And Finally...Autism Teaching Tip Finale~

And finally~

Always Presume Competence

Autism Teaching Tip #8

Tip #8: 

“Work" can mean a lot of things

• Don’t get caught up in the “academics” of learning.
• “Work” can mean a variety of things or present in a variety of ways to a student with autism.  
• “Work” might be tolerating the school environment and following the routine of the day.
• “Work” might be engaging with peers in the classroom, attending a class with peers, learning to take turns or playing out on the playground amongst peers.
• “Work” might be completing a motor task or a sequence of tasks/events.
• “Work” might be tolerating a sensory activity or task.
• “Work” might be participating in self help skills or recreation/leisure activity.
• Refer to the student’s individualized education plan for specifics on his/her goals.

Autism Teaching Tip #7

Tip #7:

Sensory Regulation is Paramount

• Kids with autism have difficulty interpreting (processing) the sensory experiences around them.
• Sometimes sensations can be overwhelming (too loud, too bright, textures), and we need to find ways/provide activities and interventions to help their nervous systems calm down.
• Sometimes there’s just not enough stimulation in their environment to keep them alert for learning, so they seek it out on their own (spinning, jumping, crashing, feeling things, etc), and we need to provide them with the sensory experiences that their systems are craving.
• Regardless of what their systems are needing, it is much easier to be PROACTIVE than REACTIVE when it comes to sensory activities and input.
• Regularly scheduled sensory based activities throughout the student’s daily routine can help keep his/her system regulated and provide for their system’s needs.
• Is there a time that you need the child attentive for learning?  Complete a sensory break before that time.  When work time is over, provide another sensory based break, etc.

Autism Teaching Tip #6

Tip #6:

Consider the Environment

• Structuring the environment is helpful so that the student knows the parameters of the space.
• Too much open space gives a student with autism an unclear idea of where he/she is supposed to be in the room.  In an open area (like a gym or lunch room), it can beneficial to provide a clearly marked place to sit or stand.  Have his/her desk and chair be predictable in all environments.  Even floor space can be clearly indicated (a carpet square, an X on the floor).
• Consider the sights/sounds/smells/temperature of the room or setting.  Sensory information such as these can be difficult to process and can become overwhelming.  If your student seems upset or overwhelmed, think about what they might be experiencing in that setting that could be the cause, and make adjustments accordingly.
• Consider the student’s work space; too much stuff/clutter on the desk top can be a distraction and cause the student to feel disorganized.  Keep work space reserved for what the child is working on.

Autism Teaching Tip #5

Tip #5:

Finished/Done/A Definite End

• Tasks should always have a definite beginning, and a definite ending.
• Provide a visual cue that indicates what the task is that the student is being expected to do.
• When that task is finished, provide a visual cue that indicates that he/she is done with that task.  You might have your student place the task in a “finished” box or a hand it folder, you might have him/her place the picture card of the task into a “finished” container, you might provide the student with a visual cue that indicates “finished/done”, or even use a combination of those types of cues.
• A work task should be completed.  If your student refuses or is not participating, it may be necessary to take a break, but always go back to it with the intention of finishing it.  You may need to modify what you initially hoped to complete (such as reducing the amount, reducing the repetitions, etc), but the expectation is to finish the work and indicate to them that it has been completed.

Autism Teaching Tip #4

Tip #4:

Transitions Made Easier

• When changing environments (rooms) or changing tasks, providing an external reminder helps the child know what is coming up next.
• Timers can be useful- a visual timer so that the child can see that time has run out and it’s time to move on, or an auditory timer can work as a cue.  
• Pairing the timer with a visual cue of where the child is going or what the next work task is helps them process what environment or activity is next.