Ohio Assessments for Educators (OAE) Special Education Practice Exam

What can help reduce distress in students with ASD triggered by changes?

1. Using unpredictable schedules

2. Implementing visual schedules and routines

3. Offering no structure in activities

4. Encouraging spontaneous activities

The correct answer is: Implementing visual schedules and routines

Implementing visual schedules and routines is a highly effective strategy for reducing distress in students with Autism Spectrum Disorder (ASD) who may be sensitive to changes in their environment. Visual schedules provide a clear, predictable framework that helps students understand what to expect throughout the day. This predictability can significantly alleviate anxiety and confusion associated with transitions or changes in routine. Visual schedules cater to the learning preferences of many students with ASD, who may think in more visual terms. By presenting information visually, students can refer to the schedule at any time, fostering a sense of control and security. Additionally, routines offer consistency, allowing students to feel more comfortable and prepared as they navigate through their day. In contrast, unpredictable schedules and a lack of structure can increase anxiety and distress among students with ASD, as they thrive on routine and predictability to feel secure. Encouraging spontaneous activities without any preparation can be particularly overwhelming, making it more difficult for these students to cope with transitions. Therefore, establishing visual schedules and consistent routines creates a supportive learning environment that can enhance overall engagement and well-being for students with ASD.