Virginia English Journal Virginia English Journal
Volume 70
Issue 1
Summer
Article 7
2020
Autism Speaks: Extending Grammar in the Classroom to Students Autism Speaks: Extending Grammar in the Classroom to Students
with Autism with Autism
Bailey Nixon
Longwood University
, [email protected]
Ashley Schweizer
Longwood University
, [email protected]
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Recommended Citation Recommended Citation
Nixon, Bailey and Schweizer, Ashley (2020) "Autism Speaks: Extending Grammar in the Classroom to
Students with Autism,"
Virginia English Journal
: Vol. 70 : Iss. 1 , Article 7.
Available at: https://digitalcommons.bridgewater.edu/vej/vol70/iss1/7
This Article is brought to you for free and open access by the Journals and Campus Publications at BC Digital
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Autism Speaks: Extending Grammar in the Classroom to Students with Autism Autism Speaks: Extending Grammar in the Classroom to Students with Autism
Author Biography Author Biography
Ashley Schweizer and Bailey Nixon are both currently completing their undergraduate degrees at
Longwood University with an expected graduation date of 2022. Ashley is studying Liberal Studies with a
concentration in Special Educations while Bailey is working towards a Liberal Studies degree with a
concentration in Elementary Education. They have both wanted to become teachers for as long as they
can remember and cannot wait for the day, they get to help students succeed in the classroom.
Abstract Abstract
Developing sentence variety and elaboration are important skills for all students, so we wanted to create
grammar lessons to help children with autism with these critical skills. After assessing a group of lesson
plans found in Amy Benjamin and Joan Berger’s (2014) book,
Teaching Grammar: What Really Works
, we
adapted lesson plans to cater to the needs of students with autism. We used strategies such as
modeling, think-alouds, Applied Behavior Analysis, and the Discrete Trial Teaching Method. We created
our lesson plan revisions in order to provide teachers with the best resources to create an inclusive
environment within their classrooms.
This article is available in Virginia English Journal: https://digitalcommons.bridgewater.edu/vej/vol70/iss1/7
Autism Speaks: Extending Grammar in the Classroom to Students with Autism
Bailey Nixon and Ashley Schweizer
After discussing participles in our college grammar course, we began to wonder how grammar
lessons could be applied to students with autism. Both of us are passionate about learning and are
studying to become teachers. After graduation, we plan on having inclusive classrooms where learning is
not limited to just general education students. In order to do this and gain the best skills possible, we
wanted to delve into research about students with autism and how to provide them with an effective
education. Since grammar is such an important topic in every grade, we decided to research and enhance
a grammar lesson that teachers could easily adapt and use with their students--whatever their learning
abilities.
What Methods Are Helpful for Instruction of General Education Students?
In order to effectively teach grammar, lessons must be deliberately put into the curriculum,
allowing time for students to fully grasp the concepts. Grammar is important to students’ learning; it
greatly expands students’ ability to communicate their ideas in advanced ways. First, it is important to
follow a routine in your grammar lessons. For each new topic, teachers must provide an introduction. For
example, if teaching participles, it is important to first explain to students how to recognize them in
various texts. In fact, it is worthwhile to do think-alouds with students, explaining out loud how they
identify participles. Next, try working examples as a class, providing modeling and examples from
professional writing. Allow students to work in small groups or individually to practice imitating model
sentences with participles in them. Once students are comfortable with this, have them slowly start to
create their own sentences individually or in small groups, demonstrating where participial phrases are
located in their work. With a scaffolded procedure such as this, students will understand participles from
beginning to end.
What Methods Are Helpful for Students with Autism?
Children with autism often struggle with social, communication, and language skills, so it is
important for teachers to adapt lessons and discover what learning methods work best for their students.
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Some techniques that have been proven effective by other teachers are using simple language
accompanied by visual aids to support these students and allow them to process what they are learning
more quickly. Additionally, teachers should give students clear choices when asking them questions;
giving students multiple answers that are similar confuses them and makes solving problems more
difficult (“Techniques for Teaching Students with Autism Spectrum Disorder,” 2020).
Another method that is considered effective is the use of Applied Behavior Analysis (ABA). This
method requires teachers to observe the behavior of students with autism and provide them with
help/instruction on any missing skills. During the process of learning the task, students will get rewarded
upon completing the appropriate skills. This creates a reward system and a positive reinforcement for the
process of learning the skill (Warber, 2020).
A less known but still effective method would be the Discrete Trial Teaching Method (DIT).
Similar to ABA therapy, DIT uses a reward system but breaks up the steps of the skill into several parts
which are introduced to students individually. Students only begin working on the next step of the skill
once the prior one is mastered. This allows students to slowly learn the new skill and ensure that they will
fully understand and remember it (“Techniques for Teaching Students with Autism Spectrum Disorder,”
2020).
