A U T I S M A G

1 1 A U T I S M T E A C H I N G S T R AT E G I E ST H AT Y O U R C H I L D W I S H E S F O R Y O U T O A D O P T

Ash Bernard

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OVERVIEW

10 THINGS ABOUT TEACHING THAT YOUR CHILD WISHES YOU KNEW

STRATEGY 1: BECOME A SUPPORTIVE COMMUNICATION PARTNER

STRATEGY 2: WHY AND HOW TO USE VISUALS

STRATEGY 3: LETTING MOTIVATORS DO WORK FOR YOU

STRATEGY 4: USING SENSORY TOYS TO IMPROVE LEARNING

STRATEGY 5: CREATING COMMUNICATION ENRICHED ENVIRONMENTS

STRATEGY 6: USING VISUAL SCHEDULES AND TIMERS

STRATEGY 7: THE POWER OF PREVENTIVE BREAKS

STRATEGY 8: SETTING GOALS AND ENCOURAGING INDEPENDENCE

STRATEGY 9: ADOPT A SOCIAL CONTRACT WITH YOUR CHILD

STRATEGY 10: BREAK-UP COMPLEX PROBLEM STATEMENTS

STRATEGY 11: ATTACK THE PROBLEM, NOT THE EFFECT

121 FREE PECS COMMUNICATION CARDS

TABLE OF CONTENTS

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Thank you for downloading this guide on 11 Teaching Strategies for Autism. As a Bonus, you also get 121 Full Colored PECS Communication Cards that you can use with some of the strategies listed here (check the last section of this guide).

I am Ash Bernard - an Autism advocate, coach, and the founder of AutisMag. You see, for many years I have been helping families and educators who deal with Autistic children on a day-to-day basis. I have authored a few books, presented at Seminars, and orga-nized focus group workshops with parents and educators to help children with special needs get on with their lives, just like their typically developing peers.

Most kids with Autism are NOT disabled; they are just different! And trust me, that’s okay! With some support, your child could go places you couldn’t even think of.

I love this quote from Albert Einstein (who, many believe, had traits of Autism as well) –

But the BIG question is: where do you start? I say, start by getting your child organized.

Why? Because...with organization, comes predictability;with predictability, comes association;with association, comes social interaction;with social interaction, comes communi-cation;with communication, comes learning;with learning, comes overall development!

But then we have the next big question: HOW?That’s where I come in :-)

To make a lasting impact on your child, you will need to think like him/her. Imagine putting yourself in your child’s shoes - that little mind must be going through so many

OVERVIEW

“Logic can take you from point A to B, but imagination can take you anywhere.”

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things. He already has plenty to deal with and you don’t want to add more to his list of worries.

So, for a while, keep aside your expectations from your child. Eventually, I will show you how your child can come around and start ticking those boxes that you want them to. But first, you must you must learn to see the world from his perspective.

Effective Education is a TWO-WAY process built on the bonding between the Student (your child) and the Teacher (yourself).

The only way to foster that connection is by understanding each other. And because you are the Teacher, the process needs to start with you!

This will not be easy at first, but very soon, you will learn how to think like your little one. So, let’s start with the 10 things that your child wishes you knew about teaching him:

OVERVIEW

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The background of this section is inspired from the famous book called Ten Things Every Child with Autism Wishes You Knew by Ellen Notbohm.

That said, I have completely changed the content to make it fully applicable to learning and development of your child. You might be thinking… why is is so important for me to understand these principles? The Answer is simple. To make a delicious Pasta, you need to know what a good Pasta tastes like. Similarly, to help your child thrive, you need to understand how your child thinks, how he reacts, what he likes and what causes him stress. You need to get into his mind to make it work.

My mission is not to hand you out a set of strategies that you can apply on a plug-and-play basis, but to provide you the right set of tools and frameworks that empowers you to devise your own unique strategies for your loving child, who, quite frankly is unique too :).

So before you start looking into those strategies, consider spending some time thinking about these 10 principles. These are written from your child’s perspective, as if your child is speaking to you.

