With the collaboration of my Fall 2019 SPED 561 Foundations of Autism class, we created this FREE resource for teachers. We want to promote inclusion and provide 20 current and helpful tips for including students in the mainstream class. These tips are support suggestions that have worked for us for students with autism spectrum disorder.
This resource is a pdf doc. for you to download with suggestions crated by my graduate class SPED 561.
Our intention is to share this resource widely with teachers and therapists. https://www.teacherspayteachers.com/Product/ASD-Sensory-accommodationssupports-tracker-4994260
*Ensure you have consulted with the student’s Occupational Therapist (OT) and case manager for specific sensory supports. This resource is a general list of suggestions to try.
This countdown visual is an example of how a visual can show the learner exactly how many items or tasks needs to be completed. Countdown visual supports can be used for any multi-step task.
Visual Support is one of the 27 Evidence Based Practices identified by the The National Professional Development Center for Autism Spectrum Disorder (NPCASD). https://autismpdc.fpg.unc.edu/national-professional-development-center-autism-spectrum-disorder
He had five pages to complete so we started with all 5 tabs open.
Thank you for reading and following my blog and YouTube channel.
If you want to download it check it out here: https://www.teacherspayteachers.com/Product/Flexible-Thinking-blank-choices-board-4934623
Thank you for reading,
Sarah
When I searched, I couldn’t find a sibling chart online so I decided to create one. The research supports siblings working together on one chart! See research link at the bottom of this post…
TPT link: https://www.teacherspayteachers.com/Product/Sibling-Positive-Behavior-Chart-4885639
“Work together to get the LEGO character to the house!”
Here is the research link if you are interested https://onlinelibrary.wiley.com/doi/abs/10.1002/anzf.1183
Distal setting events are sometimes called slow triggers or setting events. They are setting events that can trigger challenging behavior but don’t happen immediately before the behavior occurs. These are things such as:
Imagine this scenario: How do you feel if you have not eaten and you have to do a strenuous task? On top of that imagine that, you got bullied in the hallway going to class and you only got three hours of sleep last night. All of these factors add up to distal setting events that can set a child up for failure.
Teachers respond to challenging behaviors all day long. We often forget about the distal setting events that can lead to behavioral challenges. The focus is usually on what happens immediatly before behavior happens. A functional behavior assessment can take into account these distal setting events to help us get a full picture. This assessment will give us a better idea of “why” or the function behind the problem behavior.
Open lines of communication between home and school are vital for us to pinpoint the distal setting events. Having a morning check in around wellness can also help us get a “pulse” on how the child is feeling and their general wellness. A community circle is a great way to do a group check in if you don’t have time to do individual check-ins.
Here is another great article written about setting events if you would like to read more!
Thank you for reading and for my support on this blog and my YouTube Channel . Subscribe here: https://www.youtube.com/channel/UCgQ8h0a1a59gTbXetGlEGGA?view_as=subscriber
“behavioral strategies used to assist students with autism spectrum disorder in monitoring their own behaviors and administering their own rewards.”
Laura J. Hall
This is a personal application of a behavior change tactic that produce a desired change in behaviors.
Student with ASD are able to monitor their own progress with acquiring new skills and decrease problem behaviors with self-management systems. From a young age, self-management strategies are an important part of encouraging independence. It is also an evidence based strategy.
Self-management allows students with autism who typically have poorly developed self-management skills to participate in the development and implementation of their own behavior management.
Students are being instructed to:
(a) observe specific aspects of their own behavior
(b) provide an objective recording of the occurrence or non-occurrence of the observed behavior.
The student is in charge of determining if they engaged in a specific behavior. Research shows “the activity of focusing attention on one’s own behavior and the self-recoding of these observations can have a positive relative effect on the behavior being monitored.”
There are certain steps that have been outlined that I will share here:
(source-The Best Practice Guide to Assessment And Intervention For Autism Spectrum Disorder In Schools 2nd edition by Lee A. Wilkinson)
The other day I had someone ask me if people with autism die young and I realized there are still a lot of unknowns and myths out there about autism.
I decided to create a YouTube post all about dispelling the myths. If you have any other questions please contact me. I would love to discuss this further.
I used this book as a guide to share some common myths about autism:
Thank you for reading and following my blog and my youtube channel. I feel so lucky to be able to share my knowledge and passion on autism with the world.
P.S. I am not an affiliate for this book or anything on my blog. I just want to share great resources with my network.
