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PROJECT 2EXCEL STRATEGIES for GT/ASD AND GT/EBD Learners

Contributor Social Emotional Behavior Academic What is the Strategy? Why This Works…

Karen Rogers X X Gray’s Comic Conversation Strips. It works because both adult and child use an external stimulus to talk about a very personal issue to the child in helping the child to understand what was really going on socially specific to that child’s issue. This is not another opportunity for the child to have to wonder what a general classroom activity on “no bullying” for example is supposed to mean to him or her. There is no blame attached and the child finds a positive way to express own anxiety or concern or anger in what is viewed as an acceptable way.

Anne Bleyl X Letting the child be a leader in topic of interest. For example, my student would get up in front of the class and show his classmates how to do a complicated math problem in a different way. It helped the other classmates see this child as “capable” and showed him in a different light. The classmates also showed a new respect for him, but above all, the student found a new sense of confidence and belonging.

Anne Bleyl X X For the child who has difficulty multi-tasking or has attention issues, it is important to provide him/her with organizational skills. Provide charts with both pictures and written words and attach them to the inside of the desk (so as not to be obvious to other classmates.) For example: I have a note that my student can look at in his agenda and under his desk top when he is confused at what he should be doing. It involves him to first look around to see what others are doing, second, to ask a neighbor, and third, to ask me.) It not only helps him take more responsibility, but gets him to the task at hand much more quickly. His folders are also organized into one big folder, with clearly written subjects so he can locate them more easily. I will often come by after we are finished with something to ask him if he has placed his paper in the correct folder. Finally, I ask him how he thinks new strategies are working for him. This allows us to adjust things if we need to and also involves his being aware of his own responsibility.

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Anne Bleyl X Managing stress seems to be an ongoing thing for many kids. I feel like I can talk and reassure until I’m “blue in the face” and some kids still feel stressed about making mistakes. I do several activities/lessons in the beginning of the year that involves both what stress looks/feels like, and how to distinguish acceptable amounts from worrisome amounts. Set the tone in the classroom that it is okay to make mistakes and point out your own! Talk about what learning is…meaning it involves not knowing something! I talk about a “learning curve” in my room. That means they will start somewhere close to the bottom and will continue to rise upward. I will grade the learning (improvement,) not where they begin. Additionally, I emphasize that I would rather hear 100 wrong answers from them, than not trying at all. To sum it up, provide an environment where students are comfortable to grow and take chances.

Jessica Swanson X X I provide a “Choice Time” in which the children are presented with several assignments/tasks but may choose the order of what they will work on. I also point out that although they may not always have a choice, this is a time where they do. This is very motivating for them and gives them some control and ownership of their time and work.

Jessica Swanson X X Students sometimes feel stress or anxiety due to belief in perfectionism and would fall apart / explode if their work was not at an expected level. I not only allow, but also encourage revising assignments or retaking a different version of a test for a “better grade”. This has minimized the frequency of breakdowns as well as providing a means for the kids to achieve mastery of material. We talk about it as a process that is similar to our writing process in which we make revisions until we have our final version.

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Jessica Swanson X I have several students who struggle with remembering our morning routine (selecting lunch, putting planners in desks, sharpening pencils, putting coats in lockers etc. I printed a checklist that lists each step of our standard morning routine as well as an area in which I can fill in anything special for the day such as a work assignment. I tape this to the top of the students’ desks each morning. Although the routine is already posted in the classroom and the morning work assignment is always written on the white board, these individual desktop copies have worked so well that other students have request them.

Sharon Saunders X X X Yoga Calm: A program of breathing and stretching that allows students to record heart rate after an active stage, then follows up with a breathing/stretching activity that brings the heart rate down to in a calming, centering manner. It has worked well in my large math group when the students are exhibiting excessive hyper-kinetic energy.

Terry Friedrichs X X X I have found that Gray’s Social Stories have been helpful in raising awareness of others’ points of view, in both gifted ASD and EBD youth. I have also seen these stories being successful in achieving some behavior change for at least older gifted ASD youth, some of whom would gladly try to change if they had a “simple” formula on how to. Gifted ASD youth also tend to work in more “feeling” words when “programmed” to do so. Finally, they tend to think more frequently in terms of raising questions, as well as providing answers, to teachers in the discussion of social development issues, after these stories’ training in using both forms of communication.

