Loading in 2 Seconds...
Loading in 2 Seconds...
Strategies to Support Students with Autism in Inclusive Settings C-MATT 3-10-11. Work Time Strategies (How to get your student to sit down and attend to a work task). Timer (having a timer on the child’s desk) Red, yellow, green cards ( visual cues: red= work, yellow= almost done, green=done)
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Timer (having a timer on the child’s desk)
Red, yellow, green cards ( visual cues: red= work, yellow= almost done, green=done)
First- Then ( Picture under each, First picture of “work” Then picture of their “reinforcement”)
Schedule (routine activity sequences, sticky notes/index cards)
Work baskets (Use a basket with work materials, they take it out of basket and do the work and then put in finish box when done)
Give fidget supports (Koosh ball, “Thera Band” on chair legs)
Assign class jobs
Structured Worksheets (make a word or picture list of assignments and at the end have the word or symbol for “finished”).
Transition Strategies(How to get your student to move from one activity to the next, one classroom to another, home to school, unexpected activities)
Sequencing an activity (hand washing)
Sequencing morning events (example on cubby it may say: take coat off, hang in closet, put away back pack, close cabinet, go to seat, sit down)
Sequencing the day (picture order of large activities of the day; morning group, math, specials, lunch, recess, go home)
Unexpected event: prepare them ahead of time; have a “change” cue on the schedule
Cue cards on a ring for things that are needed (picture cues to show them direction; stand in line, wait, hands down, quiet)
Foot prints on floor; hand prints on their desk; colored tape to mark a route
Transition object (a picture card of where they are going or an object that represents what they are doing next)
Priming for the next activity; counting backwards; pre-warnings
Cues throughout the school
Picture schedules within reach of student (on desk, on wall)
Pictures cues around the room for specific activities (computer, at sink for hand washing sequence, “wait” card on bathroom door, bathroom )
Sensory “break time” area
Labels, labels, labels with pictures and words
Hands on hands; feet on feet
Communication boards if needed at centers and/or work tables
Physical boundary when student is sitting for carpet time (hula hoop, carpet square, duck tape, shapes, bumpy cushions)
Communication boards (social, activity specific, centers)
Pictorial representation for receptive communication (picture cues on a ring, schedule boards, directions, gestures)
Consultation with your school speech therapist
This is an excellent PowerPoint presentation developed by the Eastern Upper Peninsula Autism Grant Team. This Power Point describes visual supports and provides examples of how to use them.
This site is a site containing many special education resources. It has a variety of teaching tools, techniques, worksheets, and activities for teachers of students with autism spectrum disorders and related disabilities.
This is an awesome site has teaching activities in PDF files that you can download and produce.
This site provides articles, information, resources, and printable pictures cues to support students who need visual strategies.
This is a share site that contains thousands of boardmaker activities to download. It is free but you have to sign up.
This site contains pictures you can access to develop your own visual supports.
This site contains resources and downloads for materials created by Barbara Bloomfield.
This site contains games, songs, picture card and resources for special education.
This site contains free online modules on structure and visual strategies related to autism.