10 THINGS ABOUT TEACHING THAT YOUR CHILD WISHES YOU KNEW

1. Behavior is communication.

All behavior occurs for a reason. It tells you, even when my words can’t, how I perceive what is happening around me. Negative behavior interferes with my learning process. But merely interrupting these behaviors is not enough; teach me to exchange these behaviors with proper alternatives so that real learning can flow. Negative behavior usually means I am overwhelmed by some dysfunctions in my sensory systems, cannot communicate my wants or needs or don’t understand what is expected of me. Look beyond the behavior to find the source of my resistance. STRATEGY 11 in this guide can help you understand why I do certain things.

2. Never assume anything.

Without factual backup, an assumption is only a guess. I may not know or understand the rules. I may have heard the instructions but not understood them. Maybe I knew it yesterday but can’t retrieve it today.

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3. Look for sensory issues first.

A lot of my resistant behaviors come from sensory discomfort. One example is fluorescent lighting, which has been shown over and over again to be a major problem for children like me. The hum it produces is very disturbing to my hypersensitive hearing, and the pulsing nature of the light can distort my visual perception, making objects in the room appear to be in constant movement.

7. Help me transition between activities.

It takes me a little longer to motor plan moving from one activity to the next. Give me a five-minute warning and a two-minute warning before an activity changes – and build a few extra minutes in on your end to compensate. A simple clock face or timer on my desk gives me a visual cue as to the time of the next transition and helps me handle it more independently. Refer to STRATEGY 6 on how you can make it work for me.

4. Provide me a break to allow for self-regulation before I need it.

A quiet, carpeted corner of the room with some pillows, books and headphones allows me a place to go to re-group when I feel overwhelmed, but isn’t so far physically removed that I won’t be able to rejoin the activity flow of my study smoothly. Refer to STRATEGY 7 to understand how you can help me with appropriate breaks.

5. Tell me what you want me to do in the positive rather than the imperative.

“You left a mess by the sink!” is merely a statement of fact to me. I’m not able to infer that what you really mean is “Please rinse out your paint cup and put the paper towels in the trash.” Don’t make me guess or have to figure out what I should do.

6. Keep your expectations reasonable.

That all-school assembly with hundreds of kids packed into bleachers and some guy droning on about the candy sale is uncomfortable and meaningless to me. Maybe I’d be better off helping the school secretary put together the newsletter.

10 THINGS ABOUT TEACHING THAT YOUR CHILD WISHES YOU KNEW

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8. Don’t make a bad situation worse.

I know that even though you are a mature adult, you can sometimes make bad decisions in the heat of the moment. I truly don’t mean to melt down, show anger or otherwise disrupt your classroom. You can help me get over it more quickly by not responding with inflammatory behavior of your own. Beware of these responses that prolong rather than resolve a crisis, for example: Raising pitch or volume of your voice. I hear the yelling and shrieking, but not the words.

9. Criticize gently.

Be honest – how good are you at accepting “constructive” criticism? The maturity and selfconfidence to be able to do that may be far beyond my abilities right now.

10. Offer real choices – and only real choices.

Don’t offer me a choice or ask a “Do you want…?” question unless are willing to accept no for an answer. “No” may be my honest answer to “Do you want to read out loud now?”

The last word: BELIEVE.

Believe that you can make a difference for me. It requires accommodation and adap-tation, but autism is an open-ended learning difference. There are no inherent upper limits on achievement. I can sense far more than I can communicate, and the number one thing I can sense is whether you think I “can do it.” Encourage me to be everything I can be, so that I can continue to grow and succeed long after.

10 THINGS ABOUT TEACHING THAT YOUR CHILD WISHES YOU KNEW

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STRATEGY 1: BECOME A SUPPORTIVE COMMUNICATION PARTNER

Because the learning process starts with you, here are some essential tips on how both you and your child can gain the most out of your learning outcomes. I suggest you take a printout of this sheet and keep it in a prominent place for continued reference.

Use the child’s name first. Then pause before saying the rest of what you want to say. This will allow the child time to focus his attention on what you are saying.

Use clear, precise language. Say exactly what you mean. Children with autism spec-trum do not infer meaning.

Use positive language that tells the child what he can do.

Allow the child time to process (think) and respond. Allow the child plenty of time to process your instruction. If he doesn’t respond (you may need to wait a minute

or more), repeat but do not rephrase the instruction.

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Be dramatic so that the child’s attention is more likely to be drawn to you. He/she is also more likely to be able to interpret your body language if you exaggerate.

Sing and/or chant – as well as tapping different neural pathways to speech singing and chanting calms the child as well as helping him self-regulate his behaviour.