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Terry Friedrichs X X I like extending Grandin’s idea of “snugly fitting” clothing, to make for a more uniform sensory experience for the ASD child’s body, to other sensory areas for gifted ASD youth. Thus, I like the ideas of preparing these youth for the notion that they will hear one consistent minute of elephants’ bellowing (to teach them that noise), that they will have that minute without other competing stimuli, and that then they will give their reactions to that stimulus. Another thorough and consistent learning experience with another auditory, visual, or tactile-kinesthetic stimulus can then follow in similar fashion. This highly-controlled procedure may be too much control for some gifted EBD students.

Terry Friedrichs X I have found very helpful over the years, for both gifted ASD and EBD youth, the visual presentation of both the parts and the whole of an instructional unit that is just being started. Thus, if there is a Latin prefix unit that is to come, both groups of students have appreciated how much material (how many specific prefixes) they will need to acquire, what that material is (in terms of specific prefixes), and how many lessons will be needed to achieve unit completion. Students also like to see succinct examples of the kinds of comprehension and math skills that will also be enhanced along the way, just by studying the vocabulary skills.

Kristine Matulka X Picture Schedules. Creating picture schedules that help the child see what is to be expected throughout the day. This helps the child with his/her organizational and possible memory issues. It is also a great way to help the child know if there is going to be a change in his/her day and when it will occur. For many ASD children they need structure and to have their routine remain the same. This strategy prevents frustration as the day goes along and helps the child go from one subject to the next.

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Kristine Matulka X X Creating a Room. Many children with ASD are hypersensitive to light, sound, touch, taste, and smell. Other children with ASD are “under-sensitive” to sensory stimuli. Figure out what sights, sounds, smells, movements, and tactile sensations trigger the child’s “bad” or disruptive behaviors and what elicits a positive response.

Kristine Matulka X X Creating a Private Space. Some ASD children need a time and space away from others. Carve out a private space in the classroom and home where the child can relax, feel secure, and be safe. This will involve organizing and setting boundaries in ways the child can understand. Visual cues can be helpful. This space is designated just for that child and provides a place the child can go to calm down when frustrated and to just be alone when needed.

Grace Raymond X Breathing exercises. The reason I’m listing this is because it seems to be a universal solution to many situations. Dr. Boatman said if we remember anything, we should remember this! The breathing technique helps for anxiety and can calm the flood of fear rushing into our heads. I’ve used the count to eight system…where I instruct to kids to breath in as you count to eight and then exhale into their fist as I count to eight. OR just take 5 very deep breaths works too! At any age!

Grace Raymond X X One of the difficult common social perception cues for ASD children is empathizing… they often can “feel the emotion” but do not know how to express it. This 4 step process with pictures seemed useful. Think: about another person’s experience.(Picture of a think bubble) Identify: the emotion he/she is having and why (picture of three faces: sad, straight mouth, happy) Feel: the emotion yourself (picture of a heart) Express: let the other person know you can imagine his or her experience. (Picture of a head with lines coming from the mouth showing speaking). The fourth step of expressing the feeling models empathy as child understands your imagining of his emotion.

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Grace Raymond X Often times, people on the spectrum might have challenges expressing their needs and desires to others. This strategy is a communication technique and focuses on teaching kids to just say the “key” things that are needed. I feel_____therefore, I need______________.This tool is called the Talk Blocks for Work (Innovative Interactions, 2000) Have the kids practice with red feeling blocks (or these phases on red paper) : angry, appreciated, exhausted, happy pressured, impatient, productive, frustrated, irritable, undervalued, anxious, bored, motivated, focused, overwhelmed, excited, successful, disappointed, etc. Have the children them pick the feeling that best describes how they are feeling. Then look at the blue blocks (or paper) (see below) and think what they would need to help with the feeling identified with the red blocks (paper) Then have the blue blocks (or these words on blue paper): to be listened to, no interruptions, time alone, more information, nourishment, to talk, more support, to assert myself, to set some limits, to take a break, solutions, to listen, to have fun, to laugh, to be patient, to calm down, to stop and think, to take a deep breath, etc.For example: Asking someone to stop something that is hurtful or upsetting to you…say:I feel anxious, I need to calm down.Another example: Asking someone to turn off a light because it is bothering you…say: I feel irritable, I need to be patient. OR I feel anxious; therefore, I need more information. OR I feel overwhelmed; therefore, I need to take a break.

