autism spectrum disorder: classroom strategies
TRANSCRIPT
Autism Spectrum Disorder:
Classroom Strategies
To view a range of resources that can be
used to support pupils with ASD
To consider a range of whole school and
classroom strategies to support pupils with
ASD
To gain an awareness of programmes
that can be used with pupils with ASD
To know where to get further information
Objectives
Whole School Approaches
Visual Resources – PECS, boardmaker, Proloquo2go
Classroom Approaches
Programmes
Further Resources
Whole School Approaches
What part of the day, things at school do you think would have an impact a child with ASD?
Whole School Approaches
Break and Lunchtimes
Assembly
Environment
Assessment
Behaviours
Sharing Information
Breaks and Lunch Times
• Consider social load
• Provide structured activities
• “Safe” and quiet spaces
• Choosing foods
• Sensory perception differences
• Lunchtime staff
Do…..
Speak to parents ‘ask them to complete a food diary’
• Provide or “allow” what the child eats
Best Endeavours, Equalities Act 2010
Observe – what is it they do, how do , repeat?
Use preferred items
Sensory checklist
Handling food in Food Technology - exposure Develop fine manipulative skills/cutlery
Consider seating, where a child eats
Use symbol/timer support
Offer any new foods away from mealtime
Eating and Drinking
Don’t
- Trick- Insist- Mix items- Pressurise- Blame/judge- Show anxiety- Make a big
deal of it.
Assembly
• Use of hall
• Seating
• Fidget toys
Environment
• Provide information about environments
• Provide a quiet, low stimulus space
• Consider sensory preferences
• Remove distractions
• Provide a work station
• Consider seating spaces
Assessment
• Prepare pupils for assessments
What, Where, When, Who, Why?
• Quiet space
• Extra time
• Rest Breaks
• Prompt
• Other Access Arrangements
Behaviours
• Best endeavours
• Behaviour policy
• A clear, fair and consistent system of
consequence and reward
• Monitor unwanted behaviours
• Unpick triggers
Specific
behaviour
Difficulties with:
Social Communication Anxiety
Social Imagination Social Interaction
Sensory Perception Frustration
The Iceberg Principle
Spitting at
peers
• unaware of social rules
• unaware of others feelings
• over sensitive to noise
• trying to communicate
• frustration
The Iceberg Principle
ActionTrigger
Result
The STAR Approach
Setting
Behaviour Observation
Chart
Name Behaviour focus:
Date Time Setting Trigger Action Result
The STAR Approach
Classroom Approaches
Teacher talk
Tasks
Homework
Anxiety
Group work
Teacher Talk
• Reduce language
• Be aware of use of idioms
• Order of action - order of mention
• Use single step instructions
• Model and prompt
• Use name prompts
• Be specific about what you want
• Give reasons / explanations
Tasks
• Give specific times for activities
• Provide visual supports for instructions
• Provide checklists
• Give opportunities to work independently
• Support group work
• Give specific instructions
• Accept work through mind mapping
• Break large tasks into small steps
Homework
• Homework can be a difficult concept
• Clear written instructions
• Consider how much time it might take
• Consider the purpose of homework
• Somewhere to do homework in school
• Structure homework “projects”
• Structure revision homework
Anxiety
• Consider underlying anxiety
• Prepare for changes
• Identify sensory calmers
• Consider social anxiety
• Consider sensory anxiety
• Down time
• Space
Group Work
When
Who
What
Where
How
Why
End of the topic Low stress
Who’s in the group How many people?
Type of task Number of steps
Sensory load Change
Roles and responsibilities Clear structure
Hidden curriculum Consider aims
Activity
• Think about the challenges of
group work for some children
• Discuss strategies currently or
previously used
• Look at Top Tips for Group Work
• What strategies could you try in
future?
Programmes (Primary)
Talking Partners @ Primary
Drama 4 Social Skills
Comic Strip Conversations
Social Stories
I am Special
Lego Therapy
Black Sheep Press
Programmes (Primary)
Social Use of Language Programme
Language for Thinking
Rhodes to Language
Circle of Friends
Time to Talk
Vocabulary Enrichment Programme
Talk About (Alex Kelly)
Programmes (Primary)
Barrier Games
Learning to become Socially
Talented Children
The incredible 5 point scale
A Volcano in my Tummy
ASD: Good
Practice
Guidance
children with
autism:
strategies for
accessing the
curriculum
Useful Documents
Inclusion Development
Programme: Supporting pupils
on the Autism Spectrum
Useful Documents
Authors
Luke Jackson
Temple Grandin
Wendy Lawson
Clare Sainsbury
Liane Willey
Rudy Simone
Donna Williams
Authors
Nita Jackson
Tony Attwood
Simon Baron-Cohen
Ellen Notbohm
Gary Mesibov
Olga Bogdashina
Websites
www.autism.org
www.network.autism.org.uk
The National Autistic Society
www.autismeducationtrust.org.uk
Autism Education Trust
www.thecommunicationtrust.org.uk
Communication Trust
www.autismuk.com
Autism Independent UK
Websites
www.autisminpink.net
Autism in Pink
www.wrongplanet.net
Autism Forum
www.autismtoolbox.co.uk
Scottish Schools
www.asgma.org.uk
Autistic Society Greater Manchester Area
Resources Carousel
RoutinesLanguage
and Communication
Social,
Sensory and
Emotional
Behaviour
Structuring
Tasks
Learning a new skill
• Backward chaining has been found to be particularly useful when learning self-care skills. It can also be helpful when teaching younger children and those who have difficulty learning new skills.
• So what is backward chaining? You start by breaking the task down into small steps. You teach your child the last step first, working backward from the goal. You complete all of the steps except the last one and have your child practice the final step. Your child will enjoy the success that comes from completing a task. Once your child has mastered the last step you complete all of the steps except for the last two. You teach your child the second from last step and they then complete the last step themselves. Even more success! You continue like this until you are teaching the first step and your child is completing all the other steps.