Tools and Techniques

Ontario educators use a wide range of strategies, tools,

and resources to provide effective educational programs

for students with ASD. Some of the materials that have

been developed by school boards and regional autism

service providers are reproduced, with permission, in

chapter, and may be used by schools and school boards

across the province.

I N T H I S C H A P T E R

1. Online Autism Modules 112

2. Information Pamphlet for Administrators 113

3. Survey for Parents 115

4. Student’s Day at School 116

5. School Communication 117

6. Information Pamphlet on ASD 118

7. Critical Information Sheet 120

8. Student Profile 121

9. Promoting Independence 123

10. Inventory of Functional Skills 124

11. Autism Transitional Classroom 129

12. Think Tank on Autism 131

13. Resources for Drivers 133

14. Transportation Visuals 134

15. Autism Demonstration Site 135

16. Strategies Checklist 136

17. Classroom Layout 137

4 TO O L S A N D

T E C H N I Q U E S

18. Morning Routine 139

19. Safety Plan: Crisis Protocol 140

20. Information for Occasional Teachers 141

21. Suggestions to Support Transitions 142

22. Preparing Students for a Special Event 143

23. Task Sequence for Home Time 144

24. Visuals for Transition from School to Home 145

25. Visual Steps for Using Workout Room 146

26. Visuals for School Activities 147

27. Visuals for Going to Work 148

28. Bus Rules 149

29. Getting Ready for the Bus 150

30. Individualized Daily Schedule 151

31. Monday Schedule 152

32. Classroom/Environment 153

33. Ten Ways to Create Classroom Structure 154

34. Selecting Student Organizers 155

35. How to Prompt 156

36. Prompt Tracking Sheet 157

37. Prompts Used in Initiating Play 158

38. Following Directions 159

39. Interest Inventory 160

40. Reinforcement Inventory by Parent 161

41. Reinforcement Inventory for Elementary Student 163

42. Giving Praise Effectively 165

43. Reinforcer Chart 166

44. Ten Recommendations 167

45. Visual Lotto Game 169

46. Visual Sentence Strip 171

47. Behavioural Assessments 172

48. Behaviour Tracking Sheet 173

49. Behaviour Frequency Checklist 174

50. ABC Chart 175

51. ABC Analysis 176

52. Functions of Behaviour 177

53. Positive Behavioural Intervention Plan 178

54. Communication Observation Form 180

55. Checklist for Communication Skills 181

56. Communicative Functions Observation Sheet 183

57. Answering the Telephone 184

• T o o l s a n d T e c h n i q u e s

110

58. Social Interaction 185

59. Joining a Conversation 187

60. Activities to Promote Turn Taking 188

61. Prompts Used in Turn Taking 189

62. Play Checklist 190

63. Fitness Friends Program 191

64. Integrated Games Group 192

65. Social Scenario 194

66. My Morning Routine 196

67. Steps to Reading Body Language 197

68. Body and Facial Expressions 198

69. Different Kinds of Touch 199

70. Public/Private Places 200

71. Tips for Job Coaches 201

72. Stress Thermometer 202

73. Relaxation Steps 203

74. Study Tips for Teens 204

Many of the illustrations in this chapter include Picture

Communication Symbols, ©1981-2007 by Mayer-Johnson LLC.

All Rights Reserved Worldwide. Used with permission.

Too l s and Techn iques •

111


112

AAn Exciting New Online Resource:

Autism Spectrum DisordersPutting the Pieces Together

The Avon Maitland District School Board provides a unique, professional learningopportunity for teachers, educational assistants, and administrators interested inacquiring more knowledge and a deeper understanding of students with AutismSpectrum Disorders.

Basic, vital information regarding the teaching and support for these children isavailable in a seven-module, user-friendly format.

The online modules, entitled “Autism Spectrum Disorders: Putting the PiecesTogether,” include Definitions, Communication, Social Skills, Behaviour,Sensory Issues, Transitions and Putting It All Together.

Also offered are:• Quick links to related websites• A list of the “Top 10” ASD resource books• Examples of visual communication ideas such as schedules and task

strips

Access the modules at http://amdsb.mycourses.ca.

1. Online Autism Modules

Mission:

To provide educators with basic information about how to teach and support students who have a Autism Spectrum Disorder.

Putting It All

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TransitionsSensoryIssues

BehaviourSocialSkills

Communication/Language

Definitions

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Triple ADear Parents:

Thank you very much for your cooperation and participation in Triple A. We hope thatyou have found the process helpful for your child’s entry to school. In order for us to planfor next year, we would appreciate if you would complete the following:

1. Your hopes for this year are:

2. How do you feel about those hopes now?

3. Your worst fear for this year was:

4. How do you feel about those fears now?

Do you have any other comments about your child’s and his or her school’s

participation in Triple A?

5. Disagree AgreeI feel Triple A has helped my child to have a

smoother entry to school this year. 1 2 3 4 5

I believe Triple A is an effective program. 1 2 3 4 5

Triple A is difficult for school teams to implement. 1 2 3 4 5

My child’s school team have learned new strategies

through Triple A. 1 2 3 4 5


115

3. Survey for Parents

Halton Catholic District School Board


116

___________'s Day at School

Today is ____________________________I am circling the things I did at school today ingreen.The activity I liked best is circled in red.

My morning was:Great Okay Not great

My afternoon was:Great Okay Not great

4. Student’s Day at School

McMaster Children’s Hospital, Hamilton/Niagara Region

School CommunicationTo be completed daily by the classroom teacher and sent home

Activities Yes No Comments

Homework that needs to be completed:___________________________________________

___________________________________________Additional comments:___________________________________________

___________________________________________


117

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Student Profile

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121

8. Student Profile

(continued)


122

Student Profile

2

This is a list of events or situations the student may find stressful, and somestrategies that may help.

Stressors Strategies

Documentation:

This student has a safety plan: yes ____ no _____ that is ____ /is not _____ included.

Specify incidents that need to be documented:

_____________________________________________________

_____________________________________________________

_____________________________________________________

(continued)

Promoting IndependenceFlow Chart

Determine Skill

&

Determine Instruction

Step 1:What are all the steps?

Step 4:How do I support the student to perform the skill independently?

Step 3:For the steps with which the student needed assistance, what type of

assistance was needed?

Step 2:Which steps can the student do independently and with which ones does the

student require assistance?

VisualGesturingModelling

Verbal InstructionPhysical Guidance

Visual + Physical GuidanceVisual + ModellingVisual + Gesturing

Visual


123

9. Promoting Independence

Erinoak, Central West Region


124

Sample Form INVENTORY/ASSESSMENT OF FUNCTIONAL SKILLSIN SECONDARY SCHOOLS

Student: _______________________ School: _____________________Teacher: ____________________ Support staff: ________________Inventory completed by: ____________________ Date: ________________________

Rubric/Evaluation Criteria

S = Spontaneous • Task/skill is self-initiated and completed independently.C = Cue • Task/skill is completed independently with cues (e.g., pictorial/visual supports,

pointing). Identify the type of cue – be specific.PG = Partial Guide • Task/skill is completed with partial physical guides/partial prompts (e.g., some

hand-over-hand modelling, physical gestures). Identify the type of partial guide – be specific.

FG = Full Guide • Task/skill is completed with full physical guides/prompts (e.g., full hand-over- hand).

N.A. • Task/skill is not applicable OR other person completes the task/skill.

1. SCHOOL ARRIVAL

a) Entry RoutineS C PG FG NA COMMENTS

Get off bus with backpackWalk toward schoolOpen school doorEnter school buildingGreet familiar adults or peersGo to office/guidance office for admit or late slips(if necessary)

b) Locker RoutineS C PG FG NA COMMENTS

Walk to locker area OR wait to meet friend(s) andwalk togetherFind own lockerRemove mitts/gloves and place in pocket of jacketOpen lock and pull lock openRemove lockOpen locker doorPlace lock on hook

10. Inventory of Functional Skills

Secondary School Inventory

2c) Organization and Life Skills

S C PG FG NA COMMENTSRemove backpack and place on floorOpen backpack, remove lunch and put in lockerRemove hat/jacket (e.g., unzip/unbutton)Hang hat/jacket on hook in lockerTake off boots and place on locker floorGet shoes from locker/backpackPut on shoes

S C PG FG NA COMMENTSReview timetable on inside of locker doorGather books for morning classes and place inbackpackPick up lockClose locker doorInsert lockSnap lock shut

S C PG FG NA COMMENTSCheck watch for time to go to classHang out at locker with friends till warning bellOR go to homeroomInteract with friendsDrink from water fountain in hallway – wait tillfountain is free

2. LIFE SKILLS – PERSONAL CARE

a) Washroom RoutinesS C PG FG NA COMMENTS

Go to designated washroom (male/female) withbackpackOpen washroom door and enterFind empty cubicle and enter OR wait till cubicleis freeClose and lock cubicle doorPlace backpack on floor or hang on hookComplete toileting – use toilet paper, flush, etc.Get backpackUnlock cubicle door and exitUse tissue and place in trash when finishedWash and dry hands at sink – use paper towelsand place in trash can OR use mechanical handdryer