What Are Participles?
Participles are words that can function as verbs or adjectives. Present participles phrases always
end in -ing while past participles (referred to as the -en form) end in -ed except for irregular verbs. When
participles serve as verbs, they require a helping verb, for example, “They are eating; they have eaten,”
and they cannot be removed from the sentence. Participles are not to be confused with verbs or gerunds,
which also end in -ing but function as nouns and cannot be removed from a sentence (Ex., Singing is
difficult.). When participles function as single adjectives, they come in front of the noun they modify, for
example, “the singing bird, the beaten wrestler.” Participial phrases are not single words, often including
prepositional phrases following the participle, are usually moveable, and can be removed from a sentence.
An example of this would be “Issac sat in his room, slowly waiting for the arrival of his dog.” The
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participial phrase can be moved like this: “Slowly waiting for the arrival of his dog, Issac sat in his room.”
The sentence can function without the use of the participle, slowly waiting for the arrival of his dog,
qualifying this as a participial rather than a verb (Killgallon & Killgallon, 2010, p. 101). Our lessons
focus on participial phrase.
Adapted Lesson Plan
Lesson 1: Identifying Principles
To begin the unit on participles, Lesson 1 will focus primarily on recognition. The objective of
this lesson will be for students to identify participial phrases in the real world and appreciate their effect.
Begin the lesson by reminding students of what participial phrases are and how to spot them. Be sure to
explain that participles can function as adjectives or verbs and either end in -ing or -ed. In the present
tense, participial phrases always end in -ing while in the past they end in -ed. After running through the
basics of participles, read students a book, such as The Napping House, which is full of participles and
participial phrases. Point out examples as you read and allow students to identify them as well. Ask
students how the participles affect their enjoyment of the book. Following this activity, in order to get
students more accustomed to the topic, invite an additional teacher into the room and have a conversation
with one another using participial phrases. Identify the phrases used and then complete another
conversation and have the students identify the phrases.
Continuing with the lesson, introduce students to the song “Don’t Stop Believing” by Journey.
Pull up lyrics to the song and help students identify examples of participial phrases (E.g. “Just a small-
town girl, living in a lonely world”). Have the students identify other participial phrases in the song. End
day one by emphasizing the ideals of seeing participial phrases in the real world, demonstrating how they
add detail to all forms of writing. For additional practice, print lyrics to David Bowie’s “Starman” song
and allow students to identify participial phrases on their own.
Lesson 2: Using Participial Phrases in Sentences
For Lesson 2, the objective is for students to learn to identify and write sentences with participial
phrases that add elaboration to writing. To introduce the lesson, have students watch the video Ing x Ed-
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Practice Participles as Adjectives with Scenes from TV series, which can be found on YouTube. These
videos feature real-life examples of participles in famous TV shows such as Grey’s Anatomy, Drop Dead
Diva, and Big Bang Theory.
Following the video, review the basic principles of participles. Once again, discuss how
participles and participial phrases can be in the past or present. Participles will end in -ing if in the present
form or -ed if in the past form. Additionally, participles function as adjectives and are not to be confused
with verbs or gerunds. After reviewing participles, provide examples similar to the video, writing
sentences on the board (E.g. Tearing open her present, Alexis was excited to see a new doll in her hands).
Here is a great moment to discuss with students how to form a sentence with participial phrases. Ask
students to identify the main independent clause is the sentence, which is “Alexis was excited to see a
new doll in her hands.” Next, ask students to picture this moment: How did Alexis open her present? How
did she feel opening the present? To answer how she opened the present, you could say she tears open her
present. Ask students how they think they could turn this phrase into a participial phrase; ask them about
the main components of a participial phrase. Model how you can add -ing to the word tear, turning it into
“tearing open her present.” Next, demonstrate to students how you connect the phrase to the independent
clause, completing the sentence with the addition of a participial phrase: “Tearing open her present,
Alexis was excited to see a new doll in her hands).
Now, as a class, play a game of silent charades. Have students pick a card out of a jar and read the
participial phrase on the card. Cards can have phrases such as “tearing the paper” or “passing a note.”
Students will then think of ways they can act this out for the class or a partner. Once students guess the
correct phrase or provide another suitable participial phrase, have students write complete sentences using
the phrase and the method discussed above. Be sure to help write the first couple of sentences walking
them through the process of creating participial phrases then adding independent clauses; then allow for
student collaboration.
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Have students look at the sentences they have created in their charade game and again point out where the
participial phrases are and what is similar about each sentence. Here, explain to students that they will be
working more in-depth with participial phrases to add elaboration, or extra details, to their own writing.