Lower your voice or use a monotone – children with autism may have auditory sensitivities particularly high frequency sounds.

Do not insist that the child looks at you. Even adults with autism spectrum disor-ders report that it actually hurts to have to make eye contact; that they can’t look

and listen at the same time.

Use visual communication strategies as well as speech. The visual symbol is a con-stant whereas speech is transitory. Use the Free Picture symbols provided in this

guide.

Use visual sequences for daily routine; child’s work schedule; any change that is going to happen.

Use specific praise, e.g. “Good putting” rather than “Good work” or “Good boy.” The latter comments do not tell the child what

it is that he is doing that you like.

Avoid sarcasm. Children with autism are literal – they may start hoping if you tell them to hop along to the bath!

Choose the time of day when your child is most happy and relaxed to focus on language activities

STRATEGY 1: BECOME A SUPPORTIVE

COMMUNICATION PARTNER

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Why:

Most children with an autism have strengths in visual areas compared to other areas.

Up to 80% of families have their child’s (who was later diagnosed with Autism) hearing test first because of delays in language development. Children with autism

can hear but they can’t process verbal language.

A symbol or picture remains constant long after the word or sign has been com-pleted.

STRATEGY 2: WHY AND HOW TO USE VISUALS

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People with autism tell us language is confusing. Temple Grandin, a well-known American with autism reports “I think in pictures.”

Sensory processing difficulties are part of ASD so it makes sense to support one sensory input system (i.e. hearing) with another – sight.

How:

Visuals include: real objects, parts of objects or remnants (e.g. empty packet of sul-tanas); photographs of the actual object, photographs of similar objects, drawings,

computer generated symbols, (e.g. Boardmaker, Pics for PECS symbols like the ones I have shared with you in this booklet) and words. Even the McDonalds’ golden arches

are a visual, and one that every child seems to know!

Your child’s age and ability will be the determining factor when deciding what type of visual support to use. Generally very young children and those who have additional difficulties need visuals that most closely resemble the actual object. These children may respond best when you show them the car keys rather than a PECS symbol of a car. It is easier to use photos or symbols than carry round bags of objects. However, if they don’t have meaning for your child at this point remnants or objects are fine.

Always couple visuals with speech. They are an aid to help you understand spoken language, not a substitute.

Be eclectic. You do not need to only use one type of visual. You can still use objects even if your child recognises symbols.

Always print the name of the visual in the bottom left hand corner in lower case letters. This will ensure that everyone calls the object the same thing (is it a mug

or a cup?) and as words are only another visual code your child might crack this code as well!

STRATEGY 2: WHY AND HOW TO USE VISUALS

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To be valuable visuals must be accessible. Keep them near where you are likely to use them – on the fridge or somewhere else handy in the kitchen; in the toilet; near

the front door etc. Put a few key symbols on your key ring (finish, toilet, car, home etc.).

Wait! Like all communication you need to allow child time to process and point.

Persevere. Your child may need many trials before he makes the connection between the visual and the real object.

Speak to your speech pathologist about introducing your child to PECS (Picture Exchange Communication System).

Remember:

Visuals need to be paired with looking at other person to be useful communication.

All visuals should be accompanied by speech.

Keep visuals in place even after your child has learnt to talk

STRATEGY 2: WHY AND HOW TO USE VISUALS

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STRATEGY 3: LETTING MOTIVATORS DO THE WORK FOR YOU

Self motivation is very difficult for someone with ASD especially when they can’t see the “payoff” at the end. Having a special goal to work towards has been the best moti-vator for our students.

The goal:

Must be easy to reach.

Very frequent.

Have meaning to the ASD individual.

The most useful motivator is the one that has access to his/her special interest/obsession. It can be used in many ways.

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Ideas to try:Use a motivator as a:

Reward for work completed.

Goal for accomplishing work.

Goal for accomplishing more work than expected.

Down time/quiet time.

Include their special interest as part of research assignment.

Examples how to use special interest

Reading about favourite subject/special interest.

Talking about favourite subject (this must be time limited).

Access to computer.

Access to favourite internet site.

STRATEGY 3: LETTING MOTIVATORS DO THE

WORK FOR YOU

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Why to NEVER use their special interest as a punishment for non cooperation:

Their special interest keeps them calm.

Their special interest allows them to release emotions.

Their special interest is relaxing.

