BRISTOL AUTISM TEAM ~ TOOLKIT FOR PRIMARY SCHOOLS

Transcription

1 BRISTOL AUTISM TEAM ~ TOOLKIT FOR PRIMARY SCHOOLS This tlkit has been prduced by Bristl Autism Team t supprt Primary schls t further develp their understanding f strategies fr pupils n the autism spectrum and with scial cmmunicatin & interactin needs. These strategies are ffered as a starting pint. There are numerus further strategies ddd that schls can use. This tlkit has been prduced by: - J Davies Sara Gldhawk Liz James Jackie Melksham Emilie Williams - Jnes Fr further infrmatin regarding lcal rganisatins, grups and advice, please see Bristl City Cuncil Lcal Offer 1 P a g e

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3 Surce Bristl Autism Team Cntents Page reference Strategy 5-7 The classrm envirnment 9-11 One page pupil prfiles Yur language Visuals First Then Visual timetables Mini schedules Scial Stries Rewards Emtinal understanding Meltdwns 49 Further reading and useful websites 3 P a g e

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5 The classrm envirnment Children n the autism spectrum / with scial cmmunicatin and interactin needs may find pen, unstructured spaces disrienting r cnfusing. This may make it difficult fr them t sit and cncentrate r mve between activities withut distractins. Schls can adapt the envirnment by intrducing visual signpsting, structure t cnsider a child s autism spectrum / with scial cmmunicatin and interactin needs. Making yur classrm structured Give yur classrm structure by rganising the furniture t mark ut designated wrk areas. Yu can use bkshelves r desks as rm dividers t create separate znes. Make sure it is clear where each space begins and ends. Surce Wikimedia Flickr Surce CCO Public Dmain Seating psitins Children n the autism spectrum / with scial cmmunicatin and interactin needs can be easily distracted by bvius distractrs (clurful displays, the cmputer etc) but als by less bvius distractrs (humming f prjectr, a 3D display hanging frm ceiling etc). Cnsider the child s seating psitin and ensure their place is visually identified (i.e. n a specific letter n an alphabet carpet r specific chair at table). 5 P a g e

6 Labels Label yur areas/equipment s that it is clear what each area is fr / cntains. If yu have a set a number f children wh can wrk in ne area, a visual t remind children f this may help. Clur cding labels i.e. green labels fr all handwriting areas/equipment can als be helpful. Structured wrk space Children n the autism spectrum / with scial cmmunicatin and interactin needs may als respnd t a structured wrk space. A wrkstatin needs t be set up with the individual child s needs in mind. A wrkstatin will enable the child t knw: - What am I expected t d? Hw much wrk I have t d? Hw I knw I ve finished? What I will d next? A gd wrkstatin will: - Surce Gay Elms Resurce Base Use activities the child can d independently and has a high chance f succeeding withut supprt. Use activities that are naturally interesting t the child, building n their strengths and interests. Has limited distractins. Helps a child t generalise skills. Develps the cncept f wrking in a standard rganised fashin e.g. tp t bttm, left t right. 6 P a g e

7 Surce Bristl Autism Team Surce Pixabay Surce CCO Public Dmain Lw arusal wrk space Children n the autism spectrum / with scial cmmunicatin and interactin needs may need a specific wrk space (in additin t pprtunities fr wrking with peers). Fr sme children, a lw arusal space with n distractins can supprt cncentratin and fcus and lessn anxiety. A child may wrk at their specific wrk space fr sme perids f the day and alngside peers at a grup table fr ther perids This lw arusal wrk space shuld nt be used as a time ut place as the aim is t cnvey the message that this is a time t wrk place. Other cmments Children n the autism spectrum / with scial cmmunicatin and interactin needs can experience heightened anxiety at schl, especially if they d nt knw what t expect frm a situatin. A well-structured, visual classrm may lessn anxiety, as the child will develp a better understanding f what is required in the classrm. A structured classrm represents a meaningful place where the child can feel safe, learn and achieve. 7 P a g e