Lesson 3: Positioning Participial Phrases
Moving to Lesson 3, the objective will be for students to discover and discuss positions of
participial phrases in a sentence, examining the effect of these positions. Start the lesson by asking
students what they remember about participial phrases. Explain to students here that another advantage of
participial phrases is their ability to be moved in a sentence, adding to sentence variety. With appropriate
punctuation, many participial phrases can be moved to the beginning, middle, or end of a sentence as long
as they border the phrase they are modifying. For example, this sentence, “Waving at this friend, Alex
walked toward the classroom,” could also be switched to “Alex, waving at his friend, walked toward the
classroom.” Both sentences are grammatically correct and will demonstrate to students how participial
phrases do not have to stay in one spot.
On the board, place two posters containing sentences without participial phrases in them. For
example, “Alice sees a pen on the ground. She bends over to pick it up.” Ask the students if they see a
participial phrase in the sentence. Once they say no, ask them to brainstorm ways they could transform
one sentence into a participial phrase. Students may come up with various answers, but you can suggest
this if they are stuck: “Seeing a pen on the ground, Alice bends over to pick it up.” Point out the -ing
present participial phrase to the students.
In order to further their knowledge on the mobility of participial phrases, students will rearrange various
phrases on their desks to complete sentences with participles. Give students multiple example sentences
to work with. For each sentence, separate the subject, participial phrase, and verb phrase. Students will
work to create complete sentences with the cards (See Figure 1).
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Figure 1
Have students see if they incorporate the participial phrases in various places. For example, you can give
students three small cards that say “Monica,” “unwrapping her candy,” and “shows off to everyone.”
Using these cards, students can move the phrases around to create different sentences such as these:
“Unwrapping her candy, Monica shows off to everyone”; “Monica, unwrapping her candy, shows off to
everyone”; or “Monica shows off to everyone, unwrapping her candy.” Have students try moving
participial phrases within multiple examples until they understand how they are able to move around in
sentences. End the lesson by again asking students everything they know about participial phrases. Allow
students to state their knowledge. Review the importance of elaboration and how moving participial
phrases in sentences can improve style and variety.
Lesson 4: Writing a Paragraph Using Participial Phrases in a Group
Lesson 4’s objective is to have the students collaborate in groups to write a paragraph using
participial phrases. As mentioned earlier, some students with autism struggle with communication skills,
so it is important to incorporate practicing these skills in lessons. We would begin the lesson by revisiting
the characteristics of participial phrases. During this time, we would also pair students in groups
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strategically, ensuring students are paired with students who will challenge them. It is important to pair
students strategically to assure they are grouped with students who will help them succeed. Inform the
class that they will be writing about the zoo, so they can start brainstorming.
After this you will demonstrate a participial phrase by writing examples on the board; an example
one may use could be “Peering through the glass, we saw a monkey eat a banana.” Allow students the
opportunity to give examples and write them on the board. This opening lesson allows children with
autism another opportunity to physically see and hear a participial phrase, better equipping them to work
effectively in their group. Continuing, as a class have students create sentences about the zoo using
participial phrases. After you model, split the students into their groups, and allow them to begin writing
about the zoo. Remind students to incorporate what they just learned into their paragraphs and encourage
everyone to fully participate in their group. During this time, circulate the room and provide any guidance
to students who look like they are struggling.
Once all the groups are done, have each one read their paragraph out loud and have other students
identify the participial phrases they used. This can be seen as a great closing to the lesson, allowing the
students to get feedback not only from their peers but also their teacher on how they did.
Lesson 5: Write Paragraphs Using Participial Phrases Independently
Lesson 5 focuses on the ability of students to write a paragraph using participial phrases
independently. Open the class period by having the students remind you what a participial phrase is and
how to identify one. Next, write a few phrases on the board such as “Leaning over the rail, the bear fell.
She fell after leaning over the railing.” Have students come up to the board one by one and identify the
participial phrase. Then, give students the opportunity to explain why the participial phrase is an example.
The second sentence does not have a participial phrase; the phrase begins with the preposition after and
leaning is a gerund functioning as the object of the preposition.
As guided practice, you will create a “minute to win it” type setting, but keep the fun light. Give
students 20 minutes to create a paragraph about zoos, adding participial phrases in various positions. The
student with the most correctly used participial phrases could receive a no homework pass or other reward.
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If your students are time sensitive, eliminate the time aspect. You might also have them work on this in
groups.