Their special interest allows them to relax enough to face the new challenges.

If you take away their special interest and use it as a punishment it rarely works as a behaviour modification method and could result in escalating behaviours.

Special Interest as Part of AssignmentSpecial Interest: String

English: research where string was first invented.Maths: numbers, how long, areas, circumferences etc

Music: what instruments use string.

STRATEGY 3: LETTING MOTIVATORS DO WORK

FOR YOU

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STRATEGY 4: USING SENSORY TOYS TO IMPROVE LEARNING

Children with an autism often seek out sensory activities, eg chewing, twirling, and fidgeting. They find specific sensory experiences calming, eg rocking, flicking, visual patterns, flapping. Holding an object in their hands can often enhancelearning. For example, if given a sensory toy to hold at mat time a child can sit for lon-ger, concentrate better, be less disruptive to peers, is calmer and has reduced anxiety levels. Sensory toys can also replace inappropriate behaviours.

Is there one MAGIC WAND to improve learning and behaviour?

So many teachers and parents of children with ASD ask me this question. The simple answer is no, because a combination of strategies is required, but if there was ONE idea that makes a big difference and is so easy to use it would be using what is called a fidget toy. The irony is that it is the strategy that is most resisted by educators.

A small ‘fidget toy’ in the hand of a majority of children with ASD will dramatically improve their learning and behaviour.

I acknowledge that the idea that playing with a ‘toy’ improving concentration is the opposite experience for teachers and parents with non-ASD children.

For children with ASD this strategy can be a MAGIC WAND. It calms them, reduces stress, and reduces distractions, therefore increasing learning readiness and promoting good behaviour. Many children with ASD seek movement to calm and process, by allow-ing the child to actually move their fingers using a “fidget toy” it actually increases learning.

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A good indicator of whether a child needs fidget toys is “WHAT HAPPENS IF YOU REMOVE THEM?”

If you remove the toy and you see other behaviours emerge this indicates the child actually “seeks” this and “needs” it. For example the behaviors you will see could include:

Will they pick their fingers?

Will they chew their collar or hat string?

Will they start moving their legs, body?

Will they be easily distracted by other children?

Many students with Autism actually listen and concentrate BEST with a sensory toy!

Reminder: Have rules around sensory toys. Have set times they put in their pocket, on desk, in their hands etc

WHERE TO FIND SENSORY TOYS?These days, many different types Sensory toys are available both online and also in Supermarkets. You can also check out some of these toys in our AutisMag Store. We have a wide variety of these fidgets and everything is

reasonably priced for less than $10.

==> SHOP FOR SENSORY TOYS

STRATEGY 4: USING SENSORY TOYS TO

IMPROVE LEARNING

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STRATEGY 5: CREATING COMMUNICATIONENRICHED ENVIRONMENTS

Many children do not need to communicate as everyone in their environment thinks for them, gives them what they want or even anticipates their needs. When you create a communication enriched environment it is VITAL you create as many opportunities as possible for the child to communicate.

Engineer situations to teach common phrases – Go, Up, More, Again, Help, Yes, No.

Have the child wear key picture symbols/words on a lanyard around his neck for easy access.

Put items from lunchbox on top of the lunchbox – make the child request, or tell you want he wants to eat next.

Put photos on the fridge or pantry door of favourite food or drink so they have to request it.

Pack away all their favourite DVDs and only have pictures of the covers for them to request the actual DVD.

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Creating as many opportunities to communicate as possible is an important part of a communication programme. In many ways it is immersing the child in a communication abundant environment. This will mean creating as many visuals, schedules, activities and routines as possible to promote communication. The easiest way to do this is look around the environment at home and school, and think of all the times in the day when you could model, promote, encourage or support communication.

How to create a communication enriched environment at home:Breakfast: Select from visuals cereal, toast, juice.Daily Visual Schedule: Breakfast, Get Dressed, School, Home, etc.Getting Dressed: Visual Schedule (take off pyjamas, put on undies, t-shirt).Afternoon Tea: Choice board with food/drink options.Carpet board with visuals: Quick, easy access to regularly requested items.How to create a communication enriched environment at school:Morning Routine: Photo/name of child on hook to put their bag, lunch in box (use visuals to support), say “HELLO” to teacher.