125

(continued)


126


3b) Grooming

S C PG FG NA COMMENTSEnter washroomGet comb/brush from backpackLook in mirror and comb/brush hairPut comb/brush in backpackAdjust clothingExit washroom

3. ROTATION

a) HallwaysS C PG FG NA COMMENTS

Carry backpack (e.g., by hand, over shoulders)Walk to classWalk on right side of hallwayAdjust walking pace depending on traffic (e.g.,slow down, walk faster)Walk with trafficWalk around crowds or wait till crowd dispersesClimb up or down staircase (on right side)

b) DoorwaysS C PG FG NA COMMENTS

Open doors (as needed) OR hold onto open doorif opened by othersWalk through doorwayHold onto open door if others are walking through

4. CLASSROOM ROUTINES

a) Entry RoutineS C PG FG NA COMMENTS

Find classroom doorOpen classroom doorEnter classroomHand teacher note/homework (as appropriate)Give teacher message (if applicable)Find own desk and sit in chairPlace backpack on back of chair or floorParticipate in Opening Exercises in homeroom orfirst class (e.g., stand for anthem, respond whenname called for attendance, listen toannouncements)Interact with classmates (as appropriate)

(continued)


4

5. LEARNING STRATEGIES

a) Organization SkillsS C PG FG NA COMMENTS

Open backpackRemove materials for class (textbook, binder,pencil case, etc.)Open binder to appropriate subjectRemain sitting in chair at deskInteract with friends till class begins (asappropriate)

b) HomeworkS C PG FG NA COMMENTS

Remain sitting in chair at deskOpen binder to appropriate subjectFind previous day’s homeworkParticipate in taking up homework (e.g., followoral questions/answers, check own writtenanswers, make corrections as needed)Answer question(s) when called uponRaise hand to offer answer(s), wait until calleduponLower hand if not called upon for answer(s)Advocate on behalf of self (e.g., requestassistance, clarification)

c) LessonS C PG FG NA COMMENTS

Attend to lesson and presentation of materialsRemain on task during oral lessonAnswer question(s) when called uponRaise hand to offer answer(s), wait until calleduponLower hand if not called upon for answer(s)Advocate on behalf of self (e.g., requestassistance, clarification)

d) SeatworkS C PG FG NA COMMENTS

Pass out worksheet (e.g., pass back, passforward)Take worksheet(s) papers when passed outShow politeness and courtesy (please, thank-you)


127

(continued)


128


5

Remove item(s) from pencil case as needed (e.g.,pencil/pen, eraser, ruler, correction fluid, pencilsharpener)Sharpen pencil (e.g., portable or class sharpener)Write name and date on worksheetAdvocate on behalf of self (e.g., requestassistance, clarification)

COMMENTSd) Seatwork (cont'd)

S C PG FG NA

Open binder to take out blank sheet and closebinderCopy from boardComplete assigned task(s)Move from one seatwork activity/task to anotherUse eraser and correction fluid as appropriateRaise hand to request help if neededPut completed seatwork in designated areaPut marked/unmarked work in appropriateplace(s)Copy homework into agenda book

e) Group WorkS C PG FG NA COMMENTS

Move chair and desk to form small groupParticipate in group discussion (small and largegroups)Participate in presentation of project

f) Organization and Class DismissalS C PG FG NA COMMENTS

Clear desk (e.g., put materials away in backpack)Refer to timetable to check about next classLine up at doorInteract with classmatesLeave classroom when bell rings or whendismissed by teacherGo to next class

(continued)

The Autism Transitional Classroom

The Autism Transitional Classroom creates the opportunity for treatment providers andeducators to bridge the gap between treatment and special education, and to give students whohave an Autism Spectrum Disorder the intensive support required to function successfully in aneducational setting. Specifically, the transitional aspects of the treatment program focus onteaching educators basic intervention skills and a method for translating them into specialeducation strategies. This demands a very strong commitment of staff time from the schoolboard, based on the idea that the amount of time committed by the school board will match thesize of the child’s need. The partnership between Chatham-Kent Children’s Services and the St.Clair Catholic District School Board, with the support of the Ministry of Education, provides anopportunity for professionals, children, and families to meet these challenges.

The formal criteria for admission to the classroom require that the child has a diagnosis of anautistic disorder or other pervasive developmental disorder made by a qualified registeredpsychologist. In addition, the child must be referred to the program by the CKCS Autism Teamor the St. Clair Catholic District School Board, and be a client of the CKCS Autism Team. Theprogram, housed onsite at Chatham-Kent Children’s Services, consists of one classroom and oneteacher with space for six full-time equivalent students. The CKCS Autism Team providesclinical support to the program. Consideration is given to students whose current schoolplacement breaks down in such a way that training or retraining of that student and his/herresource team has a high probability of restoring the success of the child’s current placement.

The Autism Transitional Classroom’s primary goal is to provide a program that is:1) designed to translate treatment goals and techniques into special education strategies that,

through intensive training, can be implemented by school personnel within the context of an IEP;2) individualized; and3) based on the scientific principles of applied behaviour analysis (ABA) and reinforcement.

As the name implies, the program aims to help educators teach children with Autism SpectrumDisorders by providing temporary but very intensive supports to the educational professionals toadapt and apply the special education strategies in the least intrusive environment possible.Hence, the intervention is client-centred, seeks to create innovative learning environments withinschools across Chatham-Kent, and celebrates the achievements of students and professionalsalike.

Description of the Autism Transitional Classroom Training ProgramAll treatment and training provided by the CKCS Autism Team is based on the scientificprinciples and data supporting the approach known as applied behaviour analysis (ABA).The best practice application of this clinical philosophy is known as intensive behaviouralintervention (IBI). Funded regional autism service programs provide treatment based onABA/IBI, and in keeping with the idea of an unbroken continuum of service, the AutismTransitional Classroom program is based on these same principles.


129

11. Autism Transitional Classroom

(continued)


130

The program is intensive and uses individually administered techniques to meet the needs ofchildren with higher needs, often those with a dual diagnosis of autism and a developmentaldisability. The Essential Transitional Curriculum (ETC) provides special education programmingusing behavioural intervention techniques that are translated into individualized specialeducation strategies. The educational staff are taught how to individualize programs for eachchild, how to make the materials to implement the programs, and how to maintain the programsso that they grow with the child.

Professional Development and Guidance of the Educational ProgramThe staff training model embedded in the Essential Transitional Curriculum means that theprimary day-to-day resource for the teacher, educational assistant, and resource staff in theprogram is the CKCS clinical staff. Therefore, professional development for educators occursconstantly and is one of the primary goals of the Autism Transitional Classroom. The programrequires consultation and guidance from an educator with extensive knowledge of theprocedures, regulations, and practices surrounding the IEP process.

Multidisciplinary Planning of the Child’s ProgramThe Autism Transitional Classroom draws on the full resources of the CKCS Autism Team,which includes a psychologist, senior therapist, two child and family consultants, two leadtherapists, four instructor/therapists, and an autism support worker. The St. Clair CatholicDistrict School Board provides a classroom teacher, educational assistant, and team support.

a) The target skill must be essential to the child’s adjustment to a classroom environment,whether that is a special education classroom with a relatively small number of studentsor a regular classroom with a larger number of students.

b) The teaching program and materials must resemble special education teaching strategiesand materials more closely than they resemble specialized treatment strategies andmaterials.

c) The programs must be written so that a “typical” educational assistant or other specialeducation resource staff member with no prior knowledge of treatment principles ortechniques can learn to implement them.

d) The programs must meet the child’s learning needs in ways that are either compatiblewith or do not disrupt the teaching of other children in the classroom, unless an isolatedteaching environment is both required and available.

e) The programs must match the parameters/requirements of the formal IEP process.

Planning and Coordination of Transition from the Autism Transitional Classroom to LocalSchoolsAs the name “Autism Transitional Classroom” implies, the entire focus of this project is to createa process for helping children to make this transition. The model is designed to allow educatorsto practise and master the skills needed to assemble and implement the resources required bychildren with Autism Spectrum Disorders. Transition planning involves the receiving schoolstaff visiting the classroom for training, the Autism Transitional Classroom attending at the homeschool to provide support, and parent involvement in the entire process.

(continued)

The TDSB’s Think Tank on Autism (May 2006)Report of Findings

Executive Summary

Prepared for The Toronto District School Board, August 2006by Denyse Gregory, Research & Evaluation Consultant

In May 2006, the Toronto District School Board (TDSB) conducted a Think Tank on Autism to addressissues related to the education of students with Autism Spectrum Disorders (ASD) in the TDSB. Thepurpose of the Think Tank was to bring together a cross-section of people from various stakeholdergroups to gain from their collective wisdom.

The session featured representation from parents and students, parent and student advocates, themedical profession, government, universities, agencies, the Ontario Human Rights Commission, anda variety of staff from the TDSB and other neighbouring boards.

