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.
Attending an IEP meeting as a parent can be overwhelming and intimidating. At every meeting, parents have a chance to give input. As a teacher, I have seen parents who on the spot, are not able to express their child’s strengths and challenges.
The graphic organizer I created helps parents plan ahead of time what they want to share. The document includes a section to write in strengths, concerns and remedies.
Teachers can give this form to parents to fill out before the IEP meeting to help them organize their thoughts.
What are some ways you have shared your concerns with the child’s IEP team meeting?
“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)
All people live with some level of stress and anxiety but when anxiety gets in the way of daily functioning in school, it becomes a problem. The incredible 5 point scale is a tool to support students with autism who experience anxiety.
Kari Dunn Buron created the incredible 5 point scale. She created this strategy based on many years of working with students who experience autism. This author is committed to positive support for all students. She is passionate about teaching the skills needed for social success.
“More than any other issue for children with anxiety, loss of emotional control can lead to removal from the general education classroom to a more restrictive educational environment equipped to deal with behavior challenges.”
When My Worries Get Too Big- Karrie Dunn Buron
Here is a link to the website to find all of her products. https://www.5pointscale.com. To Learn more about the calming sequence featured in this book please read my last post http://behavior-boot-camp-teach-calming-sequence
If you use the incredible 5 point scale please leave a comment telling us your thoughts…
This picture is an example of a calming sequence.
All people live with some level of stress and anxiety but when anxiety gets in the way of daily functioning in school, then it becomes a problem.
“More than any other issue for children with anxiety, loss of emotional control can lead to removal from the general education classroom to a more restrictive educational environment equipped to deal with behavior challenges.”
-When My Worries Get Too Big- Carrie Dunn Buron
Here is a link to Carrie Dunn Buron’s book that I reference in the YouTube video:
I went to a great local training where Dr. Ashley Brimager, a clinical psychologist shared some tips for creating success at dinner time. She referenced support strategies from Dr. Marsha Linehan who created Dialectical Behavior Therapy. Check out more about DBT here: DBT therapy Information .
Long Term Goal:
The goal is for children to learn to internalize healthy eating habits and develop a healthy relationship with food.
Photo by Pixabay on Pexels.com
What does “drama” look like in your home at mealtime?
Some parents have shared: food refusals, crying, acting out, meltdowns, throwing food etc.
Be Proactive:
Be mindful of the “setting events” before, during and after dinner. Make sure your child is not too hungry or too full when you attempt dinner routine. Do the best you can and every meal is a chance to work on creating harmonious mealtimes where kids work towards the long-term goal.
Transitions are when a student moves from one activity to another in the classroom. Going from small group work time to large group work, lining up for lunch, going home and going to P.E. are all examples of transitions.
Transitions are commonly a time when children who experience autism struggle. Wait time, uncertainty, and needing to go from preferred to non-preferred activities all contribute to this breakdown. Staying one step ahead of the curve and supporting the student with autism will help the school day go smoothly. Here are some tips for creating success with transitions during the school day.
Give ample warning for transitions: Use a visual timer and gently alert the child verbally about the upcoming transition. Why I love My Time Timer for Visual Support
Time Timer for visual support
Minimize wait time during transitions Hurry up and wait should not be the motto for your transitions. Waiting in line for example can exacerbate anxiety, frustration and uncertainty for students with autism. Continue reading