Nancy Randall X X X Using Socratic and higher levels of questioning and providing opportunities to think critically are essential for the ASD/GT and EBD/GT child. According to Susan Baum and Attwood, along with many others, they recommend experiences to think, communicate, challenge, persuade, share, perspectives with one another. Designing and developing opportunities for discussions assist in establishing friendships, relationships and deeper understandings and empathy, compassion. Emotional intelligence and building self-efficacy and self-awareness are also developed.

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Nancy Randall X X Dr. Theresa Boatman’s recommendation to teach the anxious and angry child to breath and calm himself/herself is a powerful tool to use. It works because the individual stops/halts the flooding of chemicals to the brain which impairs the ability to think rationally. The breathing technique allows the brain chemistry to return the ability to think rationally. It also restores and it’s ability to resume executive functioning. This supports the identification, ability to process, practice, control reactions and self monitor his or her behavior.

Martha Palm X One thing we do for emotional health is to look to rules . I think back to Module 9 when we read the things Algozzine said and then how Pierangelo generally supported the same ideas and beliefs. I understood that both authors recommended a respectful classroom where a calm prevailed. They said things like create a set of general rules, teach the students how you expect them to follow the rules, and then remain consistent as you enforce the rules. I know when this happens, the classroom tone is one of calm. There is respect toward the students as well from the students to the teachers. I think the respect I demonstrate toward the kids is how they know how to behave towards me.

Martha Palm X These are the requests to teach to the kids’ strengths. That is not the first time we have heard that either. Further, scaffolding the learning is pretty critical for those angry kids. Finally, teaching the students how to break projects apart is very important as they learn how to become more responsible for themselves.

Teynae Richardson X X I have a highly capable student who becomes extremely anxious when given longer projects to do. For him to be successful I now separate each project task into chunks for him and I give a specific due date for each chunk. This has worked well for both student and parent.

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Teynae Richardson X X To ease the stress on students who suffer from test anxiety or who often feel overwhelmed, I often do what Cooley suggests, which is to first acknowledge the student’s feelings. Furthermore, I always remain calm in hopes that my calm demeanor will in turn calm him or her.

Teynae Richardson X I have a student with behavior issues, none of which are demonstrative, but quite disrespectful and disruptive at times. For this student, as suggested in many of our readings, I implemented a behavior plan and I made sure to include the parents on this. Including parents is essential to the success of these plans. If nothing else, this plan has made the students more aware of his disruptive behaviors and he is now beginning to self-monitor his behavior.

Colleen Heck X X Standing desks or sit disks can help students focus better in class if they have difficulty sitting for extended periods. The sit disks can help with movement and tactile stimulation while still allowing students to stay engaged in classroom activities.

Colleen Heck X X Social Stories can help student be prepared for potentially difficult or stressful situations by providing practice in advance. It is helpful to involve the student, especially in the upper grade, in the creation of the social stories.

Colleen Heck X A behavior contract can be helpful especially when students are part of the process and work together with teacher and parents to identify target behaviors as well as positive and negative consequences. Self-monitoring and correction of negative behavior is the goal, and behavior contracts can give students skills to achieve this.

Debbie Van Schooten

X Take a Break Chair-I provide a chair inside of my classroom that students can go to and “take a break”. This works as a quick reminder to students of what behavior they need to change without interrupting their learning away from the classroom.

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Debbie Van Schooten

X Immediate Check-In – Last year when I had an EBD student in my honors class I did a quick check-in with him immediately after instruction to begin work time. This student was given a chart and had to check if he understood where to start or if he needed further instruction. If I saw he understood, and he had materials out, I left him alone. If he indicated he needed more instruction, I gave him the additional help he needed to get started.