The agenda was designed to raise awareness, establish collaborative networks, share best practices,improve accessibility, collaboratively problem-solve, and create positive momentum to move forward tosupport student success.

The report of the findings of the event summarized the discussions that took place that day, as well asthe feedback of the participants about the Think Tank process itself. The greatest challenge in thereporting was that the diversity of the stakeholders participating in the Think Tank naturally resulted ina wide variety of perspectives and insights. Nevertheless, a number of themes emerged repeatedly inthe feedback provided. The key themes are summarized below.

Defining Success for Students on the Autism Spectrum

Participants defined “success” for students on the autism spectrum in a variety of ways. The mostprevalent were improvements in the following student outcomes:

• improved social skills and relationships with peers;• enhanced emotional well-being (e.g., self-confidence, attitude toward school and comfort level);• increased academic progress;• life skills learnings (e.g., independence and communication skills); and• improved transitions to regular schooling or to post-secondary options.

Factors Contributing to Student Success

Students’ Strengths:Participants identified a multitude of the strengths of students with ASD that contributed to theirsuccess. The most prevalent of these were:

personal characteristics such as motivation, perseverance, and a strong sense of self; andlearning strengths such as effective communication skills (in particular, strong verbal skills),strong academic skills, and an ability to work cooperatively with their peers.

Programs and Services:Participants identified a variety of programs and services that they believed contributed to thesuccess of students on the autism spectrum. The most prevalent of these were:

holistic, child-centred programming, characterized by features such as the identification ofstudents’ individual needs and strengths, utilization of a variety of strategies and approaches,and the involvement of TDSB support services;


131

12. Think Tank on Autism

(continued)


132

a supportive home environment in which the student’s parents are actively involved andengaged as partners with the school;a supportive school environment that involves the direct support and involvement of teachers,EAs, resource teachers, and support services (e.g., psychologists and speech languagepathologists); andpartnerships with community agencies such as Surrey Place Centre and The Geneva Centre for Autism.

Recommendations

Participants offered a variety of valuable suggestions and recommendations for next steps, bothimmediate and long-term. The most predominant of these were as follows:

Expand professional development and training opportunities for teachers, EAs, support staff, andadministrators to increase awareness and understanding and to improve service delivery for all ofthose working with students on the autism spectrum.

Continue the dialogue with other professionals and parents to understand autism better and toidentify ways to improve program delivery and support for students with ASD.

Employ a more coordinated, team approach to enhance program delivery in all schools by:increasing the focus on the identification of each child’s particular needs;enhancing the in-house support available to students with ASD (e.g., EAs, occupationaltherapists, language pathologists, and ABA training);establishing PDD/ASD teams in all four quadrants and assigning a “case manager” tocoordinate program delivery within each family of schools or quadrant;fostering partnerships and communication with parents; andfostering partnerships/collaboration with community service providers or agencies to maximizeawareness and use of the available resources.

Provide greater support for families of students on the autism spectrum to empower them in theprocess of educating their child. This includes informing parents about the options available tothem, providing or connecting them to outreach programs to support families, and facilitating crisismanagement for families.

Promote acceptance and tolerance of diversity within the education system and within thecommunity as a whole. Specifically, it was suggested that the TDSB and community partners takesteps to “combat the stigma of ASD” and to “debunk the myths” of ASD.

The Think Tank Process

Participants in the Think Tank on Autism were given an opportunity to comment on the Think Tankprocess via an online feedback form. In general, respondents rated the Think Tank on Autismsession as very engaging. The content was rated as helpful and very relevant. Finally, the format ofthe day was thought to be conducive to dialogue and to the sharing of ideas.

Respondents’ comments suggested that they appreciated the opportunity to work together with thevarious stakeholder groups. As articulated by one of the respondents, “The session was a good exampleof how it is possible for different stakeholders to work together for the common good of students withexceptionalities.”

(continued)

Brant Haldimand Norfolk Catholic District School Board

Ensuring a Successful Transition:A Resource for Transportation Drivers

The Brant Haldimand Norfolk Catholic District School Board recognizes the many challenges studentswith Autism Spectrum Disorder (ASD) face with the transition from home to school and school to home.We appreciate the fact that the bus drive to and from school can have a direct impact on how successfulthe day will be. Thus, in conjunction with the ASD School Support Program, a resource is beingdeveloped to assist transportation drivers with this very important transition.

After consultation with the transportation department, drivers were asked to identify their needs whentransporting students with ASD. Areas of greatest concern included strategies to assist with difficultbehaviours, prevention of bullying, communication techniques between home/school/bus, and aheightened understanding of the disorder.

The transportation resource initiative will include a teaching component and the creation of a resourcebased on drivers’ needs. The teaching component will include in-service training that will provide anoverview of ASD, specifically focusing on the characteristics that might lead to difficulties on the bus.Scenarios describing frequently observed behaviours on the bus and specific strategies to assist thestudent with ASD will also be presented. Strategies to be discussed include:

• Prearranged visits with the school• Social narratives and schedules• Recognizing anxious behaviour and how to deal with it• The use of visuals• Reinforcement systems• Buddy system• Identifying the behavioural triggers of a student with ASD• Home/school/bus–school/home communication sheet• Consistent seating• Rules on the bus• Sameness and predictability• Tangible activities that can occupy students on the bus• Creation of an emergency plan

Three possible resources are currently being created for transportation drivers. The resources, which willbe introduced at an in-service, are as follows:

1. A chart-style resource, which can be laminated and posted on the bus, that includes essentialinformation such as:

• an overview of ASD;• a list of behaviours that may occur on the bus; and• a list of strategies to assist the ASD student with these behaviours.

2. A smaller version of the chart that can be laminated and placed on the visor above the driver’sseat. Information will include a list of behaviours with accompanying strategies. The driver simplyflips down the visor and has quick reference to strategies.

3. Small laminated cards that can be placed on a key ring so that transportation drivers can wear iton their belt loop as a quick reference guide to behavioural strategies.

A simple communication sheet has also been developed to facilitate communication between parents,transportation drivers, and school staff. This resource would provide essential information to ensuresuccessful transitions from setting to setting.


133

13. Resources for Drivers


134

14. Transportation Visuals

Brant Haldimand Norfolk Catholic District School Board

Avon Maitland District School BoardAutism Demonstration Site

In 2003–2004 the Avon Maitland District School Board established an “Autism DemonstrationSite”. The goal of this site is to provide classroom teachers, educational assistants, principals,and vice-principals access to personnel with hands-on experience dealing with students whohave been diagnosed within the Autism Spectrum.

Visitors to the site interact with specially trained Autism Demonstration Site staff viaa tour of individual classrooms and a small-group presentation format.

The purpose of the tour is to model the creation of appropriate environments,implementation of specialized teaching strategies, and successful, research-basedbehaviour management techniques. This is achieved through direct observation ofstudents and teachers in action. The observation includes students in regularprimary classroom settings as well as specialized classroom settings.

The small-group presentation primarily includes an overview of the essentialaspects of a student’s profile within the autism spectrum and related educationalimplications, a description of available district resource materials, and a Q&Asession.

On each tour date, the site is supported by the school’s assigned speech andlanguage pathologist, the special education consultant, and an ASD consultantfrom the Thames Valley Children's Centre.

Since its inception, approximately 40 people a year have taken advantage of theopportunity to visit the site.

Participants have commented on the extensive knowledge base of the AutismDemonstration Site staff, the opportunity to see appropriate materials andresources, the benefits of first-hand viewing of specialized teaching strategies, andpractical sensory room ideas on a budget!


135

15. Autism Demonstration Site


136

STUDENT:__________________________ DATE:______________________________

Strategies ListEnvironmental Communication Instructional

intensive supportstudy carrel/alternative

spacesmall-group supportlimit adults involved modified schedule/day

consistent daily routine minimize transitionskeep familiar, acquired

activities in the program asnew ones are added

visual organizersprimingprepare for changesalter physical arrangement

of roomprovide adaptive

equipmentstrategic seatingpreferential coat

hook/locker positionchair/mat/seatingvisual timerreduce distraction and

sensory overloadssensory breakssupervision during

unstructured events

use concrete and specificlanguage

clarify idioms, words withdouble meanings

slow down language – onecommand at a time, short,clear phrases

break tasks into smallersteps

use gestures, modelling,and demonstrations withverbalizations

write down requests,instructions

engage attention visually,verbally, and physicallybefore giving information

watch and listen toresponse attempt – respondpositively to any attempt

model correct formatprovide alternative forms of

communicationuse visual cues to support

understandingprovide scripts for

language

use the student’sstrengths

apply learning to realsituations

rote learningvisual supports

maintain context, varycontent

present new concepts in aconcrete manner

divide instruction intosmall, sequential steps

reduce/chunk informationwritten instructionshighlight key informationcolour code materialsindicate start and stop of

activitypreteach vocabulary, skillsduplicated notescomputer assisted learningtimer/time management

aidsgraphic organizers

structured cooperativeexperiences

instructor proximity

Motivational Self-Regulation Assessmentvisual cues meaningful experiences ensure comprehension utilize student’s interestsimmediate feedbackfirst … then strategy naturally occurring

reinforcersvary reinforcers and

provide choice of reinforcersreinforce any attempt

towards goals and objectivesencourage, accept, and

teach choice makinginvite and encourage

natural initiation of tasksvisual timer

direct instructionsafe person communication booktracking sheetteach relaxation strategiesredirectiondistractiontangible rewardspraiseimmediate feedbackfirst ... then strategyred … green strategysocial narrativescomic strip conversationsan item a day

apply learning to realsituations

shorten or alter activitiesprovide choice of activity

for assessmentteach format ahead of time

through rehearsalwait time for processing or

task completionallow oral responsesscribe answers for studentprovide visual cues as a

way to teach how tosummarize or write

break the assessment intosmaller chunks and spreadout testing

editing supportcalculator/matrixalternative settingincidental assessment

16. Strategies Checklist

Waterloo Region District School Board

Creating an Autism-Friendly Classroom:The Classroom Layout

The classroom itself can be set up to support the student’s learning and minimizechallenging behaviours. A visually organized classroom can support the learnerin orienting himself or herself and can help the learner navigate the learningenvironment.

