Download Autistic Spectrum Disorders: Practical Strategies for by Northumberland County Council Communication Support Services PDF

By Northumberland County Council Communication Support Services UK

More and more, academics are anticipated to spot troublesome areas and support young ones with ASD to alter or deal with their habit adequately. This ebook deals off-the-shelf aid to lecturers and contains: invaluable categorization of troublesome areas; recommendations that let academics to assist youngsters in a timely fashion and successfully; suggestion on environment IEP pursuits; and photocopiable assets.

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Additional info for Autistic Spectrum Disorders: Practical Strategies for Teachers and Other Professionals

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Use role play to model what not to do. This can be useful for other children in the class who may also have difficulties for other reasons. Use a talk ticket or Mr Turn puppet for certain class/group discussions. Only the person holding the talk ticket or puppet may speak, but it must be passed on. Consider using an egg timer or something similar to limit the length of a turn. Discourage the child from interrupting, but also teach him that it is appropriate in an emergency and that there is a polite way to interrupt.

Write/draw any incidents reported, then decide which box it should go into. Use mindmaps to illustrate the importance (and hierarchy) of ideas, facts or information. 31 Autistic Spectrum Disorders Thinking 3 Thinking skills Thinking is a skill. Thinking is what you do when you see a connection between things and ideas. When you can see a relationship between things you haven’t seen before, you have a new understanding and a new meaning. It is something you have to do for yourself. Some of the thinking skills most affected by ASD are: ● ● ● ● ● Sequencing, needed to understand cause and effect, follow instructions, understand time, reading and number work.

Others may rigidly apply what they have learned to another situation but without the flexibility to respond to the differences. For example, a child was told a story about an animal called Barney who liked to play and fetch sticks in the park – he refused to believe the animal was not a dinosaur because it was called Barney (from the cartoon The Flintstones), in spite of the evidence to the contrary. Another child could ‘take away’ but not ‘subtract’ when he moved to a different school. Difficulties such as these affect how well a child can use his intellectual skills.

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