GEMS project

Oobleck

Niki Diestel and Mary Ennis

Description

Concept Map

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Classroom Modifications for students with Autism

MODIFYING THE PRESENTATION OF MATERIAL

Break assignment into segments of shorter tasks.
Use concrete examples of concepts before teaching the abstract.
Relate information to the student's experiential base.
Reduce the number of concepts presented at one time.
Provide an overview of the lesson before beginning.
Monitor the student's comprehension of language used during instruction.
Schedule frequent, short conferences with the student to check for comprehension.
Provide consistent review of any lesson before introducing new information.
Allow student to obtain and report information utilizing: cassette recorders, dictation, typewriters/computers, interviews, calculators, fact sheets.
Highlight important concepts to be learned in text of material.
Monitor the rate at which material is presented.
Give additional presentations by varying the methods using repetition, simpler explanations, more examples and modeling.
Require verbal responses to indicate comprehension.
Give frequent reminders of homework assignments.
Provide clear, concise directions and concrete examples for homework assignments.
Assign tasks at an appropriate reading level.
Allow for the oral administration of tests.
Check assignment sheet for accuracy.

http://www.autism-pdd.net/forum/forum_posts.asp?TID=5241&PN=1

MODIFYING THE ENVIRONMENT

Use study carrels.
Seat student in an area free of distractions.
Use preferential seating.
Allow the student to select his/her seating.
Help keep student's work area free of unnecessary materials.
Use checklists to help the student get organized.
Frequently check the organization of the student's notebook.
Monitor the student's use of his/her assignment sheet.
Check the assignment sheet for accuracy.
Provide opportunities for movement.

MODIFYING TIME DEMANDS

Increase time allowed for completion of tests or assignments.
Reduce the amount of work or length of tests.
Prioritize assignments and/or step to completing assignments for the student.
Space short work periods with breaks or change of tasks.
Consistently follow a specific routine.
Alternate quiet and active tasks.
Set time limits for specific task completion.

MODIFYING THE MATERIALS

Visual Motor Integration and Written Expression Problems

Allow for spelling errors.
Allow student to use either cursive or manuscript.
Set realistic and mutually agreed upon expectations for neatness.
Let student type, record, or give answers orally instead of writing.
Avoid pressures of speed and accuracy.
Provide copies of notes.
Reduce the amount of copying from text and board.
Accept key word responses instead of complete sentences.

Visual Processing Problems

Highlight information to be learned.
Keep written assignments and workspace free from extraneous and/or irrelevant distracters.
Avoid purple dittos.
Provide clear and well-defined worksheets.
Go over visual task with student and make sure student has a clear understanding of all parts of the assignment from the beginning.
Avoid having student copy from the board.
Have student verbalize instructions before beginning task.
Avoid crowded, cluttered worksheets by utilizing techniques such as blocking (blocking assignments into smaller segments), cutting (cut worksheets into sections, folding (fold worksheets into sections), and highlighting, color coding or underlining.

Language Processing Problems

Give written directions to supplement verbal directions.
Slow the rate of presentations.
Paraphrase information.
Keep statements short and to the point.
Avoid use of abstract language such as metaphors, idioms, and puns.
Keep sentence structures simple.
Encourage feedback from student to check for understanding.
Familiarize student with any new vocabulary before beginning the lesson.
Reduce the amount of extraneous noise such as conversation, radio, TV, outside noises, etc.
Alert student's attention before expressing key points.
Ensure the readability levels of the textbooks are commensurate with the student's language level.
Utilize visual aids such as charts and graphs.
Utilize manipulative, hands-on activities whenever possible.
Always demonstrate how new material relates to previously learned information.
Cue student by calling his/her name before asking questions.

Organizational Problems

Provide an established daily routine
Provide clear rules and consistently enforce them.
Contract with student and use rewards for completion of contract.
Check the student's notebook to ensure the use of dividers, assignment sheet, and calendar.
Provide due date on written assignments.
Provide a specific place for turning in completed assignments.

USE OF GROUPS AND PEERS

Utilize cooperative learning strategies when appropriate.
Assign a peer helper to check understanding of directions.
Assign a peer helper to read important directions and essential information.
Assign a peer tutor to record material dictated by the student.

