David.Fulton by Autistic.Spectrum.Disorders.Practical.Strategies.2004

By Autistic.Spectrum.Disorders.Practical.Strategies.2004

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Each child is different and will need different strategies at different times to promote independent learning. Strategies ● ● ● ● ● ● ● ● Modify the environment as much as is necessary to support independent learning. This needs to be reviewed and will change over time. Establish routines and structures for each day (see Section 2, Visual schedules and transition planners). Teach school and class rules, as well as the ‘rules’ for each activity. Organise books and equipment so the child knows where everything is.

He has a misinterpreted due to his own idea of how things should be done. He has a lack of planning and organisation skills make it difficult for him to visualise the end of the task and plan the steps he needs to take, in particular the first step. He has never started on his own, depending entirely on help. He habitually refuses or ignores requests to get started. He has an expectation that he will not be able to perform the task to his own exacting standards so he avoids failure by not starting at all.

Let the child know when he has not observed the rules but give feedback in a neutral tone of voice. Discuss a series of interesting pictures or objects – the children have to take turns (up to three turns each). Areas of difficulty Verbal 3 Initiating and developing conversations Some ASD children are socially isolated and rarely start conversations. Many have to learn how to join in and have difficulty because they have not understood the unwritten rules. They may find it difficult to develop conversations due to their poor listening and attention skills.

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