Daily ScheduleMorning Tea: Lunch box with visuals.Outside Play: Visual schedule, photo to go back inside.Work Tasks: Visual schedule, visual tasks.Toilet: Visual toilet routine.Lunch: Food again.

STRATEGY 5: CREATING COMMUNICATION

ENRICHED ENVIRONMENTS

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STRATEGY 6: USING VISUAL SCHEDULES AND TIMERS

Schedules are a vital tool for children with an autism. Many children have difficulties accepting change and transition from one thing to another – a schedule helps them see and under-stand what is going to happen next. Schedules also help people to organ-ise themselves and to plan ahead.

Timers tell the child HOW LONG and WHEN they are going to have to do an activity. Timers allow us to pre-warn the child. They help answer many of the questions these children have: What is happening? What order? What time? What is next? How long?

12 Top Tips for Using Schedules and Timers:

1. Break tasks down into small achievable tasks, with realistic timeframes. Use digital timer on Portable Schedule to count UP or DOWN. For example: Time for school = clean teeth, toilet, bag, hat.

2. Help move from one activity to the next. For example: Mat Time, Reading, Recess.

3. Finish. Letting a child know how long to go and what is next.

4. Independence. Allow students to self monitor and move from one task to another without prompts.

5. Toilet Timing! Put the visuals for toilet on the Portable Schedule: Toilet, Flush, Wash Hands, Dry Hands and re-set for 1 hour or more!

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At Home

6. Set 10 minutes to get dressed – attach relevant clothing visuals to Schedule.

7. Morning Routine – Breakfast, TV, Get Dressed.

8. 5 minutes doing Lego and then Mum will be ready.

At School

9. 10 minutes work, 5 minute break, 10 minutes work etc.

10. How long will it take to write x sentences or how many words can you write in x time. You can use this idea for reading, maths, worksheets etc.

STRATEGY 6: USING VISUAL SCHEDULES

AND TIMERS

A typical visual communication Board for getting ready for School

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DOWNLOAD THE FREE GUIDE FOR VISUAL SCHEDULES

We have created a Free Visual Schedules Guide to help you with this. Please click on the image or the download link to access this guide.

==> ACCESS THE VISUAL SCHEDULES GUIDE

11. Set up for Recess/Lunch with a schedule of activities.

12. 20 Minutes for Assembly put visuals on strip for song, awards etc.

Secondary: Portable Schedules are perfect for secondary students as they are like a bookmark, they are nice and discreet for students to keep track of time of class, to complete tasks, prepare for class bells to ring etc

STRATEGY 6: USING VISUAL SCHEDULES

AND TIMERS

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STRATEGY 7: THE POWER OF PREVENTIVE BREAKS

Students self-regulating their anxi-ety is a VERY important part of their behaviour management program. A student being able to request a break before a meltdown is a fantastic strat-egy.

You will need to teach them a range of strategies to calm themselves. When you are teaching them, you will begin to notice which ones are more effec-tive at calming. You can then write social stories and use visual cards to help them remember what to do when they feel anxious.

Break Cards

Remember sometimes when anxious children with an ASD have difficulty communicating effectively, this is why we use visual cards to request a break. You can use in two ways:

1. The student requests the break.2. You give the student the card as you see anxiety rising.

BREAK CARD

I can ask for

• Movement break• Wall push ups• Quiet place• See Mr Jones

BREAK CARD

I can

• Take 10 deep breaths• Count to 20• Hug myself• Have a drink

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Sensory Breaks

Chewing (allowing to chew gum, chewy tube etc)Quiet areaListening to musicWatching Liquid TimerHumming, rockingSit under a table with blanket over itCarry heavy books, boxLying under a gym mat, weighted vest etc

Physical Breaks

Mini trampolineRolling on large exercise ballStar jumps, jumpingPush up against wallWalk, run

Relaxation Breaks

CountingBreathingMusicImaginary World (some students escape into an imaginaryworld, this is particularly common for girls on the spectrum)

There are a range of strategies you can use for breaks and here are some to get you started:

Non Threatening Withdrawal: Diversion before Meltdown

Send on an errandGet them to do a job for you

STRATEGY 7: THE POWER OF PREVENTIVE

BREAKS

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Solitude Suggestions

Safe havenSpecial interest timeBook to readSit away from group. For example: If you are on mat let them sit at a table away from group or if you are doing group work and the room is noisy send their group outside.If you are lucky enough to have a small room off your classroom create a space for them to work there

Other Strategies

Toilet, drink and/or foodTalking to mentor

Remember: All of these strategies need to be taught to the child and practiced.