Furniture Placement:

❏ Lay out furniture to create boundaries that support learning, minimizedistractions, and facilitate transitions.

❏ Use furniture, carpets, tape, shelving units, filing cabinets, etc., to makeactivity areas clearly visible and regulate traffic flow.

❏ Minimize wide open areas to reduce running in physically active studentswho have difficulty with transitions.

❏ Locate free choice and leisure time areas away from exits.❏ Be consistent about the location of workstations and learning centres.❏ Clearly mark different areas with meaningful visual cues.❏ Initially use learning centres only for their designated purposes to teach

relevance and provide predictable structure.❏ Plan for multiple activities occurring simultaneously with the least

distraction.❏ Provide a quiet place for students to get away from distractions and

stimulation and take a break if they need to.

Traffic Patterns:

❏ Mark traffic flow of students and staff clearly to meet the learner’s needsby reducing wait times.

❏ Mark arrows or footprints on the floor to show students how to get fromone area to another.

❏ Try to match the flow of traffic in the room to the daily routines.

Storage:

❏ Make instructional and reward items easily and immediately accessiblewithout being inadvertently distracting.

❏ Consider labelling work/activity bins on the outside with pictures, the item,or symbols that the student will understand.


137

17. Classroom Layout

Surrey Place Centre, Toronto Region

(continued)


138

Visual Supports:

❏ Present visuals at the students’ eye level.❏ Make visuals available in locations that will support appropriate behaviour.

Consider both posting visuals outside the classroom and carrying them.❏ Make sure that images selected are specific to the event or activity you

want to depict. Students with ASD can be easily distracted by unrelateddetails, so be careful about what is “accidentally” in your picture.

❏ Make sure that rules are posted in problem areas. If there is not a specificlocation, either post rules at eye level in central locations of the class orcarry them.

❏ Limit clutter in the classroom. Limit materials in areas where the studentwith ASD is required to concentrate (e.g., behind the teacher at circletime) so that the student can focus on your instructions and not onbackground distractions.

❏ Limit materials on bulletin boards. Try to remove materials as themesfinish so that the current themes are most prominent, rather than keepingthem on display for the school year.

(continued)

Put toy in box

Show toy to teacher

Hang up coatand backpack

Ready to work!

Morning Routine


139

18. Morning Routine

Pathways for Children and Youth, South East Region


140

ASD Resource Team

Safety Plan: Crisis ProtocolEnsuring Positive School Environments

Name: Date Developed:Parent Contact: Review Dates:Emergency Contact:

UnsafeBehaviour(s)

Staff Expectation: Reduce talking, planned proximity (tone/volume/control)

Escalating Behavioural Signals (Observable signs of increased anxiety/agitation)Behaviour Strategy1. 2. 3.

Stage 1:Escalation

4.

Crisis ResponseAdults to be called:

If Then1. 2. 3.

Stage 2:Crisis

4.

Supported Self-Control (soothe and redirect)1. 2.

Stage 3:Coping

3.

Staff TrainingOther:First Aid:

Parent Signature: Date:Principal Signature: Date:Psychologist Signature: Date:

19. Safety Plan: Crisis Protocol

CONFIDENTIAL

Student Information for Occasional Teachers

One of my students, ___________________________, has a neurological conditionknown as Autistic Spectrum Disorders (ASD). As a result, certain things in the schoolsetting are difficult for this student. Students with ASD typically have trouble in socialsituations and when their routine is changed.

The following is a list of situations that might be difficult for this student to handle:

The following is a list of behaviours the student might exhibit when feeling overwhelmedor under stress:

The following is a list of strategies you can use when you see the student exhibiting thesebehaviours:

Anxiety can be a serious problem for children with ASD, and it can escalate rapidly. If you notice this student doing any of the following:________________________________________________________________________________________________________________________________________________immediately ask ______________________________________ in room number _______ to help you.

Please do not try to handle this type of behaviour on your own because there are specificmethods for doing so.


141

20. Information for Occasional Teachers

Waterloo Region District School Board


142

Suggestions to Support Transitions

The following are suggestions that may offer additional support to students whohave a difficult time with transitions. The goal of these suggestions is to make thetransition process a positive experience for all involved.

Suggestions:

• Have the student meet all of the teachers that will be teaching the studentin the upcoming year.

• Take pictures of each of the teachers to put into a mini photo album. Labelthe pictures with the teachers’ names and the subjects they teach.

• Create checklists for each subject (e.g., what tools are needed to besuccessful in class).

• Create a map of the school that includes routes to each class.

• Assign a locker to the student.

• Have a support person in place to greet the student upon arrival at theclassroom. Have the support person accompany the student en route tothe next class.

• Have the student follow a few days of the school cycle. Ideally, over a fewdays the student would have the opportunity to attend each class at leastone time.

21. Suggestions to Support Transitions

Kinark Child and Family Services, Central East Region

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143

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144

VISUAL SUPPORTS (Task Sequence)

Home Time1 I put my headset into my brown bag.

2 I line up.

3 I walk quietly into the hallway with my teacher.

4 I put my headset into my backpack.

5 I put on my coat.

6 I put on my boots.

7 I put on my hat and scarf.

8 I put on my gloves.

9 I put on my backpack.

10 I line up and wait for the bell to ring.

11 I walk with my teacher to the front door.

12 I wait for my mom to pick me up.

13 I walk to the car and say, “Hi, Mom”.

Have the student check off each box on completion ofeach sequence.

23. Task Sequence for Home Time

Durham District School Board

Transition Tasks – School to Home

home time get ready tidy up

open locker get dressed backpack

close locker line up leave school

leave school good-bye school bus


145

24. Visuals for Transition from School to Home

Toronto Catholic District School Board


146

Workout Room

workout room

1. Go to the workout room. __

exercise ball

2. Roll on the exercise ball. __

bag & weights

3. Squeeze bag and lift weights.

__

treadmill

4. Walk on the treadmill. __

bicycle

5. Ride the bicycle. __

25. Visual Steps for Using Workout Room


School Activities

walk in hall walk classroom

work workout room gym

school library computer computer work

field tidy up calendar


147

26. Visuals for School Activities



148

Going to Work

make lunch lunch in backpack dress for outside

let’s go to work TTC bus check in with bossbuilding boss

jobs break eat lunch

more jobs see boss pay

buy snack TTC bus school

27. Visuals for Going to Work


BUS

2.Keep your handsinside the bus.

3.Walk in theaisle.

4.Use a quietvoice on thebus.

5.Keep your handsand feet toyourself.

1.Sit in your seatwhen thebus is moving.


149

28. Bus Rules

Erinoak, Central West Region


150

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At a Glance Individualized Daily Schedule

Students with ASD may have events that occur in their daily school life that might not bepart of the typical schedules of many of their peers, yet these events are very importantfor the involved students. Such events might include a special transportation arrivaltime, medication times, or times devoted to work with educators other than theclassroom teacher. This individualized daily schedule of what will happen most schooldays includes times, events, and locations, as well as any notes.

Schedule

Time Event Location Important Information


151

30. Individualized Daily Schedule


152

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CLASSROOM/ENVIRONMENT

Research has shown that there are links between the behaviour of a student withPDD and the environment within which the behaviour is exhibited. Inappropriatebehaviour can be reduced or eliminated by making changes and/or adjustmentsto the environment. When setting up your classroom, do not forget that eachstudent with PDD is different, and take into consideration their strengths andneeds before making changes.

Classroom/environment adaptations:• Be aware of any sensory stimuli within the areas and the possible effects

on the student.• Designate areas for individual/group learning.• Designate a “break area” for the student to go to when he/she feels

anxiety building up.• Create clear boundaries (e.g., use bookshelves, filing cabinets, carpets,

tape on the floor).• Arrange the desks in the classroom so the student can easily navigate:

– Make a clear path to the door, teacher, and all needed items that thestudent can access.