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9 . One page pupil prfiles A ne page prfile is a summary f what matters t a child and hw best t supprt them in different cntexts such as at hme, at schl and in the cmmunity. A prfile captures imprtant infrmatin abut a child s strengths, challenges and interests. They are used t infrm actin planning and utcme setting in rder t make learning and develpment pprtunities mre meaningful and relevant t an individual child. One page prfiles are a way fr the child t have a vice in their supprt at schl, and t have their strengths and what is imprtant t them as an individual acknwledged. They are a highly effective way t share infrmatin between staff. Fr example, when supply staff cver a class r a pupil is transitining frm ne class t anther, a ne page prfile gives staff strategies t get the best ut f each and every child. A ne page prfile is develped by bringing tgether cntributins frm the child, parents/carers, teachers, teaching assistants and any external agency staff invlved. This creates a runded picture f the child that reflects their views and everyne s knwledge and expertise. Once the ne page prfile is develped, it needs t be updated and shared between all staff, prfessinals and key peple at different pints in the schl year. What d thers like and admire abut me? I m gd fun t play with at playtimes I make up imaginative games My maths and cunting skills My reading I use great expressin My sense f humur, I like making peple laugh My drumming My typing skills I can type 80 wrds per minute What is imprtant t me? My hme My family: My Mum, Dad and My Brther Minecraft My ipad My friends particularly Tmmy My Music I lve listening t music and playing the drums & harmnica My fiddle ty, this might be a straw r sft ty. Hw can yu supprt me? I like t knw what is happening each day by using my timetable I like t be first int the classrm in the mrnings I like t be first in line r the back f line leader I like t get t knw key adults s they are familiar t me. I like t knw abut changes t the daily rutine 9 P a g e

10 What d peple like and admire abut me? (My psitive qualities, strengths and talents) What is imprtant t me? (Imprtant peple in my life including pets, hbbies and activities) What is the best way t supprt me? (What is helpful t me & what is nt?) Details t include A gd ne page prfile is designed with children s that the sectins reflect what is imprtant t them. Sectins might include:- What really matters t the child frm their perspective (even if thers d nt agree). What the child likes/des nt like. Wh the imprtant peple are in the child s life, and when and hw they spend time tgether. Imprtant/ favurite activities and hbbies, and when, where and hw ften these take place. Any different rutines that are individual/ imprtant t the child. Imprtant/ favurite lessns and schl activities. Things t be avided that can create anxiety fr the child. It is essential that the class teacher fully understands the reasning behind the ne page prfile and that all teachers invlved with the child incrprate aspects f infrmatin gathered int planning and supprt fr the child. The child plays an imprtant part in the develpment and review f their prfile with their cntributin f key infrmatin (in written frm, phtgraphic evidence r pictrial representatin f thughts, ideas and needs. Hw best t supprt me at schl This is a list f supprt needed fr the individual child at schl. It might list what supprt is helpful and what is nt. It can include any specific triggers and hw t avid r handle them. The infrmatin in this sectin includes what peple need t knw, and what peple need t d in rder t supprt the child. 10 P a g e

11 . Other cmments Schls might have a Prfile Wall in the classrm. Schls can use ne page prfiles t create a whle class What is imprtant t us and Hw we can help each ther in class psters and/r displays. A class assembly can be a frum where children can share their prfiles. A ne page prfile file n the teacher s desk is particularly useful fr supply cver. Having summary infrmatin frm the Hw best t supprt me in schl sectin n cards n a ring that can be easily flicked thrugh can be useful fr quick reference. A child might like t have a cpy f their ne page prfile n their desk/ wrk space. Schls can use parents evening, annual reviews, transitin meetings etc. as pprtunities in which children, parents/ carers and prfessinals can add t r review the prfiles. 11 P a g e

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13 . Yur language Children n the autism spectrum / with scial cmmunicatin and interactin needs may have a wide range f cmmunicative ability. It is very imprtant nt t make assumptins abut an individual child s skills slely n the basis f their diagnsis. Children n the autism spectrum / with scial cmmunicatin and interactin needs:- may nt understand the need fr cmmunicatin may nt initiate cmmunicatin may fail t cmmunicate clearly what they want r need may have difficulty with attentin and listening skills, particularly in relatin t verbal cmmunicatin may have difficulty understanding language may have difficulties prcessing language, especially when cmbined with maintaining eye cntact and nn- verbal cmmunicatin (gestures, bdy language) Use psitive, directive language Feet n flr please Put the bk n my desk Always say exactly what yu want t happen. Fr example: James, feet n flr rather Use than clear, James, nn-ambiguus stp kicking. The language child may nly prcess kicking and cntinue with the behaviur. Anther helpful strategy is t mdel the behaviur s that the child Language shuld be as cncrete as pssible, i.e. sees exactly what feet n flr lks like. The desired behaviur can relate t the here and nw, particularly with yunger be shwn by the adult r a suitable peer and be supprted with a children. visual prmpt f the expected behaviur. Be aware that the child may nt be able t understand persnal prnuns such as he, she, they r what wrds such as it r there refer t. Rather than saying Put it ver there an adult needs t be specific, fr example, Put the reading bk n my desk. 13 P a g e

