What are some evidence-based practices for teaching academic skills to individuals with ASD?

The correct choice focuses on direct instruction and structured teaching, which are foundational evidence-based practices for effectively teaching academic skills to individuals with Autism Spectrum Disorder (ASD). Direct instruction involves explicit teaching of specific skills or concepts, using a clear and systematic approach. This method often includes modeling, prompting, and providing immediate feedback, which helps to reinforce learning and improve comprehension.

Structured teaching provides a clear and organized environment where expectations are defined, routines are established, and visual supports are often utilized. This instructional framework can significantly aid individuals with ASD by enhancing their understanding and retention of academic content. The structured nature of this approach also helps reduce anxiety and allows for more effective engagement with learning materials.

In contrast, the other choices do not align well with the needs of individuals with ASD. Spontaneous teaching without structure can lead to confusion and frustration for learners who thrive on predictability. Exclusively lecture-based methods may not effectively engage students with ASD as they often benefit from interactive and hands-on learning experiences. Finally, practicing only through group projects may overlook the necessity for individualized instruction and can present challenges for students who may struggle with social interactions or teamwork.