– Have the student sit in front of or facing the teacher and schedules,but away from high-traffic areas, windows, and doors to reducedistractions.

– Avoid having the student sit in the middle of a group that may cause conflicts and/or feelings of personal space invasion.– Place desks in groups to encourage social interactions.

• Provide a clear and predictable schedule.• Use a colour-coding system (e.g., math is green).• Provide choices for the student.• Alternate more difficult and demanding tasks with easier and more

enjoyable ones, and adapt tasks and materials to prevent studentfrustration.

School-wide considerations:• Think about the classroom location in relation to potential distractions or

sensory stimulations (e.g., cafeteria, gymnasium, washrooms).• Prepare the student in advance for changes in routines (e.g., assembly,

fire alarms, concerts).• Define all other locations by clearly labelling them (e.g., library,

gymnasium).• Allow some flexibility in the schedule to reduce the student's anxiety (e.g.,

walk through the hallway between classes before the other students, goearly to the locker room to get ready to go home).

• Take into consideration the safety of the student in the hallways andoutside on the playground.


153

32. Classroom/Environment

Child Care Resources, Northern Region


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Considerations for Selecting Student Organizers

Calendars/Schedules Checklists Day Planners

1. What is the purpose of this tool?

2. How will the tool be used?

3. What is the skill level of the student?

4. Is the tool age-appropriate?

5. What type of visuals will support the student (pictures, words, or both)?

6. Is the size of the tool appropriate?

7. Is the tool simple, clear, and concrete?

8. Can the student participate in developing this tool?

9. How will I evaluate whether the tool is working?


155

34. Selecting Student Organizers



156

How to Prompt

Children with PDD can become very prompt dependent. When prompting, it isimportant to consider the level of prompting required and quickly try to fadeprompting. Generally, it is best to prompt from least to most. In addition, verbalprompting is the hardest to fade, so it is best to consider using other promptingtechniques. The following prompts are hierarchical from least to most intrusive:

Least – try these first:• Gesture

o Adult motions the child to respondo Adult points to the task to be initiated (e.g., points to visual schedule)

• Partial physical prompto Adult provides touch cue such as touching arm, shoulder, elbow to

partially assist the initiation (e.g., give elbow a nudge to promptstudent to reach for visual schedule)

• Full physical prompto Adult physically assists the childo Full hand-over-hand prompt

Most – try last:• Verbal

o Adult gives verbal direction (e.g., “Check your schedule.”)

35. How to Prompt

Dufferin-Peel Catholic District School Board

PROMPT TRACKING SHEET

INSTRUCTIONS: Staff is to track the number and type of promptsrequired for the student to complete a task during a specific period ofthe school day.

TARGET STUDENT: __________________________________

SUBJECT/PERIOD: __________________________________

TASK/TRANSITION VERBALPROMPT

PHYSICALPROMPT F/P(FULL ORPARTIAL)

GESTURE INDEPENDENT

e.g., silent reading(unfamiliar book)

/ F F P /

e.g., computer(preferred activity)

//

TOTALAdditional Information:


157

36. Prompt Tracking Sheet



158

Initiating Play Statement

TASK: Initiating Play with a Peer

• Preparation: two toy trains, train track

1. Verbal prompt2. Hand-over-hand prompt3. Physical prompt4. Independently

1 2 3 4

Walks up to peer who is playing with toy train on track.

Gets peer’s attention.

Asks, “Can I play with you?”

Hears response, “Okay.”

Picks up another toy train (not being used by peer).

Places train on same track.

Plays with train in shared space.

TASK:

• Preparation:

1. Verbal prompt2. Hand-over-hand prompt3. Physical prompt4. Independently

1 2 3 4

37. Prompts Used in Initiating Play

Grand Erie District School Board

Following DirectionsListen for the signal.

Stop what you are doing.

Listen to the teacher’s directions.

Do it!

Number of times I did it:


159

38. Following Directions


160

Interest InventoryName:_____________________________________School:_____________________________________

Grade: ______________ Age: ____________

Favourite food/snack:

Sports you play:

Sports you like to watch:

Favourite subjects at school:

Who do you hang around with?

Games you like to play:

Music:

TV shows that you like to watch:

Computer/Internet:

39. Interest Inventory

York Region District School Board

Parent/Guardian Reinforcement InventoryStudent’s name:_______________________________________________

Date completed:________________________________________________

Completed by:_________________________________________________

Please check ( ) on a scale from 1 to 10.Least preferred Somewhat Most preferred

List what your child iswilling to work for. 1 2 3 4 5 6 7 8 9 10

Toys and Trinkets1.2.

3.

Sports/Physical1.2.

3.

Food1.2.

3.Social1.2.3.

Recreation/Entertainment1.2.

3.

Community1.2.

3.Domestic1.

2.3.Other reinforcers1.2.3.

See the following page for examples.


161

40. Reinforcement Inventory by Parent

(continued)


162

Toys and TrinketsBalloons, cars, dolls, windup toys, spinning tops, drums, horns,book, pacifier, mirror, fan, plastic bottle filled with coloured water and sparkles, string of beads, squishy balls, elastic putty, silk scarf,computer, stickers, blocks, modelling dough, interlocking buildingblocks, and so on

Sports/PhysicalFlips, twirls, spins (on chairs), tickles, hugs, high-fives, low-fives, paton the back, jump on a trampoline, piggy back rides, water table,sand table, crawl on the floor, basketball, soccer, skipping, running,and so on

FoodSmall candies (jelly beans, etc.), pop, juice, ice cream, frozen treats,cookies, cupcakes, pizza, fruit, veggies, chips, pretzels, popcorn,cereal, french fries, crackers, and so on

SocialEnthusiastic verbal praise, smiles, thumbs-up, applause, wink, sing asong, nod, blow a kiss, raise your arms and shout “Hooray”, gigglehysterically, be surprised, helping others (teacher, parent, friend), andso on

Recreation/EntertainmentWatch a video, play a board game, play cards, matching, hide-and-seek, puzzles, colouring, musical chairs, freeze dance, blow bubbles,listen to music, ride a bike, and so on

CommunityGo to a movie, go to a restaurant, go shopping, go swimming, visitfriends and/or family, go to the park, go for a walk, and so on

DomesticBaking, cooking, sweeping, wiping tables, washing windows, washingdishes, and so on


(continued)

ELEMENTARY STUDENT REINFORCEMENT INVENTORY

Name: _________________________________________

School: ________________________________________

Grade: ______________ Age: ______________

1. What are your favourite foods? a) _________________________________________

b) ________________________________________

c) _________________________________________

2. What do you like to do at recess?a) _________________________________________

b) _________________________________________

c) _________________________________________

3. What do you like to do at home? a) ___________________________________________

b) ___________________________________________

c) ___________________________________________


163

41. Reinforcement Inventory for Elementary Student

(continued)


164

4. What are your favourite games?a)_________________________________________

b)_________________________________________

c)_________________________________________

5. What sports do you like to play? ______________________

6. What sports do you like to watch?_______________________

7. What are your favourite subjects at school?

a)____________________________________________

b)_____________________________________________

c)_____________________________________________

8. Who do you like to play with?

a) ________________________________________

b) ________________________________________


(continued)

INCREASING DESIRABLE BEHAVIOUR IN CHILDREN WITH ASDPOSITIVE BEHAVIOURAL STRATEGIES

Giving Praise Effectively

“Wow! You sat quietly during circle!”

“Great! You are ready to do your work!”

“Beautiful colouring!”

“Work finished! You can choose a toy.”

Praise the completion of each task ona schedule.

Use descriptive words and focus on thespecific task.

Follow up by rewarding withpreferred activity.


165

42. Giving Praise Effectively



166

INCREASING DESIRABLE BEHAVIOUR IN CHILDREN WITH ASDPOSITIVE BEHAVIOURAL STRATEGIES

I Am Working For

Place picture of reinforcer here

(Represents the number of tokens/stickers to be earned beforereceiving reward)

43. Reinforcer Chart


TEN RECOMMENDATIONS FOR WORKING WITH AN AUTISTIC CHILD

Working with an autistic child requires special qualities and skills.

1. Be motivated.

In order to work with an autistic child, you must be highly motivated. In the words ofThéo Peeters, you have to be bitten by the autism bug.

2. Gather information.

Motivation alone isn’t enough. You will need specific training that is both theoretical andpractical. Theoretical training will provide an understanding of the fundamental problemsrelated to autism. Practical training will teach you how to implement strategies forworking effectively with an autistic child.

Publications, articles, and research findings are an ongoing source of information.Reading works by writers with autism, notably Temple Grandin, Georges Huard, andGunilla Gerland, will provide insight into the daily lives of people with autism.

3. Gain a new perspective on children with autism.

Forget the myths about autism. Every child is different. It’s not because he or she doesnot WANT to; it’s because he or she CAN’T.

