ASD is primarily characterized by difficulties in social interaction and communication, as well as restricted and repetitive patterns of behavior.

Hyperactivity and impulsivity are not typically associated with ASD. While some individuals with ASD may exhibit these behaviors, they are not considered core symptoms.

Students with ASD benefit from individualized and structured instruction that is tailored to their specific needs and learning styles.

Visual schedules serve multiple purposes for students with ASD, including providing a clear understanding of the day's activities, reducing anxiety, and helping them feel more in control.

Individuals with ASD may experience a variety of sensory processing difficulties, including hypersensitivity to certain stimuli, hyposensitivity to others, and difficulty distinguishing between different sensory inputs.

Social skills training aims to teach students with ASD how to interact with others appropriately, understand social cues and body language, and develop their communication skills.

A structured and predictable environment can help reduce anxiety, promote focus and learning, and create a sense of safety and security for students with ASD.

A ratio of 2:1 is generally recommended to ensure that students with ASD receive the individualized attention and support they need while also benefiting from the social and learning opportunities of an inclusive classroom.

AAC devices, SGDs, and PECS are all assistive technology tools that can be used to support communication for individuals with ASD who have difficulty speaking or expressing themselves verbally.

Occupational therapy for students with ASD aims to improve fine motor skills, develop sensory processing skills, and promote independence in daily living activities.

PBS, ABA, and token economy systems are all behavioral interventions that can be used to address challenging behaviors in students with ASD by providing positive reinforcement and teaching appropriate behaviors.

Parents and caregivers play a crucial role in supporting students with ASD by providing a supportive home environment, advocating for their child's needs, and working closely with the child's teachers and therapists.

The Individuals with Disabilities Education Act (IDEA) is the federal law in the United States that ensures that students with ASD have access to a free and appropriate public education (FAPE).

A transition plan for students with ASD helps them prepare for post-secondary education or employment, develop independent living skills, and receive ongoing support and services as they transition from school to adulthood.

Psychologists are typically responsible for evaluating and diagnosing students with ASD, as they have the necessary training and expertise in assessing cognitive, behavioral, and emotional factors.