HELPING FOCUS ATTENTION

Establish relevancy and purpose for learning by relating to previous experiences.
Shape approximations of desired behavior by providing direct reinforcement such as praise or immediate feedback of correct answers.
Seat student close to teacher.
Make a positive, personal comment every time the student shows any evidence of interest.
Make frequent checks for assignment progress/completion.
Give advance warning of when a transition is going to take place.
Use physical proximity and touch to help student refocus.

Sensory Integration Dysfunction Accommodations and Modifications
Physical Accommodations:

1. Use carpet squares for each child when sitting on the floor to keep them in their own space.
2. Use alternative seating equipment; sit on therapy balls, t-stools, disco-sit, bean bag chairs, or positioning wedges
3. Allow children to work in a variety of positions; laying flat on the floor propped on elbows, standing at a table or easel, or lying on side and using a clipboard to write on
4. If possible, have a rocking chair or glider rocker inside the classroom, and/or a hammock or swing chair outside the classroom where a child can go to relax.
5. Allow children to use sleeping bags or weighted blankets in a quiet reading corner.
6. Use a small tent or play hut with soft pillows and/or bean bag chair for a child to go to if over aroused.

Visual Accommodations:

1. Post a daily schedule with pictures.
2. Minimize amount of toys, games, and decorations in the environment
3. Keep chalkboard clean
4. Use dim lighting and pastel colors. Turn off lights during quiet breaks
5. Keep memos and informational posters away from the front of the classroom so children can focus on the teacher

Auditory Accommodations:

1. Have earplugs or sound blocking headphones available for children who are sensitive to, or distracted by environmental noises
2. Ask child to repeat directions back to you before they start their work to ensure they understand
3. Establish eye contact with the child before speaking to them
4. Warn children of any loud noises before they occur (bells, fire alarms etc.)
Organizational Accommodations:

1. Give simple, step-by-step directions. Have child verbalize steps needed to accomplish the task. Use peer or yourself to demonstrate/model task first, then ask the child to try it
2. Help the child plan for each task by asking questions such as, "What materials will you need?" "What will you do first?" and/or "What do you need to do when you are done?" etc.
3. Provide a few suggestions or a peer brainstorming session if a child has difficulty formulating ideas for assignments
4. Help prepare the child for transitions with an orderly clean up and a consistent musical selection which makes it fun and signals it is time to move on to the next activity
5. Give children a consistent and organized place to store materials when they are finished using them

Sensory Accommodations (decreasing distractibility):

1. Use low level lighting, no fluorescent lights!
3. Use a soft voice and slow down your speech and movements while talking
4. Allow the child to lay on the floor in a secluded area with weighted blankets, heavy pillows or bean bag chairs on top of them during written work or reading
6. Avoid rushing the child
7. Have the child be responsible for the heaviest work at clean up time; putting heavy books or objects away, moving/pushing chairs in, wiping down tables etc.
11. Allow the child to have quiet fidget toys, chew toys/tubing, or squish/stress balls to squeeze while sitting and listening or during desk work

Behavioral Accommodations:

1. Empower and encourage the child, avoid rescuing when the child is struggling (i.e., "hang in there", "you can do this", "you're ok" and "way to go")
2. Use positive praise and awards when the child tries his best, attempts something new, does something independently, initiates a project, asks for help, follows the rules, or accomplishes something even if the outcome is not exactly what it should be
3. Validate them, their efforts, choices and feelings no matter what!
4. Establish firm, clear rules with appropriate consequences if the child breaks them. Follow through!
5. Be aware of the child's signs when they are starting to lose control. Be proactive in dealing with the issues BEFORE the child has a meltdown
Modifications:
The sensory diet, a term coined by OT Patricia Wilbarger, is a carefully designed, personalized activity schedule that provides the sensory input a person's nervous system needs to stay focused and organized throughout the day. A person whose nervous system is on "high trigger" will need more calming input. Infants, young children, teens, and adults can all benefit from a well-designed sensory diet. Some examples of what may be in a sensory diet are:
deep pressure brushing * joint compressions * rolling up in blanket * “follow-the-leader” * 20 minutes on the bouncy ball * push-ups * Sleeping bag and/or tent to wind down for sleep
References