STRATEGY 7: THE POWER OF PREVENTIVE

BREAKS

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STRATEGY 8: SETTING GOALS AND ENCOURAGING INDEPENDENCE

Goals

At this time of year it will be becoming clearer what goals you want to achieve. Before you set any goals for children with Autism (no matter what age) it is very important to consider the following:

What are they doing NOW?

What is the GOAL?

What STRATEGIES need to be in place to SUPPORT change?

Those of you who have attended my sessions in the past, will recall that it is very important you have a range of strategies to help you achieve your goals as ‘not every strategy works for every child and strategies wear out’.

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Below I have listed some very brief examples to get you started:

Example 1NOW: At preschool Sarah runs away when it is time to go inside.GOAL: For Sarah to move inside when asked.STRATEGIES: Sarah loves a Dora Puzzle, so we are going to use this as a motivator to go inside. Key strategies will be to have the puzzle out at table ready for her, move her inside before everyone else, introduce a photo of “Dora Puzzle”.

Example 2NOW: Stephen spends 10 minutes getting ready to start work activities – ruling up the page, finding a sharp pencil, opening his book, etc.GOAL: For Stephen to start a work activity and not get stuck on organisation.STRATEGIES: Pencil already sharpened, page already ruled up, book open to page ready to start work, etc.

Example 3NOW: In journal writing on Monday mornings Jack can’t decide what to write about.GOAL: For Jack to complete recount activities for journal writing.STRATEGIES: Jack’s family to take photos of an activity on weekend and select topic ready for send in to prompt journal writing.

11 Top Tips to Encourage Independence

1. Give them space and time to have a go.2. Do not constantly correct them, allow them to make mistakes.3. Gradually remove prompts.4. Accept that some days they will need more help, than other days.5. Create consistent rules between home and school. Such as carrying their own school bag.6. Many students can become overly reliant on teacher assistant so DON’T shadow.7. Get the students to identify areas of difficulty for themselves.

STRATEGY 8: SETTING GOALS AND

ENCOURAGING INDEPENDENCE

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8. Build up independence slowly.9. Build self esteem.10. Have strategies in place for help.11. REWARD having a go!

12 New Top Tips to Keeping on Task

Ideas to Try: Use these 12 tips to support completion of tasks in the set time.

+ Take time to observe the student and environment to identify the barriers to completing tasks. + Adapt tasks before the activity. + Encourage Responses (whether right or wrong, do not constantly correct). + Plan to have text books out, and examples to show them. + Organisation. For example: have pencil sharp and ready, page ruled up, book opened to correct page etc. + Give a preventative break during the task. + Limit choices. + Create a quiet area for them to work (collaborative tables have limitations). + Highlight the easy parts first, so they don’t get stuck on “difficult parts” etc. + Review environmental factors. + Reduce frustration. + Ensure clear instructions.

STRATEGY 8: SETTING GOALS AND

ENCOURAGING INDEPENDENCE

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STRATEGY 9: ADOPT A SOCIAL CONTRACT WITH YOUR CHILD

In the list below are some questions that you can ask your child (who is of age to do homework) as a way of trying to come up with a plan that incorporates the way he/ she wants to study. This is great for the home because both of you have the plan on hand and have agreed to it. However, your child’s teacher might prefer study time in school to be more strictly dictated. My advice is to speak with your child’s teacher and discuss the fact that these are your child’s preferences. During your discussion, highlight the fact that your child performs best when he/she is accommodated with at least a few of his/her preferences.

When do you like to do homework? After dinner _______ After school and after a snack _____ Before dinner just to get it done_______ In the morning before school __________

Something other than the above choices __________ WHEN __________

Who do you like to do homework with? Alone _______ Someone in the room but not helping me______ With one of my friends _________ With one of my parents _______ With a tutor ________ With someone else _________ WHO __________

Where do you like to do your homework? In my room ______ In the dining room or kitchen ______ On my bed ______ At a desk _______ On the floor _____ In the family or living room ________ Some Other Place _________ WHERE __________

How long do you need before a short break? 15 minutes______ 30 minutes _____ 45 minutes _____ One hour _______ One and a half hours ______ I NEED A BREAK OF _____ minutes

