Category: Uncategorized

Can activity schedules–which provide step-by-step directions–help students quickly learn a new skill?

Is there a clear winner between low-tech and high-tech supports?

For example, printed images with written instructions placed in a binder, or the same images displayed on a tablet with instructions that can be read aloud through recorded audio.

What do students have to say about all this?

These were just some of the questions looked at by the Autism Model School and researchers at the University of Texas at Austin and Bowling Green State University.

Participants in this study were asked to make an unfamiliar food recipe using printed instructions in a binder and another recipe using directions displayed on a tablet.

For a third recipe participants chose between the binder and tablet.

Afterwards, they shared their opinions in a structured interview.

Findings from this collaborative project were published in the Journal of Autism and Developmental Disorders on November 1st, 2025.¹

Here are two important considerations highlighted in this work.

First, activity schedules can be exceptionally valuable tools to help students reach higher levels of autonomy.

Second, educators can, and should, include the voices of those they serve when selecting from various evidence-based interventions.

This project also marks the first published study featuring the school’s very own patent-pending software platform called IDAPT.²

Just like the participants in this study, our students are using IDAPT to learn how to independently complete a variety of skills for daily living, job training, and leisure time.

1. McGuire, S. N., Vostal, B., Anderson, E. J., Vidovic, J., Thomas, A., & Reed, L. (2025). Low vs. high tech tools to teach activity schedules: An examination of effectiveness and preference. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-25-07110-5 (Online First Publication) ↩︎
2. IDAPT stands for Individualized Digital Assistant and Performance Tracker ↩︎

How does a vision for a project morph from plans on paper to shovels in the ground?

It happened for us, becuase of Northwest Ohio’s giving spirit.

A 3D image of what could be has developed into a photo of what actually is–a Sky Run Zip Track glinting in the sunlight.¹

Students at the Autism Model Community School just welcomed this new addition to the playground with huge smiles and laughter.

Two side-by-side 50-foot tracks will allow riders to race through the air alongside each other.

One track features a Zero-G seat, perfect for individuals who may have some mobility needs. On the other track, a saucer-seat attached to a rope is suitable for riders with more advanced motor skills.

By allowing students of all ability levels the chance to soar, the Zip Track is a tangible example of our belief that everyone belongs.

We’re grateful to the community partners who’ve made this possible:

• Toledo Mud Hens Baseball Club’s Helping Hens Fund²
• Elsie and Harry Baumker Charitable Foundation
• John Henry Eldred Junior Foundation

Ride on AMS Stars! 💫

Foot Notes:

1. Purchased from and installed by DWA Recreation out of Harrison, Ohio. ↩︎
2. Grant administered by Greater Toledo Community Foundation ↩︎

Take a look at three stories of students who overcame challenges on the path to progress…

Rocketing to Reading Growth

Our first story is about a creative student who loves to draw. This individual began one school year four grade-levels behind in reading achievement. An 8th grader reading at a 4th grade level according to their NWEA Map Growth Assessment scores.

Then Direct Instruction, delivered by caring teachers, came to the rescue.

The student took DI courses like Read to Achieve, Corrective Reading, and Reading Comprehension. When this individual was retested the following fall, the results were astonishing.

The student’s reading scores measured at a 10th grade level. They showed more annual growth than 99% of same-aged peers. What a star!

Making Magical Progress

Our second story is about a high school-aged student. This individual, who has a severe language deficit, recently took part in a study of IDAPT, the school’s custom built job and life skills training software.

First, the student was asked to make an unfamiliar recipe and given no further instructions. They took no action—completing 0 of 26 steps over four attempts.

Next, the student was handed a tablet with the IDAPT application opened to the recipe.

Here’s where the magic happened. They completed over 90% of the steps in the recipe with no help from their teacher on the first try! The student improved their score to 100% over the final three sessions.

Accelerating to Workplace Wins

In our final story we catch up with a former student now turned alumni. This individual took advantage of the school’s personalized approach to instruction and made steady progress during their time at AMS.

After graduating, they took a warehouse job for a major retailer.

We recently contacted them to see how things were going. They just received a promotion at work. In their new role, they’ll be training new hires at the fulfillment center. What a glowing success!