4. Think like an autistic child.

As much as you can, think like an autistic child. Question yourself, be flexible, and allowyourself to adapt to the autistic child, without forcing him or her to see the world throughyour eyes.

5. Adapt the school environment.

The school environment must be adapted to the autistic child so that it provides consistentreference points that make him or her feel safe and increase his or her ability to functionautonomously. An autistic child needs an environment that has been adapted to make iteasier for him or her to learn and, to the extent possible, make generalizations and openup to the outside world.


167

44. Ten Recommendations

(continued)


168

6. Perform appropriate assessments.

In order to create an effective educational program, you must understand the strengths,weaknesses, and interests of the autistic child. In order to do this, you will needevaluation tools that have been adapted for autism, such as the psycho-educationalprofile. You must use the findings to create a relevant individualized education plan(IEP).

7. Adapt learning to the individual.

Autistic children learn differently. They behave differently. They have different interests.To implement individualized strategies, you must start with the child.

8. Use your imagination.

You must use a lot of imagination in order to meet the needs of an autistic child. You willalso need to construct, create, and improvise, using your imagination and a lot of manualdexterity in order to communicate with the child.

9. Cooperate with the school team.

You will need to cooperate very closely with the school staff and the parents. Withoutthem, nothing can be accomplished. You will need to listen to the parents; they are a veryimportant source of information about the child. Cooperation will encourage the sharingof information about difficulties and successes. The well-being of the autistic child andhis or her family must always be a central concern.

10. Grow as the autistic child grows.

You must evolve as the autistic child evolves. While remaining vigilant and flexible, youwill be constantly learning. Do not settle into a comfortable routine; keep your work withthe autistic child dynamic, warm, and lively.

Conseil scolaire de district catholique Centre-Sud

(continued)

Lotto

teddy bear tree tiger

teeth toes tent

television toothbrush telephone

SKILL: Lotto – Match: (Word) to (Picture + Word)INSTRUCTIONS: Print this page. Laminate using card stock paper. Place Velcro at the top of each box. Use as the main Lotto page.


169

45. Visual Lotto Game

(continued)


170

Lotto

teddy bear tree tiger

teeth toes tent

television toothbrush telephone

SKILL: Lotto - Match: (Word) to (Picture + Word)INSTRUCTIONS: Print this page. Cut boxes of individual items and laminate each item using card stock paper. Place Velcro on the back of each box. Student then plays Lotto bymatching the individual items onto the main Lotto page.


(continued)

VOCABULARY: Vocabulary Template for Filling in the BlanksINSTRUCTIONS: Print this page as many times as required. Use as template for cutting and pasting. OR Cut boxes of items and laminate each item using card stock paper.Place Velcro on the back of each item and use to complete matching tasks.

Book T: Sentence Strip Templates

I like __ (T Pictures+Words)

I like

teddy bears

I like

teeth

I like

telephones


171

46. Visual Sentence Strip



172

Behavioural AssessmentsImportant Information to Record

What to record on the data sheet:

1. A description of the behaviour in observable and measurable terms.

2. The time and date of the incident and the initials of the person recordingthe behaviour.

3. A description of the onset and ending of the behaviour/occurrence.

4. The setting and surrounding event(s) immediately prior to the occurrence.

5. The details of the response implemented by the caregiver (also known as“the consequence”).

Types of Data

• Frequency (Exact count)Example: frequency of out-of-seat behaviour, number of spittingincidents, number of times the student talked out of turn

• Duration (Length of time)Example: duration of social interactions; time spent on daily livingskills such as mopping, sweeping floors, and setting tables; timespent engaging in inappropriate behaviours such as thumb or fingersucking and behaviours associated with a temper tantrum; amountof time the student was out of his or her seat; time spent completingbathroom routine

Additional Tips

1. When there is a day free of the behaviour, this should be indicated on thedata sheet so that other data collectors are aware that data was notmissed.

2. When the frequency of the behaviour is high, the data collector can have asecond person record the behaviour, choose a time interval to collectdata, and choose different time periods throughout the week to collectdata. This is considered to be a “time sample” of behaviour.

3. When the frequency of the behaviour is moderate, choose a time intervalto collect data, and choose different time periods throughout the week torepresent your interval.

4. Remember that the data sheet should be purposeful, relevant, and simple.

47. Behavioural Assessments

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ASD Resource Team Behaviour Frequency Checklist

Name:Dates:Check = [list behaviour(s), specific, observable, measurable]

Time Period Monday Tuesday Wednesday Thursday Friday1.

8:10 – 8:20Entry

2.8:20 – 8:32Homeroom

3.8:32 – 9:20

4.9:20 – 10:08

5.10:08 – 10:56

6.10:56 – 11:44

7.11:44 – 12:09

Lunch

8.12:09 – 12:37

Recess

9.12:37 – 12:44

Re-Entry

10.12:44 – 1:32

11.1:32 – 2:20

12.2:20 – 2:35Departure

Notes:

49. Behaviour Frequency Checklist

Peel District School Board

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ASD – POSITIVE BEHAVIOURAL INTERVENTION PLAN

Name of Student: Date:Sex: Grade:Date of Birth: School:ASD Resource Team Members:School-Based Team Members:

Functional Behaviour Assessment/Evaluation Section:

Behaviour(s) in need of change:

1.2.3.

Perceived functions of behaviour(s):

1.2.3.

Target replacement behaviours:

1.2.3.

Hypothesis statement(s):

1.2.3.

Strategies to prevent the problem behaviour(s):

1. Strategy 1 and rationale

a)b)c)


a)b)c)


a)b)c)

53. Positive Behavioural Intervention Plan

Strategies to deal with the problem behaviour(s)


a)b)c)


a)b)c)


a)b)c)

Next review date:


179

Peel District School Board


180

Communication Observation Form – Requests

Name: _____________________Date: _____________________Context: _____________________

Column A = physical manipulation Column I = tantrumColumn B = giving/showing Column J = crying/whining/screamingColumn C = pointing Column K = vocalizingColumn D = gaze shift Column L = verbal (echo)Column E = proximity Column M = verbal (creative)Column F = head nod/shakes Column N = otherColumn G = facial expressions Column O = otherColumn H = aggression

REQUEST A B C D E F G H I J K L M N Ofood/drinkobjects/toysactionhelppermissionattentioncomfortinteraction (games, social routines)information/questionsothers

Observations about feelings/emotions:

General observations:

54. Communication Observation Form


DEVELOPING COMMUNICATION SKILLS IN PRIMARY-SCHOOL-AGED CHILDRENWITH AUTISM SPECTRUM DISORDERS

Checklist for Higher-Level Communication Skills

1 Establishes joint attention 2 Initiates and responds to greetings 3 Responds to questions within an appropriate response time 4 Follows three-step directions without prompts 5 Understands forms of language (WH– questions, pronouns,

word order, possessives, etc.) 6 Understands classroom routines and adjusts to changes in

routines/activities appropriately 7 Understands non-verbal cues (facial cues, body language, and

voice tone changes) 8 Incorporates non-verbal cues appropriately when

communicating 9 Uses adequate verbal language (with questions, pronouns,

word order, possessives, etc.)10 Requests clarification/repetition as needed11 Responds to the speaker’s request for clarification as needed12 Understands language used in his/her peer group (jargon,

slang)13 Uses peer group language14 Interrupts appropriately15 Gets attention appropriately16 Understands jokes/humour17 Uses jokes/humour appropriately18 Requests permission as needed19 Accepts advice/help/reminders appropriately20 Requests actions from others appropriately (e.g., asks others to

be quiet or stop pushing)21 Reacts appropriately when told to change own actions (e.g., be

quiet, stop shifting the desk, move)

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181

55. Checklist for Communication Skills

(continued)


182

2

22 Responds to expressions of affection23 Offers expressions of affection24 Understands social situations and responds appropriately25 Understands apologies appropriately26 Uses apologies appropriately27 Initiates and ends conversations appropriately28 Maintains appropriate body distance/position when conversing29 Maintains topics using appropriate verbal/non-verbal skills (uses

“Oh”, “Mm”; nods)30 Takes turns and changes language style appropriately during

conversation31 Uses appropriate topics during conversations32 Tries to repair verbal messages when aware of errors33 Presents with a match between verbal and non-verbal message

production34 Uses language appropriately to agree/disagree with

conversational partners35 Responds to teasing appropriately36 Responds to disappointments appropriately37 Follows and gives directions appropriately38 Follows and gives reasons for actions and choices

appropriately39 Communicates verbally with ease and confidence40 Other

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(continued)

Sample Communicative FunctionsPractice Observations Sheet

Who: Where: When: Additional Information:

Function Example and Tally

Greeting

Requesting

Commenting

Refusing

Labelling

Askingquestions

Answeringquestions

Joking

Negotiating

Other


183

56. Communicative Functions Observation Sheet



184

Answering the Telephone

When I am at home, sometimes the phone rings. I cananswer it.

I pick up the receiver and say, “Hello”.

The person calling will say, “Hello, can I speak to …”

The person will ask to speak to my Mom or Dad.

