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Autism Resources and Community (ARC)

The “Why” and the “What” Behind Language Builder: Academic Readiness Intervention System (ARIS)

The “Why” and the “What” Behind Language Builder: Academic Readiness Intervention System (ARIS)

ARIS was created with access and implementation in mind: intended to make the principles of ABA easily accessible and easy to implement for educators working with children with autism who may not have formal ABA training.

Recent research has highlighted the lack of evidence-based strategies and adequate learning programs for students with autism (Stahmer, et al., 2015). Even when teachers have access to learning programs for their students with autism, many lack consistency and effectiveness in using it. Research indidates that many classrooms vary greatly in their implementation of evidence-based practices and various learning curricula, but teachers are more likely to use instructional tools that are highly structured and when they feel supported by ongoing training for those tools (Stahmer, et al., 2015).


Here’s where ARIS comes in. 

Designed specifically to meet the needs of students with moderate to severe Autism Spectrum Disorders along with students with a range of developmental or cognitive disabilities, ARIS is rooted in the principles of Applied Behavior Analysis (ABA) and whole child development. It is also aligned to Common Core Standards, Head Start Framework, ABLLS, and VB-MAPP. ARIS was created with access and implementation in mind: intended to make the principles of ABA easily accessible and easy to implement for educators who may not have formal ABA training.

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Interesting, but what’s so great about it?

ARIS was designed with teachers and students in mind, recognizing the importance of ensuring teacher accessibility so as to impact student achievement. Research suggests the ongoing importance of using evidence-based practices for students with autism, yet many teachers get overwhelmed by complex and less structured instructional tools (Stahmer et al., 2015). 

In a single box, teachers will have everything they need for autism education at their fingertips thereby allowing them to spend more time teaching instead of planning lessons and searching for materials.

As the most complete early intervention program for students with autism, ARIS changes this narrative. It is a highly-structured, evidenced-based tool specifically for students with autism, and is easily accessible. In a single box, teachers will have everything they need for autism education at their fingertips thereby allowing them to spend more time teaching instead of planning lessons and searching for materials. Moreover, each lesson plan provides teachers, no matter the extent of their background knowledge in ABA, with all of the steps and resources needed to effectively carry out ABA therapy. 

 

Why does this matter? 

Because ARIS provides the necessary resources and tools, teachers are able to use the program with fidelity without sacrificing their teaching style and the unique needs of their classroom. 

Many teachers shy away from complicated and difficult-to-understand resources, and with the countless items on a teacher’s plate, it makes sense to do so. However, ARIS makes teaching much easier, recognizing the importance of fidelity of implementation. ARIS was created with an understanding that research-based instructional tools must be delivered in the correct way so as to maximize the effectiveness for students. Consequently, teachers are more likely to use evidenced-based strategies when they are accessible, structured, and easy to use (Stahmer et al., 2015). Because ARIS provides the necessary resources and tools, teachers are able to use the program with fidelity without sacrificing their teaching style and the unique needs of their classroom. 

 

What to Expect 

What makes ARIS the most complete Early Autism Education curriculum available is not just the multitude of resources it offers, but the guiding principles upon which it rests. With a focus on ABA, whole child development, and an alignment to standards, teachers can feel confident in using a program that is research-based and intentionally constructed. 

The resources in ARIS reflect this, as they:

  • Promote holistic student development and success, including academic readiness, critical thinking, and social-emotional wellness
  • Include behavior management tools to help reduce problem behaviors and promote self-regulation 
  • Follow comprehensive, inclusive, and research-based standards to ensure students are supported on all steps on the path to academic readiness

Moreover, research by Stahmer et al. (2015) states that equally as important as it is to have structured research-based tools, teachers must also feel supported!Stages has designed the lessons in ARIS to include step-by-step instructions on how to implement the curriculum, so that teachers with little or no experience can teach the lessons right out of the box, with fidelity. Additionally, Stages provides training so as to ensure that ARIS, as a new evidenced-based curriculum, will be consistently implemented effectively. 

With the increasing amount of research that suggests the obstacles to utilizing instructional tools, ARIS stands as the exception as it promotes ease, flexibility and support. The data suggests that teachers and staff working with students with autism can implement quality, evidenced-based curriculum. However, these tools must be highly structured, teachers must feel supported in how to implement them, and teachers must be given the time to implement. ARIS ensures all of these things by providing structured lesson plans and resources that allow teachers to use their time more effectively and intentionally. When evidenced-based practices for children with autism is implemented with high quality and fidelity, teachers are ensuring the best outcomes for students. 

Order ARIS Now

References

Stahmer, A. C., Reed, S., Lee, E., Reisinger, E. M., Connell, J. E., & Mandell, D. S. (2015).

Training Teachers to use Evidence-Based Practices for Autism: Examining Procedural

Implementation fidelity. Psychology in the schools52(2), 181–195. doi:10.1002/pits.21815

 

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