Which of the following is least likely to be an important instructional activity for students with autism?

• A. Encouraging Autonomy by Avoiding Giving Them Direction
• B. Clearly State What Behaviors You Expect in the Exercise
• C. Assign Them the Formulation of Exercise Goals and Objectives
• D. Select Students with Comparable Social Levels and Skills

Answer: (B)

Understanding how to plan instructional activities for students with autism involves providing clear structure while supporting active participation. These learners benefit from concrete, task-focused guidance, predictable routines, and supports that help them engage with the task and respond correctly. Simply stating the behaviors you expect in the exercise can be less helpful on its own because it relies on the student recognizing and monitoring abstract behavioral directives. For many learners with autism, it’s more effective to embed expectations directly into the task using prompts, visual supports, and clear, step-by-step cues that guide them toward the correct responses.

Other strategies that emphasize guided autonomy, involving the student in setting goals and objectives, and pairing students with peers at similar levels all align with fostering engagement, independence, and appropriate social learning. By providing structured supports, clear prompts, and opportunities for meaningful participation, instruction becomes more accessible and progress more achievable for students with autism.