensure (Autism Spectrum Disorder (ASD), Developmental Disabilities (DD/DCD), Emotional Behavioral Disorder (EBD), Learning Disabilities (LD/SLD), and Other Health Disorders (OHD)). For each category, include at least 3 strategies for SPED 450 and 5 strategies for SPED 560 students, an explanation of how they support student learning, and how they can be adapted in a general education classroom.
This can be completed in a Word document, Canva presentation/brochure/handout, or PowerPoint presentation. Your narrative explaining how these strategies support learning in various academic areas (use your Strategies text Ch. 5–12) and how to adapt them should be in depth. If you chose to use bullet points, then please add a narrative further explaining your bullet points in the speaker notes or in a separate document/handout.
Visual supports, social narratives, peer-mediated
Task analysis, explicit instruction, CRA
PBIS, FBA/BIP, self-monitoring
Structured literacy, SRSD, organizers
Executive function, breaks, health plans
Download the toolkit as a Word document (.docx)
Model toolkit
Original example for study purposes. Each category lists five strategies, which meets the SPED 560 requirement; SPED 450 students can use the first three (marked) or all five. Connect each strategy to the matching chapter of your Strategies text (Ch. 5–12) where marked.
Introduction
Students served under Minnesota’s Academic and Behavioral Strategist (ABS) license have diverse needs, but effective instruction for all of them shares common features: it is explicit, structured, data-driven and respectful of each student’s strengths. High-leverage practices in special education, such as explicit instruction, scaffolded supports, positive behavior supports and use of assessment data, apply across disability categories (McLeskey et al., 2017). The toolkit below organizes evidence-based strategies by category, explains how each supports learning in academic areas such as reading, writing and math, and shows how general education teachers can use them in inclusive classrooms, often benefiting all students through universal design for learning.
Autism Spectrum Disorder (ASD)
Students with ASD often have strengths in visual processing, routines and areas of special interest, alongside challenges in social communication, flexibility and sensory regulation. Strategies that make expectations visible and predictable reduce anxiety and free attention for learning.
| # | Strategy | How it supports learning | General education adaptation |
|---|---|---|---|
| 1 | Visual schedules and supports (SPED 450 core) Picture or written schedules, first-then boards and visual task steps show what is happening now and next. |
Reduce anxiety about transitions and increase independence; in reading and math, visual task analyses show the steps of a process. | Post a daily class agenda for everyone; give the student a personal desk-sized version or a checklist on a tablet. |
| 2 | Social narratives and video modeling (SPED 450 core) Short stories or videos that describe a social situation and the expected behavior from the student's perspective. |
Teach social and classroom routines explicitly, such as group work or fire drills; useful before novel events. | Preview new routines for the whole class with a short video; give the student a personal story to review before group activities. |
| 3 | Antecedent-based interventions and priming (SPED 450 core) Adjusting the environment or previewing tasks before problems occur (e.g., previewing a lesson, offering choices, reducing sensory triggers). |
Prevents challenging behavior and increases engagement by making tasks predictable. | Share the lesson outline in advance, offer two ways to complete a task and provide a quiet work area or headphones. |
| 4 | Prompting with systematic fading and reinforcement Use the least intrusive prompt needed and fade it over time, paired with reinforcement tied to the student's interests. |
Builds independent responding in academic and functional skills; interest-based reinforcement increases motivation. | Use gestures or visual cues instead of verbal reminders in front of peers; build interests into word problems or writing topics. |
| 5 | Peer-mediated instruction and intervention Trained peers model, prompt and reinforce social and academic skills during structured activities. |
Increases social interaction and generalization of skills in natural settings. | Assign structured roles in cooperative learning and teach classmates how to invite and support the student. |
Developmental Disabilities / Developmental Cognitive Disabilities (DD/DCD)
Students with developmental cognitive disabilities learn best with concrete, explicit instruction, many opportunities for practice and clear connections to real-life use. Instruction should balance access to grade-level content with functional skills.