14 . Reduced language Liam: bkbag, hmetime Present verbal instructins in small, manageable chunks and if necessary, back up with written r visual prmpts. This helps children t remember key infrmatin and the rder in which they have t be cmpleted. Speak clearly and precisely using shrt sentences. A child n the autism spectrum / with scial cmmunicatin and interactin needs can find it difficult t filter ut the less imprtant infrmatin. If there is t much infrmatin, it can lead t verlad, where n further infrmatin can be prcessed. Attentin and Prcessing Surce Open Clip Art Library Use the child s name first and wait until they are giving yu their attentin befre speaking. This tunes in the child t the fact that yu are talking t them. The child may nt recgnise themselves as part f Puffin Class r the red grup r everyne s may nt respnd t grup instructins. Try saying Liam, and everyne else, please put yur bk away in yur tray. Liam, yu and the peple sitting at yur table, can line up at the dr. Wait fr the child t respnd r cmplete the task befre repeating yurself r giving further instructin. It can take up t 30 secnds fr a child n the autism spectrum / with scial cmmunicatin and interactin needs t prcess infrmatin. Use apprpriate questins Dn t use t many questins. A child n the autism spectrum / with scial cmmunicatin and interactin needs may find where, when, wh and why questins difficult. Sme children have extensive factual knwledge abut particular subjects, and are mst cmfrtable with specific questins f a factual nature. Open questins (e.g. Tell me abut yur huse ) are generally much mre difficult than clsed questins (e.g. Wh wn the ftball match? ) fr children n the autism spectrum / with scial cmmunicatin and interactin needs. 14 P a g e

15 . Facial expressins Remember that a child n the autism spectrum / with scial cmmunicatin and interactin needs may nt ntice r understand the meaning f nn-verbal cmmunicatin, such as facial expressins r tne f vice. Yu will need t back up these implied meanings with a verbal instructin r cmmentary. Surce CCO Public Dmain Be aware f using sarcasm, humur and expressins f speech Idims and metaphrs such as Did yu get ut f the wrng side f bed? and Yu need t pull yur weight and It s raining cats and dgs are cmmnly used in everyday speech. A child n the autism spectrum / with scial cmmunicatin and interactin needs may take these literally. Similarly, sarcasm may be very cnfusing fr a child n the autism spectrum / with scial cmmunicatin and interactin needs. Fr example, if a child chews with their muth pen and yu say, Oh, lvely! the child may think yu genuinely mean lvely and d it again. Surce CCO Public Dmain Other cmments It is generally better t avid the use f sarcasm fr yunger children. Fr lder/mre able children if sarcasm is used, the meaning f this needs t be explained. With yunger children n the autism spectrum / with scial cmmunicatin and interactin needs, sme language may need t be supprted with visual prmpts shwing the desired behaviur / actins. 15 P a g e

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17 . Visuals Visual prmpts can be used t help children n the autism spectrum / with scial cmmunicatin and interactin needs. They are adaptable, prtable and can be used in mst situatins. We see and use visual prmpts every day, fr example rad signs, maps and shpping lists. Visuals help us understand the wrld arund us, and prvide us with valuable infrmatin. Many children n the autism spectrum / with scial cmmunicatin and interactin needs are thught t be visual learners, s presenting infrmatin in a visual way can help t encurage and supprt cmmunicatin, language develpment and ability t prcess infrmatin. Visuals can als prmte independence, build cnfidence and raise self-esteem. Hw are yu feeling prmpt cards A child n the autism spectrum / with scial cmmunicatin and interactin needs des nt always understand the hidden meaning t facial expressins used by thers. Prmpt cards can help t supprt understanding their wn and thers emtins. Sme children can manage t identify a range f emtins, whereas sme may be ready t identify just a few emtins. Surce CCO Public Dmain 17 P a g e

18 . Expected behaviur prmpt cards Prmpt cards can be used in the class t supprt the understanding f instructins and what is expected behaviur. All staff wrking within the class need t use these and shuld als knw abut a child s reward scheme fr respnding t the prmpt cards. The prmpt card can be shwn withut the need fr verbal language r it can be supprted with a simple phrase. Hw these prmpt cards supprt a child n the autism spectrum / with scial cmmunicatin and interactin needs All images - Surce CCO Public Dmain Visuals can be used t supprt a child t make chices. They help t encurage making the right chice. Visuals can help a child t understand what t expect, what will happen next and als reduce anxiety. Visuals can help children n the autism spectrum / with scial cmmunicatin and interactin needs t fcus n imprtant details and instructins and can help them cpe with change. 18 P a g e

19 . Unexpected behaviur prmpt cards Prmpt cards can be used in the class t supprt the understanding f what is unexpected behaviur. All staff wrking within the class need t use these and shuld als knw abut a child s reward scheme fr respnding t the prmpt cards. Range f visuals Surce CCO Public Dmain Visuals are nt limited t pictures n a card. A visual prmpt t cnvey an instructins/expected behaviur/activity etc can be thrugh a range f means, fr example: Sand timers can be used t indicate hw lng a task will last. They can als be used t give a warning that an activity is cming t an end IPad apps can prvide visuals t shw instructins/expected behaviur/activity Objects f reference can be used instead f/alngside an image n a card Black & white r clured images can used Other cmments We all use visuals every day and children n the autism spectrum / with scial cmmunicatin and interactin needs respnd t them in schl and at hme. It is imprtant that schl matches the level f visual t the child s age and understanding (fr example if a child is nt a reader, then a picture accmpanying the written wrd will be needed). Schls can be creative in their range f visuals by adapting a visual t a child s interest which may be mre mtivating than an adults chsen image. 19 P a g e

