ASD strategies learnt from Autism NZ workshop, May 2015

Tilting the Seesaw Workshop 2015 - Autism NZ

Notes by Charlotte Verity

This workshop was amazingly informative...it helped me build empathy for my ASD students, and provided lots of new strategies for me to try. Sharing ideas and challenges with other teachers of ASD students was highly beneficial...I have used many of their ideas in my own practise with positive outcomes. My relationships with two ASD students have improved dramatically as a result.

Key strategies to try with ASD students

• Allow wait time - 5 words maximum then wait 5 seconds + for a reply
• IMPERSONAL WORKS - when speaking with child about an issue or upset that has happened, use WE / ALL / US   ...not YOU / ME / I
• Start a ‘proud of’ book...listing all the things you are proud of each day, for whole class or solely for an ASD child
• Points or other systems for participation or on task work - e.g. marbles in jar, tokens velcro’ed to a board
• CLARITY - be clear on expectations (don’t add extra tasks in after you have outlined what is required!). Have a CLEAR start and finish TIME or amount of questions to be done...e.g. 5 questions on your maths sheet
• Use pictures/dots on a velcro strip with a finish flag to show start and finish time visually...start with say 5 dots and gradually remove as task/time goes by, until the ‘finish’ sign is reached
• TO AVOID VERBAL OVERLOAD for ASD students, use visual timetables or write instructions/steps on board (for more advanced students)
• Offer the ASD child an opportunity to lead a session (if able and confident)
• Use comic strip drawings with speech bubbles to resolve misunderstandings, e.g. ASD child is upset after someone “takes” their chair (when that child didn’t realise that anyone was using that chair). After children have cooled down, draw the situation in cartoon with thinking bubbles, and discuss…SEE EXAMPLE BELOW
• Avoid using colloquial and abstract speech e.g. “we’ll do that later”....when is later?  “It’ll be alright” - unclear
• Repetitive behaviours may be a calming mechanism for the ASD child e.g. licking hands; needing to draw in class, pacing up and down - if child still participates despite these, ignore if possible. If behaviours cause distraction for others try and gently replace with something else e.g. playing with a piece of plasticine while listening on the mat
• If ASD child is repeating the same phrase, try saying it back to them...this may or may not work...observe
• STIPULATE REQUIREMENTS e.g. we are going to assembly in lines….WITH AN ELEMENT OF CHOICE e.g. would you like to walk in the right or left line?
• ALLOW 5 mins + de-esculation time after lunch time and playtimes, during which it is ok if the child finds calm by drawing, journaling, pacing etc
• If you want a behaviour to stop, then stipulate requirement clearly...e.g. in 1 minute that has to stop (use ipad timer to show time)
• If giving choice, limit it to two options THIS  or   THAT….
• Prepare student for changes ...e.g. ‘in  5 minutes we are going to...’