A school-based Occupational Therapist (OTR) is making universal design for learning (UDL) recommendations for a third-grade student who has autism spectrum disorder. The classroom teacher reports that the student has difficulty remembering the steps for handwashing. Using the principles of UDL, which strategy would be most beneficial to increase the student's independence?

A. Assign a peer mentor to partner with the student during handwashing and to provide coaching as needed.
B. Provide the student with a tablet to watch a video showing the student successfully demonstrating the steps for handwashing.
C. Have a classroom aide read a social story to the student before handwashing to help the student learn the routine.
D. Post laminated pictures above the sink in the bathroom that show the sequence of steps for handwashing.

Assign a peer mentor to partner with the student during handwashing and provide coaching as needed. This strategy of peer assistance can greatly benefit the student by offering real-time support and guidance.

Provide the student with a tablet to watch a video showing successful handwashing steps. Visual aids can be very effective for students with autism spectrum disorder, helping them understand and remember the processes.

Post laminated pictures above the sink showing the sequence of handwashing steps. Visual cues in the form of pictures can aid in memory retention and promote independence.

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