Debbie Van Shooten

X Fidgets and Popsicle Sticks – This year when I had a ASD/GT student in my class he received three popsicle sticks when he entered the room. During the course on the period if the student blurted a popsicle stick was given back. If the student still had popsicle sticks at the end of the hour, he received a fidget for each popsicle stick that remained. This worked for this particular student because he really wanted him fidgets. For a different student you would have to find a different reward that would work.

Theresa Campbell X X Graphic Organizers/Rubrics: For the GT/ASD child lacking central coherency I have found the use of graphic organizers helpful in harnessing the small details and providing a framework for the larger product. When doing an extensive research project, book project, etc. it is critical that the big picture is clearly defined before the small details have begun. For my students with GT/ASD the frequency of “meltdowns” is greatly reduced if the project outcome/product is explained in detail before the small steps have begun.

Theresa Campbell X X Multiple Writing Genres: Many times the GT/ASD will be fluent in narrative writing as a communication tool. Due to their social inabilities, this can be an outlet. However, the narrative writing often tends to be abstract and rambling. Providing exposure and concrete framework for multiple writing genres will help improve the writing skills while introducing a new format.


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Theresa Campbell X Appropriate Share Time: For the GT/ASD student who has the inability to make/keep friends and socialize with peers it is beneficial to provide time for sharing of those “special” interests they possess. When allowed to share randomly throughout the day it can be overdone and become a distraction to themselves and those around them. When given a particular time set aside just for the purpose of sharing their “interest” GT/ASD kids will learn that sharing in limited amounts is more socially acceptable than multiple times.

Jane Moechnig X Thinking Social-A Social Thinking Curriculum for School Age Students by Michelle Garcia Winner..The purpose of these activities is to build a sense of community among students in a classroom so all students understand that there are differences in learning abilities and aptitudes in all areas of learning. It will also help students who struggle with social skills to become more adept at these skills in of variety environments It will also help students develop a common vocabulary related to social skills amongst students and staff.

Jane Moechnig X X Identify the power of the brain and how it helps us with physical movement, social smarts (skills necessary for social issues), and science smarts (skills necessary for most academic success). Activity-use a whiteboard, Smartboard, or chartpaper write the brain at the top with 3 subcategories underneath--How it helps with physical movement, how it helps with social smarts and how it helps with science smarts.

Jane Moechnig X X To explore How people work together in a group understanding that there are "hidden' expected and unexpected behaviors within the group that people are subconsciously aware of and regulate their behavior. The behaviors are not explicitly stated. Have students sit on the floor, involving them in a discussion. During the discussion the teacher performs unusual behaviors. Encourage the students to discuss what is "unexpected" and how they felt when you did these things.

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Jane Moechnig X X To establish a common vocabulary to use when discussing superflexible thinking and the problems (Team of Unthinkables) that get in the way of us having superflexible thinking. Activity-Read "Superflex Takes on Rock Brain and the Team of Unthinkables.” After the story discuss the different characters and their role in each students' life.

James Eich X X Teach thinking skills to aid with problem solving, conflict resolution, and identification of key idea and relevant information

James Eich X Teach and practice social and mediating skills (talking rather than arguing), using specific social interactive behaviors that are problematic for individual students

James Eich X X Teach and practice “doing what needs to be done right now” skills to aid with organization, task focus, and direction following issues for individual students

James Eich X X Teach and practice coping skills, and calming strategies

Carol Malueg X The use of ‘asides’ to explain the abstract meanings of words or phrases. Theatrical asides are used to explain subtext in a play that the audience might otherwise miss. In the classroom, an agreed upon cue would be given when an idiom is used, and either the idiom-issuer or the person who catches it would explain the meaning. This word or phrase would then go on a class list of words and phrases to research. The students could ‘check out’ a word or phrase, research its origins, and present to the class.

This would serve the dual purpose of making the kids aware of how a language evolves, and helping them become better listeners.

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Carol Malueg X X How does one find space in a crowded classroom in a busy school? I’ve seen kids find quiet reading spots in the most unlikely locations—under tables, beneath chairs, in hallways, corners, and nooks. I’ve heard teachers talk about study carrels, and how nice it would be to have that kind of space for kids to go when they need a break, or to work on assignments while still in the classroom. Could this be accomplished with three-part cardboard screens? The kids could personalize them to create their ideal work space and use them as needed.

