Autismade: 2020

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I've created a handy folder for my students with limited verbal skills to keep their visuals in one place!

I added a selection of the visuals and sentence starters they would use throughout the class day to reduce frustration that sometimes is created when they are unable to communicated effectively.

I have also sectioned it off with access tabs in order to find particular visuals easily!

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Visual Support in the Classroom

Having behavior management strategies are essential for a successful classroom! In Special Ed teachers will need a more visual approach,... so I've listed the ones I use.

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Schedules - Visually set out to reflect the order of the day.

Timers - For giving a "break", to let students know how long they need to work, or how long left on free time!

Routines - Keep Break, Lunch and free choice the same time each day!

Consistency - Ensure all staff are using the same strategies and are following behaviour plans!

Positive Reinforcers - Use Token Economy Systems, First and Then, Self -Regulation tools and Reward systems tailored to individual interests and likes!

Communication - Critical skills for Functional Communication, a means in which your non verbal student is able to request a "break" "help" or asked to "wait"

So I decided to put together a Visual Support Book

I was pleased that it offered all these strategies and kept in one handy place for your students to access through out the school day. There's a section for the schedule symbols, which are also included, Token reward system, plus reward visuals, critical communication cards so students can ask for a Break or Help, all while offering a consistent approach that

staff can follow!

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SOCIAL Support Narratives

Social skill supports are always accessible for little hands in my classroom! They help my kinda understand how to behave or respond in particular situations that arise through out the day. Using such a visual guide to describe various social interactions, situations and behaviours helps them understand important social skills that they might miss.

The goals of these stories is to share accurate social information and teach your students how to respond in them instances.

These short stories describe social situations and clarify social expectations using images and words to represent the identified behavior.
So I've bundled together a few of the popular ones I use!

Each of the 10 books have clear pictures and easy to understand in simple words for you to read to your students!

I always add the visual reminder strips at the end of tables and in work areas for tricky moments!

(These are always on hand)

I've also added an "On the Bus" social strip to grab to use on transport home!

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BONUS Strips Recently Added

FUNCTIONAL COMMUNICATION CARDS

Asking for a "Break," "help" or having to wait is difficult for Non verbal kids, These times often resulting in disruptive behaviors, but by simply giving them the tools and skills they need will help them overcome these frustrations.

So I got going and made these support cards!

The Support Cards I made are a little bit bigger than the size of an index card and I placed a couple of useful visuals on them to use for my students with Autism.

Using these cards in my class has been a life saver, students have learnt new skills such as requesting "a break", "help" how to "wait" and the "first and then" strategies.

These cards provide structure in my behaviour support plans and run in conjunction with ABA Management.

I use these cards in my Calm Down Corner, where we can access quickly and redirect before crises point.

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How I Teach Critical Communication

Learning new skills is so important for our students! Requesting "Help" "Break" "Stop" or "Wait" is a huge skill on its own.

How to Teach students to use a "Break or Help" card

1. Help your student to realise when they need to use the break/help card, before they get too frustrated or loose concentration. At the start of any activity, show the student the break card and place the card where they can easily reach it.

2. Point to the break/help card and tell them, “This is your break/help card. You can use it to ask for a break.” When your student starts to get frustrated or lose interest, You say “If you are getting upset, use your break card to tell me you need a break/help.” 3.Immediately allow the student to take a break/help from his tasks, or allow the student to move away to the "break area." I found that self regulating visuals on the bottom of the card is a fantastic way of calming your student while on a break. 4. Requesting is an important part of teaching the student to trust and use the visual support, once they are consistently asking for breaks, you may begin to extend the time between the request and the actual break.

5. I added visuals to the bottom of each card in order to redirect the student to what he can do instead, or while using the card and popped all four cards onto a keyring for easy access!

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Self Regulation In Special Ed

Using the Self-Regulation tool book is one of my favourite Behavior strategies.

This is such a handy tool that got me thinking that I should share some of the benefits that it could offer other students.

Detachable visuals has made this tool very popular with my kiddos. They're able to identify areas of regulation and where they find themselves. Each student has popped their name on one that's tailored to meet individual needs eg, rewards and their interests, making them individually accessible for managing their own behavior!

They're constantly using the visuals to remind themselves on how to get in the “ready” for work area. They can choose the supports they need and attach them to the boxes provided on each page if they find themselves struggling!
The four areas identified each have visual supports for students to check out how they feel, what area they are in and what they would
need to do to get ready to work.

Student's feel proud that they're able to identify they're in the "go" area and able to use the visuals to self regulate when they are in the "rest, slow and stop" areas from the visual check list.

Made in 6 slightly different formats and 2 sizes has made it easy to find the best one that suits your students. Coloured tags have been added that made it faster to find the areas, along with color coordinated visuals, so no mix ups!

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FREE BONUS BOOK

"My Tool Book" coping strategy you can try as well!

Visual Supports

How to Teach Critical Communication

Learning new skills is so important for my students! Requesting "Help" "Break" "Stop" or "Wait" is a huge skill on its own.

This week I want to talk about how I teach Critical skills, and show you some of the visual recourses I use to teach these skills.

Functional Communication

My 5 Tips

2. Point to the break/help card and tell them, “This is your break/help card. You can use it if you need a break.” When your student starts to get frustrated or loose interest, You say “If you are getting upset, use your break card to tell me you need a break/help.” 3.Immediately allow the student to take a break/help from his tasks, or allow the student to move away to the "break area." I found that self regulating visuals on the bottom of the card is a fantastic way of calming your student while on a break. 4. Requesting is an important part of teaching the student to trust and use the visual support, once they are consistently asking for breaks, you may begin to extend the time between the request and the actual break.