I answer, “I will get them”. I put the receiver on the deskbeside the phone and go to get Mom or Dad.

I tell Mom or Dad that someone wants to talk to them onthe phone.

57. Answering the Telephone

Algonquin Child and Family Services, North East Region

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187

59. Joining a Conversation

JOINING A CONVERSATION

When I want to join a conversation that people are already having,

I should briefly stand nearby to listen to what they are talking about.

Then I should join in the conversation when I have something to say about what it is they are talking about and there is a break in the conversation.

When joining the conversation, I should; 1. remember NOT to interrupt the person who is already talking; and

2. talk about what everyone else is talking about, NOT what I want to talk about when it is not related to the conversation. Topic = school dance Topic = dinosaurs


Turn Taking

Turn taking is an important skill for children to learn. It is the beginning of socialinteraction between the child and another person. Children learn about taking turnsin play. Later, children understand taking turns when they speak with others.

Choose games in which the child has to wait for a turn before taking one. You canstart by having a really fast turn and then letting him have his turn for longer. Besure to label with gestures and pointing to let him know whose turn it is, forexample, “Your turn” (point to him) and “My turn” (point to yourself). Theseactivities can be tried at home and at school. Remember, having only one itemnecessitates sharing and taking turns!

Activity Making It Interactive Use Words to Label

Ball Play catch, roll/bounceback and forth, throw ballinto a box or pail

ball, throw, bounce, catch

Music (use one

drumstick, musical

toy)

Take turns hitting thedrum, shaking the bell,pushing buttons toactivate music

bang, music, drum

Stacking rings Take turns stacking andremoving rings

ring, on, off

Blocks Build one tower together;take blocks off one at atime

on, block, off, down

Shape sorter Take turns putting oneshape in/taking one shapeout

in, out, shape

Craft activities Use one crayon, onepaintbrush, one marker

Take turns colouring,painting, etc.

on, colour, paint

Doll and accessories Take turns with one doll,one brush, one spoon, onebottle, etc.

brush, eat, hug, dolly, eat,drink, bottle, milk

Cars/trucks Take turns driving one cardown a ramp, along a road

car, drive, on, down

Sand play Take turns using toys inthe sand: one shovel, onestrainer, one pail, onescoop

in, sand, shovel, pail, pour

60. Activities to Promote Turn Taking



188


189

Turn Taking

Initally, adult to child.Adult selects activity that student enjoys.

Activity: Modelling dough

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2. Brings to desk

3. Opens container

4. Takes out modelling dough andtools5. Places bin on floor beside desk;teacher says, “My turn”6. Takes modelling dough

7. Rolls modelling dough; after a fewminutes, teacher says, “My turn”8. Hands tools and modelling doughto teacher9. Waits several minutes; teachersays, “Your turn”REPEAT PROCESS 3 OR 4 TIMES

10. Picks up bin

11. Places it on desk

12. Helps teacher place items in bin

13. Returns bin to shelf

My turn. Your turn.

61. Prompts Used in Turn Taking


Play Checklist

Name: Date:

In what type of play activity does your student engage?Plays aloneObserves peers playingImitates peer playParallel playAdult-directed peer playPlays with another studentPlays with a group of studentsSeeks out play partnerInteracts only with primary caregiver

How does your student play/use toys?To exploreFor self-stimulationFor sensory stimulationTo experience cause and effectPlays with the same toy all the timeIndicates interest in simple toysUses simple toys incorrectlyUses simple toys correctly

Describe your student’s social communication skills during play.Initiates playShares materials with directionShares materials independentlyResists intrusionTolerates intrusion

Describe your student’s social turn-taking skills.Takes turns with directionTake turns independently

How does your student focus during play?Demonstrates the capacity for joint attentionShifts from one toy to the next frequentlyRequires constant adult supportRequires occasional adult supportIs disruptiveOperates independently

62. Play Checklist



190


191

Fitness Friends

The Fitness Friends program was developed cooperatively by the Durham CatholicDistrict School Board, the Durham District School Board, EMT – Energize, Motivate,Train, and Variety Village. This free program is designed to encourage students of allabilities to get involved in sports and be active.

Schools enter as many teams as they wish, with each team consisting of one studentwith a disability, one peer, and a staff member. Teams participate in as many sportand recreational activities as possible within a specified time period (e.g., 10–12weeks). Teams record and submit the type and duration of activities to earn FitnessFriends points.

A monthly Fitness Friends newsletter is distributed to highlight success storiessubmitted by teams, fitness tips, nutrition facts, and other active-living ideas.Achievements of all of the participants are celebrated with a region-wide FitnessFriends Festival at the end of the program.

Objectives

The Fitness Friends program aims to promote an active lifestyle, especially forstudents with a disability, and increase opportunities for students to participate insports and recreation activities outside the school curriculum and physical educationclasses.

The program encourages students of all abilities to:• Participate in inclusive sport and recreation activities• Embrace ability, diversity, inclusion, and physical fitness• Focus on friendship, everyone’s ability, and personal achievement

The program further provides:• Resources for adapted equipment and adapted programs to support physical

activity, health, and nutrition• Recognition for participation and a venue for celebrating everyone’s

achievements

Activity Examples

Walk/Jog/WheelSimon SaysRelayBaseball

Floor Hockey/SledgeHockeyObstacle CourseHiking

Tai ChiStretchingTarget GamesSwimming

Activity Recording Example

Date Activity Duration ofActivity

Points to Date StaffInitial

Feb. 8 Walk/wheel 20 minutes 20 CHFeb. 10 Relay 30 minutes 50 CHFeb. 13 Target games 15 minutes 65 CH

63. Fitness Friends Program

Durham Catholic District School Board

______________________________________________________________________

Date: ___________

Dear parents or guardians,

My name is (team member). I work in the special education department of Education Services onthe team providing specialized interventions for children with an Autism Spectrum Disorder. Thisyear, the special education department wants to set up a pilot project for integrated games groups.The project will run at (name of school) public elementary school.

Your child has been selected to take part as a “novice player” in the integrated games groupsprogram. This program is intended to develop communication and social skills through gameplaying. The objective of this program is to encourage children to learn to play in a functionalmanner while having fun with the other children in their group. The novice player also has a model,called the “expert player”, so that he or she can imitate the skills required to interact with anotherperson.

I would like to invite your child to take part in the games groups with three children from his or herclass. This play group will be held twice a week for 30 to 40 minutes a session.

If you agree to have your child take part in the integrated games groups, please sign below. If youhave any questions or if you would like further information about the games groups, you cancontact me at ___________________ , or you can contact the principal at ________.

Thank you for your cooperation,

(team member)

Parents’ signature ______________________________

Adapted from a letter published in Peer Play and the Autism Spectrum: The Art of GuildingChildren’s Socialization and Imagination, by Pamela J. Wolfberg (2003).

64. Integrated Games Group


192


193

Integrated Games Groups

Participant Sheet

Student’s name:

Date:

Theme:

Objective(s):

Objective(s): Observation(s):1-

2-

3-

Conseil des écoles publiques de l’Est de l’Ontario


194

Education Services Special Education Department

Social Scenario

A social scenario helps an autistic student to learn the underlying rules of social exchanges or interactions and to choose the behaviour that is desirable in a social situation.

In a social scenario, the adult describes to the child in detail the way he or she should behave, explaining what is expected in the particular situation, and telling the student that if he/she behaves in this way, the adult will be proud of the child and the adults around him/her will be pleased.

The adult can read the story to the student or the student can read it him/herself. It is suggested that the story be read at least twice a day for at least three weeks. For example, if the student is having problems in the schoolyard, the teacher will read the story to the child before he/she goes out for recess and then read it again after recess.

We believe that it is very important to personalize the story so that it is related to each student’s emotional experiences, because each child is unique.

A social scenario helps a student reduce his/her level of anxiety because he/she knows what is expected in the environment when faced with a particular social situation.

Everybody Makes Mistakes

Students are tested in the classroom. There are tests for mathematics, French, English, science, and so on.

A test tells a student whether or not he or she has clearly understood what the teacher has shown him/her.

If he/she has clearly understood, the student may do very well on the test.

Sometimes, if he/she has not understood as well, the student may make mistakes in his/her test. It is normal to make mistakes. All students make mistakes. When we are learning, we make mistakes. The teacher will help the student to understand clearly.

65. Social Scenario


195

I sometimes do very well on a test. But sometimes I make mistakes in my test. It is normal for me to make mistakes. I make mistakes because I am learning. This is not serious; the teacher will help me to understand clearly and to correct my mistakes.

I am proud that I can correct my mistakes when I have a test.

The adult is pleased that I correct my mistakes when I have a test.

Conseil des écoles publiques de l’Est de l’Ontario

My Morning Routine

Maureen Cox Page 1 7/27/2007

I play in the school yard with my friends.

I come to school on the school bus.

I go to my locker. I hang up my coat, I change my shoes,

and I get my agenda.

I show my toy to my teacher. I tell her why Ibrought it to school.

I put my toy in the box. I can play with it at recess time.