Carol Malueg X X X X Poor theory of mind often manifests as non-compliance in ASD students, and lack of participation due to anxiety about unknown or imagined consequences is seen as non-compliance in EBD children. Jessica had a great idea for a getting-to-know-you activity for the beginning of the year that involves discovering the ‘hidden curriculum’. As the group brainstormed the idea, we thought that perhaps everyone, teacher and students, would create a portfolio of strengths, challenges, and expectations. The teacher would present his/her portfolio (possibly in a game-show format, Terry’s neat idea), which would include a description of what is most important to this teacher as far as classroom behavior, testing, and homework. The kids would present, too, and then add to them as the year goes on. Martha added that the activity would address the gifted side, as well, if the kids categorized characteristics, ranked expectations in importance, and discussed how importance changes in various situations.

This kind of open communication would help with two problems common to ASD-- not being able to read a teacher’s expression and not being able to communicate needs. This would also help the EBD child, who would have some concrete ideas of teacher expectations and behavioral standards to work from. Erin told us about Gallup’s Strengths Explorer—this might be a great tool for this activity. https://www.strengths-explorer.com/

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Michelle Ahrens X X One strategy I use with a student who may be doing something inappropriate (but small enough to keep in class, poor language, behavior issues, etc.) is to have them do something physical like pushups or sit-ups or even jumping jacks (choices are important). I allow them to do them in the hallway or classroom depending on their comfort but I have found this to work very well with students who have a little extra energy or have EBD issues going on in their day.

Michelle Ahrens X Another strategy I have is a basic 3 strikes and you're out rule (usually assigning detention or calling home). This can be done visually with a name on the board to keep track of the times I've had to talk to the student or most times I will tell the students that's one and give them what will happen if they get to three. This is usually done so that other students are not aware of what's going on. If behavior needs to be corrected again, I usually make eye contact with the student and show them a number with my fingers so they know where they're at.

Michelle Ahrens X Another strategy I use is usually very subtle but many times effective. If behavior needs to be redirected, I will touch a student on the shoulder, letting them know they need to calm down or get to back to what they should be doing. I think we sometimes forget how effective touch is. This doesn't work well with all students as some don't want to ever be touched so it's on a case by case basis.

Michelle Ahrens X X Other things that have worked for me include use of exercise balls, allowing students to move more freely around the room if needed, allowing students to have something in their hands to help them focus on the lecture/notes and providing as many choices as possible in assignments, groups and consequences.

Karen Rogers X X Use of the Exploring Feelings groups designed by Tony Attwood to help GT/EBD children manage anger or anxiety. It’s an application of Cognitive Behavior Therapy and very effective.

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Carol Aasen X Allow students with ASD to have some flexibility in deadlines for assignments. This relieves their anxiety about time issues

Carol Aasen X Teach time management through estimating the amount of time an activity will take. Start with concrete examples and move toward abstract concepts.

Carol Aasen X X Use SOCCSS, a teacher-directed process to help children develop social understanding and problem-solving skills. Developed by J. Rossa.

Carol Aasen X Capitalize on student’s interests and learning styles, incorporating these as much as possible into their curriculum

Carol Aasen X X Use STAR as a test taking strategy. Acronym for Survey the test, Take time to read directions, Answer the questions, and Reread questions and your answers

Carol Aasen X X X Teach self-monitoring system to students so s/he can set reasonable academic and behavioral goals and track own behavior

Karen Rogers X Use of the Baron-Cohen Mind Reading Program. Provides children with 412 different emotions expressed in words, facial expressions, voice, scenarios to learn what a person is feeling. It’s a very explicit program for children who do not have well developed Theory of Mind or empathy.

Gloria Hankins X X Self-knowledge about ASD for GT/ASD learners: the more the child knows, the better they will be able to understand self. Use of book characters or movies is one of the best ways to help with this.

Gloria Hankins X What I am Good At (WIGA): has helped twice exceptional children focus better when they are given short daily few minutes to do this. Child actually gets to do this WIGA for that few minutes (e.g., doodling)

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Gloria Hankins X X Use of social stories. Really helps with playground and other social settings, giving them the skills to interact with their peers appropriately.

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project 2excel strategies for gt/asd and …€¦ · web viewtitle project 2excel strategies for...

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