How do you like to do your homework? Laying on the floor __________ Sitting on the floor ______ With music ___________ In a quiet place_________ Near a bright light __________ Only a little light_________ Walking around thinking________ SOME OTHER WAY _________

How do you complete your homework and stay organized? Have one book for school and one at home so I don’t have to remember to bring books home _______ Plan what to do first ___________ Color code my notebooks and folders _________ Write down my homework in an agenda __________ Call a friend to find out the homework __________ Place all finished work in one place _________ Some Other Method _________ WHAT __________

What helps you the most in remembering what you have learned? Draw a picture __________ Write a note ________ Flash cards ________ Tape record the lesson _______ Read your homework out loud ________ Use songs or rhymes to remember things________ Make up my own way to remember_________ WHAT ___________

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STRATEGY 10: BREAK-UP COMPLEX PROBLEM STATEMENTS

Children with autism spectrum disorder often have problems understanding complex sets of instructions. It is likely that your child could be much more receptive if you break up a problem statement into smaller components—each of which should have a unique answer. By splitting a complex problem into smaller, tangible questions, your child can address each question while you help him/her organize those thoughts into the right order or priority. The following is a great example of how you could split up a mini project assignment for school:

As you can see, using these teach-ing strategies for kids with autism can go a long way in educating your child. Everyone is a unique person with their own unique way of learning. Read also Autism in girls Vs Autism in boys, as there are fundamental differences between how girls and boys han-dle situations. The best thing you can do is offer these questions as suggestions to your child, and let them set the strategies in motion. You have control over how they do their homework.

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STRATEGY 11: ATTACK THE PROBLEM, NOT THE EFFECT

All these strategies aside, there would often be situations, where you, as a parent would need to intervene and improvise. I have prepared a cheat-sheet for you help you get started:

Effect

Not doing homework

Forgetting assignments

Forgetting books

Forgetting to turn in home-work

Too much home-work

No medication in system when it’s time to do homework

Failing tests

Cause

Disorganization,forgetfulness

Disorganization,forgetfulness

Disorganization,forgetfulness

Forgetfulness, hiding what he/she did not do

This depends on the atten-tion span of the child

Medication runs out or wears off

Lack of recall memory

Possible Action

Keep a written agenda or notebook signed by a teacher and parent; the student fills in the homework to be completed, the teacher signs, and a parent signs when the homework is complete.

Keep a teacher’s and a fellow student’s email and phone number handy to call or email if an assignment is missing. Record homework assign-ment details.

Speak with the teacher and plan for homework to be handed directly to the teacher as the child arrives at school.

Speak to the teacher and request either a used copy of the book or see if you can purchase an extra set of books to keep at home.

Speak to the teacher to find out what the normal amount of homework is, as well as the amount of time it should take to complete it. If your child cannot complete the assignment in that amount of time, discuss a modification of the assignment with the teacher.

Try to schedule medications to fit with not only the family lifestyle, but designated school and homework times. If your child needs medi-cation when he/she returns home, give the medication immediately, have a snack and/or a small break, and then begin homework. Don’t let it be an excuse.

Do not have your child study for hours prior to a test. Go over the test material once, and then again in the morning. Ask the teacher if extra credit can be earned by completing a project to boost the test score. Remember that recalling information is a big problem with children with ADHD/ADD and autism.

34© AUTISMAG

Refusing to do homework

Not enough time to complete tests

Forgetting long-term projects

Can’t copy from a board or take notes

Difficulty transi-tioning

Oppositional defiance

Lack of recall memory, disrup-tions

Memory recall,disorganization, defiance

Fine motor skills, lack of concentration

Sense of time, loses focus

STRATEGY 11: ATTACK THE PROBLEM, NOT THE

EFFECT

Ask for a scribe to assist your child in taking notes. Ask the teacher if it would be possible to have an excellent note-taker photocopy their notes for your child to study, or use a recording device.

Initiate a reward and consequence program for homework. Use the red choice green choice therapy technique.

Ask the teacher to place your child away from distractions while he/she takes a test. Read about how to increase attention span in children with ADHD.

An agenda or homework notebook is essential. You as the parent must check when things are due. Make a calendar for your child’s study area and put projects on a calendar.

All teachers should be aware of your child’s IEP, which explains his/her condition. Providing a written schedule taped to the child’s desk or book will prompt teachers to watch the time.

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