By Northumberland County Council Communication Support Services UK
More and more, academics are anticipated to spot troublesome areas and aid young ones with ASD to alter or deal with their habit correctly. This publication deals off-the-shelf help to lecturers and contains: important categorization of areas of difficulty; strategies that permit academics to assist teenagers in a timely fashion and successfully; recommendation on environment IEP pursuits; and photocopiable assets.
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Extra resources for Autistic Spectrum Disorders: Practical Strategies for Teachers and Other Professionals
Strategies ● ● ● ● ● ● 28 Observe how long the child stays on task. Note variations and which factors seem to be helping him stay on task for longer and which factors distract him. Notice the nature of the task, how well he was prepared as well as other factors in the environment which may help or hinder him. Use this information to create optimum conditions to help him stay on task. Extend the time on task by setting time targets such as 20 seconds or one minute beyond his usual concentration span (you can use a timer).
Most children learn this instinctively and can recognise when someone is agitated, angry, depressed, sad, upset or hurt etc. They can often tell when someone is lying because their body language may send a different message to that of their words. As already stated, children with ASD find it very difficult to understand nonverbal communication because it requires knowledge of how someone else is thinking or feeling when they do not feel the same – they are often unable to recognise or verbalise their own feelings, let alone anyone else’s.
A variation of ‘Simon says’ can be played using the names of the class groups instead of ‘Simon’, as in ‘Blue group stand up. ’ The group lose a point if they do the wrong thing. Allow the child time to copy the others. Reinforce class identity with displays of class photos, lists of names and birthdays. Teach the child the names of children in the class, starting with his group. When the child knows a few children by name, see if he can find out and remember anything about them – if they have brothers or sisters, their favourite food, toy, television programme etc.