I am ready to work.

66. My Morning Routine



196


197

Steps to …

Reading Body Language

1 Look for clues:a) the faceb) gesturesc) what the body does

2 Recognize the clue.

3 Understand the clue.

4 Respond to the clue.

67. Steps to Reading Body Language


Directions: Cut each row out and place in a jar or envelope. Ask a student totake a paper from the jar and act out the body and facial gestures; have theother students guess what the student is feeling.

Body and Facial Gestures Feeling

You have a bad stomachache. Hold yourstomach, bend over, and look like youare in pain.

In pain

You have lost your book report. Lookworried.

Worried

You hear a loud noise behind you. Turnaround and look afraid.

Afraid

Your team won. Jump up and down.Clap your hands and look excited.

Excited

Your homework is too hard. Lookfrustrated.

Frustrated

Your parents brought you a present whenthey returned from a trip. Looksurprised.

Surprised

The movie is boring. Turn away and lookbored.

Bored

Your team lost the race. Hang your headdown and look sad.

Sad

Your teacher has given you two spellinglists. You don’t know which one to study.Look confused.

Confused

You won a prize. Stand up straight andlook happy.

Happy

You tore your favourite sweatshirt. Lookupset.

Upset

68. Body and Facial Expressions



198


199

There Are Different Kinds of Touch

When I am with other people that I know, there are some kinds of touch that are okay and some that are not okay.

When I am with my family, it is okay to hug them.

When I am with my friends, it is okay to do high-fives.

When I am with teachers, it is okay to shake hands.

It is never okay to touch other people on their private areas.

It is not okay to hug or kiss other students or teachers at school.

69. Different Kinds of Touch


Public/Private Places

Public Private

Define what public means

A public place is:

Define what private means

A private place is:

List all the public places you can think of: List private places:

Bedroom at homeBathroom at home

List all the things you can do in public: List all the things you can do in private:

70. Public/Private Places



200


201

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ensu

re t

hat

the

pers

on w

ith a

n A

SD

unde

rsta

nds

the

requ

irem

ents

of

the

posi

tion

,and

edu

cate

the

em

ploy

er a

nd

co-w

orke

rs a

bout

the

str

engt

hs a

nd n

eeds

of t

he in

divi

dual

wit

h an

ASD

.Onc

e th

ese

goal

s ha

ve b

een

reac

hed,

a go

od jo

b co

ach

will

the

n ph

ase

him

/her

self

out

thro

ugh

the

crea

tion

of

natu

ral s

uppo

rts

so t

heem

ploy

ee le

arns

to

advo

cate

for

him

/her

self

and

is a

ble

to w

ork

inde

pend

ently

.

Coa

ch t

he E

mpl

oyee

The

job

coac

h pa

ves

the

way

for

succ

ess

by h

elpi

ng t

he e

mpl

oyee

to

unde

rsta

nd t

heex

pect

atio

ns o

f the

rol

e an

d by

ens

urin

gth

at h

e/sh

e un

ders

tand

s w

hat

the

resp

onsi

-bi

lity

will

be.

The

job

coac

h al

so h

elps

to

brea

k ea

ch jo

b re

spon

sibi

lity

dow

n in

tom

anag

eabl

e “c

hunk

s” s

o th

at

the

empl

oyee

is a

ble

to w

ork

thro

ugh

each

ste

p in

a s

ys-

tem

atic

man

ner.

The

job

coac

h al

so h

elps

to

ensu

re s

ucce

ss b

y fa

cilit

atin

g co

mm

unic

atio

nbe

twee

n th

e em

ploy

er a

nd t

he e

mpl

oyee

,en

suri

ng t

hat

the

empl

oyer

add

ress

es t

heem

ploy

ee in

an

effe

ctiv

e m

anne

r.

Supp

ort

and

Edu

cate

the

E

mpl

oyer

It

is t

he r

ole

of t

he jo

b co

ach

to p

repa

re t

heem

ploy

er a

nd c

o-w

orke

rs fo

r w

orki

ng w

ithan

indi

vidu

al w

ith a

n A

SD.I

t is

impo

rtan

tth

at

the

empl

oyer

und

erst

and

the

spec

ial

requ

irem

ents

of t

he p

erso

n w

ith a

n A

SD,

spec

ifica

lly h

ow t

o co

mm

unic

ate

effe

ctiv

ely.

The

em

ploy

er s

houl

d al

so b

e pr

ovid

ed w

ithtip

s su

ch a

s th

ese:

•In

stru

ctio

ns s

houl

d be

dir

ect

and

brok

endo

wn

into

man

agea

ble

step

s th

at c

an b

eco

mpl

eted

sys

tem

atic

ally.

Stud

ents

with

an

ASD

oft

en s

trug

gle

with

mul

titas

king

,so

job

expe

ctat

ions

sho

uld

refle

ct t

heir

nee

dfo

r a

step

-by-

step

seq

uenc

e.

•St

uden

ts w

ith a

n A

SD w

ork

best

whe

n th

eir

rout

ine

is c

onsi

sten

t.Fo

r ex

ampl

e,th

ey m

ayne

ed t

o w

ork

at t

he s

ame

wor

ksta

tion

and

have

bre

aks

at t

he s

ame

time.

•If

requ

ired

to

mak

e de

cisi

ons

or p

robl

em-

solv

e,th

e pe

rson

with

an

ASD

may

req

uire

exam

ples

of t

he t

ype

of a

nsw

er e

xpec

ted.

Phas

e O

ut S

uppo

rtTo

o m

uch

supp

ort

and

too

little

sup

port

can

both

res

ult

in fr

ustr

atio

n on

the

par

t of

the

empl

oyer

and

the

em

ploy

ee.T

o en

sure

suc

cess

once

the

job

coac

h m

oves

off-

site

,s/h

e ne

eds

to c

reat

e na

tura

l sup

port

sto

tak

e on

the

rol

e.Fo

r ex

ampl

e,id

entif

y tw

o or

thr

ee c

o-w

orke

rsw

ho c

an s

erve

as

men

tors

.The

job

coac

h sh

ould

do t

his,

as

stud

ents

with

an A

SD o

ften

stru

ggle

to

build

re

latio

nshi

ps.

Empl

oyee

sm

ust

also

re

aliz

e th

atth

ey c

anno

tre

ly t

oo h

eavi

ly o

n th

is m

ento

r.T

he jo

b co

ach

shou

ld a

lso

teac

h th

e pr

otoc

ol o

f the

offi

ce:w

hoto

ask

que

stio

ns o

f,w

ho t

o ca

ll w

hen

ill,e

tc.


202

Stress Thermometer

Stress Signals Relaxation Techniques

72. Stress Thermometer



203

Relaxation Steps

1. Move to the quiet place.

2. Sit on a chair, beanbag, or on the floor.

3. Think about a place that is relaxing for you.

4. Breathe slowly and steadily.

5. Tense shoulders up, relax shoulders down.

6. Tense hands, relax hands.

7. Tense toes, relax toes.

8. Breathe slowly and steadily. 1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Finished !

73. Relaxation Steps

Children’s Hospital of Eastern Ontario, Eastern Region

Tips for When the Teacher Talks

Listen carefully during class.

If you feel you are getting distracted, you can ask for a study carrel,ask for a different seat, …

Ask the teacher if you can use a tape recorder.

Listen for some cues like “This is important”, “This will probably be onthe test”, “The main point is …”.

Tips for Taking Notes

Write headings or titles for each new topic. You willknow when it is a new topic because the teacher might say, “We are goingto be doing [insert new topic here] now”.

Use bullet points for ideas that relate to one topic. For example:

Leave some empty space. Leave line spaces between points.

Ask a classmate to lend you his or her notes.

Tips for Organization

Try to keep all your pens, pencils, and other school suppliesin a pencil case; the best kind is one that can fit into your

three-ring binder.

Get one binder for each subject. Each binder should be a different colour,for example, red for history, blue for science, …

North Pole:No landSlabs of iceVery coldSix months of daylight and six months ofdarkness

74. Study Tips for Teens


204


205

Divide your binders into different sections: “assignments”, “class notes”,“old work”, “to hand in”.

Label each pocket of your two-pocket file folder. Oneside can be called “Work to do”, and the other side canbe called “Work finished”. You should have one two-pocket folder per binder. Try to match the folder to thebinder.

As the year goes on, your binders will get quite full. When this happens,remove the “old work” sections from your binders and put them in filefolders that match your binder. These folders can be kept at home in amaster box. This organization helps to keep all the subjects together.

Some Key Materials:

Pens (red, black, blue …).Pencils.Erasers.Three-ring binders (different colours).Dividers.Two-pocket file folders. Try to find ones that fit

into your binder. If not, make holes so that theydo. Try to get ones that are in the same colourgroup.

Notebooks – Try to find colours that matchyour binders.

Stickies.Highlighters.Index cards.Three-hole punch – one that can fit into a

binder.Master file box (for at home).Agenda book.

Tools and Techniques

Documents

Transcript of Tools and Techniques