Lesson 6: Comma Placement with Introductory and Nonessential Elements
Use Lesson 6 to focus on how to use commas to punctuate nonessential and introductory elements
in participial phrases. Introductory elements occur before the main or independent clause and are
separated from the main clause by a comma. Introductory elements introduce the sentence to readers,
provide sentence variety, and change the flow of a sentence (Benjamin, & Berger, 2014, p.112).
Nonessential elements in participial phrases are separated from the rest of the sentence by two commas to
show that they are extra information (Benjamin, & Berger, 2014, p.137). To begin the lesson, explain how
to use commas with these phrases. Explain how introductory elements use commas to separate the phrase
from the rest of the sentence while nonessential phrases are typically located in the middle of the sentence
and require commas before and after it. While teaching the students this, write examples on the board such
as “Finishing my math test, I left for band practice. Jane, finishing her math test, left for band practice.”
Clearly label the phrases as nonessential or introductory and highlight the placement of the commas. After
demonstrating this, write some more examples on the board and have the class label them as introductory
or nonessential and explain why commas are placed where they are. After class discussion, see if students
are able to create their own examples.
Finishing off with some individual guided practice, have the students go back to their paragraph
from the day prior and check their use of commas. Give them the handout attached below for them to
reference during this activity (See Figure 2). Have students explain why they are placing commas where
they are. During this practice, circulate and help any students who need one-on-one help. Finally, have
students select a piece of their own writing to which they can add participial phrases. This allows students
to apply what they have learned to their own work.
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Figure 2
Revising Your Individual Paragraph
Reminder: Introductory participial phrases occur before the main or independent clause and are
separated by a comma (Benjamin, & Berger, 2014, p. 112). Nonessential participial phrases are
separated by two commas to show that they add extra, nonessential information to the sentence.
You add commas before and after the nonessential elements to separate them from the main
clauses of the sentence (Benjamin, & Berger, 2014, p. 137).
Examples of Introductory Participial Phrases:
● Eating too many snacks, I was no longer hungry for dinner.
● Walking on the beach, I saw a dolphin swim by.
Examples of Nonessential Participial Phrases:
● Joseph, chewing gum, spoke to his professor.
● Abby, eating breakfast, left for school.
Notice the placement of the commas and the difference between the two. Now, it’s your turn to
try! Your job is to correctly place commas and explain why you are placing the commas where
you placed it in your paragraph from yesterday. Also, add a few new sentences to your paragraph
using an introductory or nonessential clause to really get a chance to practice your new skill!
Let’s look at your paragraph from yesterday…
Conclusion
Benjamin and Berger (2010), in Teaching Grammar: What Really Works, provide teachers with lessons
that can be easily implemented in all classrooms. Our adapted lesson plans provide students with autism with
methods that will help them succeed, using recursive learning and enabling students to fully understand the
concepts in ways that are applicable to them (See Figure 3).Teaching participial phrases is important to
developing the important skills of elaboration and sentence variety, so they should be accessible to every
student.
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Figure 3
Lesson
Learning Goal
Activity
1
Identify participial phrases
Using the song “Don’t Stop
Believing” by Journey,
students will find examples of
participial phrases.
2
Identify participial phrases and write
sentences with participial phrases
Students will play a game of
silent charades acting out
cards with participial phrases
on them. Students will then
create sentences from the
participial phrases used.
3
Discuss the positions of participial phrases
and examine the effect of various positions.
Students will rearrange three
separate cards, one being a
participial phrase, in order to
make as many complete
sentences as possible.
4
Work collaboratively in a group and write a
paragraph using participial phrases.
Work as a class to come up
with sentences about the zoo
using participial phrases. Then
group students up and have
them write a paragraph using
these phrases about the zoo
5
Be able to write a paragraph using participial
phrases independently
Create a “minute to win it”
type setting. Give students 20
minutes to write a paragraph
using as many participles as
possible.
6
How to use commas to punctuate nonessential
and introductory clauses in participial phrases.
Class presentation of what
these elements are and how to
identify them. Provide
examples and have students
try.
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References
Benjamin, A., & Berger, J. (2010). Teaching grammar: What really works. Larchmont, NY: Eye
on Education.
Killgallon, D., & Killgallon, J. (2010). Grammar for college writing: A Sentence-Composing
Approach. Portsmouth, NH: Heineman.
Learn with Videos. (2018). Ing x ed: Practice participles as adjectives with scenes from TV
series [Video]. https://www.youtube.com/watch?v=DMZduL7AFK8.
Techniques for Teaching Students with Autism Spectrum Disorder. (2020). Saint Joseph
University Online. https://online.sju.edu/graduate/masters-special-
education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-
disorder
Warber, A. (2020). Teaching methods for autistic children. Love to Know.
https://autism.lovetoknow.com/Teaching_Methods_for_Autistic_Children
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