| # | Strategy | How it supports learning | General education adaptation |
|---|---|---|---|
| 1 | Task analysis and chaining (SPED 450 core) Break complex skills into small, sequential steps taught one at a time (forward or backward chaining). |
Makes multistep skills such as long division, writing a sentence or following a recipe achievable. | Provide a step-by-step checklist for class procedures and assignments that any student can use. |
| 2 | Explicit, systematic instruction (model, lead, test) (SPED 450 core) Teacher demonstrates ("I do"), guides practice ("we do") and checks independent performance ("you do"). |
Reduces errors and confusion; supports reading, math facts and vocabulary. | Use the same routine for the whole class, adding extra guided practice for the student in a small group. |
| 3 | Concrete-representational-abstract (CRA) sequence (SPED 450 core) Teach math concepts with manipulatives, then pictures, then numbers and symbols. |
Builds conceptual understanding of number sense, fractions and operations. | Make manipulatives available at all tables and let students choose the level they need. |
| 4 | Community-based and functional instruction Teach academic skills in real contexts, such as money in a store or reading signs and menus. |
Promotes generalization and independence after school. | Link class projects to real-world tasks (budgets, measurements, job applications) that benefit all students. |
| 5 | Simplified and adapted materials with visuals Use leveled or shortened texts, picture symbols, graphic organizers and assistive technology such as text-to-speech. |
Provides access to grade-level topics at the student's level of understanding. | Offer the same content in different formats; let students listen to text or use organizers while studying the same theme. |
Emotional/Behavioral Disorders (EBD)
Students with EBD may experience anxiety, depression, trauma or difficulty regulating behavior, which interferes with learning and relationships. Proactive, positive and relationship-based strategies prevent problems and teach replacement behaviors.
| # | Strategy | How it supports learning | General education adaptation |
|---|---|---|---|
| 1 | Clear expectations, routines and positive behavior supports (SPED 450 core) Teach, model and reinforce a few positively stated expectations; use behavior-specific praise at a high ratio to corrections. |
Creates predictability and increases appropriate behavior and engagement (Simonsen et al., 2008). | Apply classwide PBIS expectations; deliver frequent, specific praise to all students. |
| 2 | Functional behavior assessment and behavior intervention plan (SPED 450 core) Identify the function of a behavior (e.g., escape or attention) and teach a replacement behavior that meets the same need. |
Reduces challenging behavior by addressing its cause rather than punishing it. | Use a break card or nonverbal signal that allows the student to request help or a break discreetly. |
| 3 | Self-monitoring and self-management (SPED 450 core) Students track their own behavior (e.g., on-task checklist, timer) and set goals. |
Builds independence and self-regulation; improves work completion in all subjects. | Have all students set goals and reflect on their work habits; give the student a private checklist. |
| 4 | Check-in/check-out (CICO) Daily check-ins with a trusted adult, a point card with feedback each period and home communication. |
Strengthens relationships and provides frequent feedback and reinforcement. | The general education teacher completes the point card quickly at the end of each class. |
| 5 | Social-emotional learning and de-escalation strategies Explicitly teach emotion identification, coping and problem-solving; use calm, nonconfrontational responses during escalation. |
Helps students manage emotions so they can participate in learning. | Embed short SEL lessons and calming corners for the class; use private, calm redirection instead of public correction. |
Learning Disabilities / Specific Learning Disabilities (LD/SLD)
Students with SLD have average or above-average ability but persistent difficulty in reading, writing or math. They benefit from explicit instruction in foundational skills and from strategies that make thinking processes visible.
| # | Strategy | How it supports learning | General education adaptation |
|---|---|---|---|
| 1 | Structured literacy (SPED 450 core) Explicit, systematic, cumulative instruction in phonology, sound-symbol correspondence, syllables and morphology, with multisensory practice. |
Builds accurate, fluent decoding and spelling for students with dyslexia. | Use a brief whole-class phonics or morphology routine; provide small-group reinforcement. |
| 2 | Cognitive strategy instruction (e.g., SRSD for writing) (SPED 450 core) Teach a strategy with mnemonics, model it with think-alouds and gradually release responsibility (e.g., POW + TREE). |
Improves planning, organization and quality of writing and comprehension. | Teach the strategy to the whole class; give the student a strategy card and graphic organizer. |
| 3 | Graphic organizers and visual representations (SPED 450 core) Story maps, concept maps and schema-based diagrams for word problems. |
Make relationships between ideas visible and reduce working memory load. | Provide organizers for all students, with partially completed versions for some. |
| 4 | Repeated reading and fluency practice Students reread passages with feedback until they reach a fluency goal. |
Increases reading rate, accuracy and comprehension. | Use partner reading or reader's theater for the whole class. |
| 5 | Assistive technology and accommodations Text-to-speech, speech-to-text, audiobooks, calculators and extended time. |
Provide access to content while skills develop. | Allow tools for any student, such as audiobooks during independent reading. |
Other Health Disabilities (OHD)
OHD includes conditions such as ADHD, epilepsy, diabetes, asthma and other chronic conditions that limit strength, vitality or alertness. Strategies address attention, executive function, fatigue and absences.
| # | Strategy | How it supports learning | General education adaptation |
|---|---|---|---|
| 1 | Executive function supports (SPED 450 core) Planners, checklists, color-coded materials, chunked assignments and timers. |
Help students organize, start and complete work, especially those with ADHD. | Post assignments in one consistent place and teach organization skills to all students. |
| 2 | Movement and sensory breaks (SPED 450 core) Planned short breaks, standing desks or fidget tools. |
Improve attention and reduce restlessness and fatigue. | Build brain breaks into whole-class routines. |
| 3 | Preferential seating and environmental adjustments (SPED 450 core) Seat the student near instruction and away from distractions; adjust lighting and temperature as needed. |
Supports attention and health needs. | Arrange the room flexibly so seating changes are not stigmatizing. |
| 4 | Individualized health plans and absence supports Coordinate with the school nurse and family; provide recorded lessons, notes and flexible deadlines after absences. |
Prevents gaps in learning when health conditions cause absences or fatigue. | Post lessons and materials online for all students. |
| 5 | Frequent feedback and reinforcement Short tasks with immediate feedback, token systems or progress charts. |
Maintains motivation and engagement, particularly for students with ADHD. | Use digital quizzes or whiteboards for quick checks with the whole class. |
How These Strategies Support Learning Across Academic Areas
Reading: structured literacy and repeated reading build decoding and fluency for students with SLD, while visual supports, adapted texts and text-to-speech give students with ASD, DCD and OHD access to the same stories and informational texts. Graphic organizers support comprehension by showing story structure or main ideas and details [Strategies text, Ch. __].
Writing: self-regulated strategy development (SRSD) gives students a step-by-step plan for writing, while task analysis, sentence frames and speech-to-text reduce barriers for students with DCD or fine motor needs. Self-monitoring helps students with EBD and ADHD sustain effort through multistep writing tasks [Ch. __].
Mathematics: the CRA sequence and schema-based visual representations make abstract concepts concrete, explicit instruction reduces errors in procedures and executive function supports help students keep track of steps [Ch. __].
Content areas and social-emotional learning: visual schedules, previewing and peer-mediated instruction help students with ASD participate in science and social studies group work, while PBIS, CICO and SEL instruction create the safe, predictable environment that students with EBD need to learn [Ch. __].
Adapting Strategies in the General Education Classroom
Most strategies in this toolkit can be adapted through three principles. First, make supports universal when possible: posted agendas, organizers, movement breaks and clear expectations help every student and reduce stigma. Second, individualize discreetly: personal checklists, break cards and private feedback provide targeted support without drawing attention. Third, collaborate: special and general educators should co-plan, share data and agree on how accommodations from the IEP or 504 plan will be implemented, so that strategies are used consistently across settings (McLeskey et al., 2017).
Conclusion
An effective ABS teacher selects strategies based on the individual student’s needs and data rather than the disability label alone. The strategies in this toolkit, including visual supports, explicit instruction, positive behavior supports, structured literacy and executive function supports, are evidence-based, practical and adaptable, giving students with disabilities meaningful access to the general education curriculum.
References
McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
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.
[Your Strategies textbook, Chapters 5–12, in APA format.]
Before you submit: match each strategy to the chapter in your Strategies text where it appears and add page citations. If you build a Canva brochure or PowerPoint, keep bullets on the slides and move the “how it supports learning” and “adaptation” explanations into speaker notes or a handout, as the assignment requires.
Frequently asked questions
What does the ABS license cover in Minnesota?
The Academic and Behavioral Strategist license prepares teachers to serve students with mild to moderate needs across several categories, including ASD, DD/DCD, EBD, SLD and OHD.
Can one strategy serve several disability categories?
Yes. Explicit instruction, visual supports and self-monitoring work across categories. The toolkit places each strategy where it is most commonly emphasized, but choose strategies based on student data.
Related reading: “Aha! and Huh?” exit ticket on structured literacy.
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