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21 First Then Children n the autism spectrum / with scial cmmunicatin and interactin needs respnd t predictable rutines. First - Then bards prvide supprt in the fllwing areas: Addressing difficulties with sequential memry and rganisatin f time Assisting with language cmprehensin s the child understands what is expected f them Reducing anxiety by making schl life predictable Prviding pprtunities t intrduce new vcabulary r phrases Clarifying what is ging t happen within a specific time perid Assisting children in transitining independently between tasks Mtivating a child t engage with less favured tasks. E.g. First wrksheet, Then time n the cmputer Identifying expectatins. E.g. First 3 Maths questins, Then 5 minutes break Cllect a selectin f visual resurces (real bjects, phtgraphs r pictures) that represent the different activities the child encunters thrughut each day. Visuals fr using the bathrm, sensry breaks and health/ hygiene practices can be included. First - Then bards are arranged in a left-t-right frmat with 2-3 scheduled tasks/ activities presented at a time. This helps the child t understand that events and activities happen in a sequential manner, nt in islatin. First-Then bards are arranged in a left-t-right frmat with a minimum f tw scheduled tasks/ activities presented at a time. 21 P a g e

22 Surce Bardmaker Bristl Autism Team licence Laminate a bard r piece f card and use either Velcr r blue-tac t attach the visual images. Pre-readers can be intrduced t the Laminate cncept the bard thrugh and use using either the Velcr numbers r bluetack t attach the visual images. 1, 2 & 3 t indicate the sequence f a task/ rutine. Pre-readers can be intrduced t the cncept The child can then prgress t having thrugh using the numbers 1 and 2 t indicate the the wrds first and then and next sequence f a task/ rutine. n their schedule, used in The child can then prgress t having the wrds cnjunctin with pictures. first and then n his r her schedule, used in Older/ mre able children wh can cnjunctin with pictures. read are able t access the same Older/ mre able children wh can read are able t strategy in written frm. access the same strategy in written frm. Use the bard as visual supprt. E.g. Use the bard as visual supprt. E.g. Harry, lk. Harry, lk. First tilet/ l, then First tilet, then utside play. utside play. Surce Bardmaker Bristl Autism Team licence First - Then schedules must include a methd fr the child t manipulate the bard in rder t indicate that an activity is finished. Fr example: Remving the picture card and putting it in an bx/ envelpe marked finished r all dne. Rubbing ff an item ff a list with a dry marker eraser Drawing a line thrugh a written scheduled activity Surce CCO Public Dmain The child will need t be intrduced t a check schedule visual prmpt t teach them t independently check what is happening next, rather than remaining reliant n an adult / peer prmpts. This check schedule visual prmpt can als be used t alert the child t changes in usual day-tday rutines. 22 P a g e

23 . Surce Bardmaker Bristl Autism Team licence and Cmmns Wikimedia First Then bards can als be used t encurage scial interactin with peers and adults in the classrm. Fr example: First wrk, Then Leg with the teacher, First playtime, Then read t Miss Brwn Sme children may need t transitin t their next activity r task by taking their scheduled item, phtgraph r picture card with them in rder t sustain attentin thrughut the transitin. Other cmments Ensure the design use f visual resurces meet the academic, as well as interest needs f the individual child. Increasing the number f tasks develps prgressin and independence. First Next Then fr 1 sessin, then fr the mrning and/r tasks, then fr the whle day task etc. They can be used in cnjunctin with a Visual timetable. A Visual timetable gives a brad verview f day, a First Then bard breaks dwn each area in mre detail. First Then bards can be used in lts f different cntexts t break dwn activities int manageable bite-sized chunks. 23 P a g e

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25 . Visual timetables Visual timetables are a means t prepare a child fr the times, places and activities that they will be invlved in during their day, giving them a clear structure and rutine. Visual timetables answer the questins: What the child needs t d? Where they will d it? What will happen next? Children wh have difficulty with understanding spken language are able t see and recgnise visual representatins mre easily. This helps them t feel mre secure abut what is ging t happen. Visual timetables can be a useful resurce fr the whle class, as well as individual children. Surce Pixabay and Cmmns Wikimedia What yu need t get started Make a bank f symbl cards, phts r wrds. Laminate them s that they can be re-used. A bard/piece f card fr the backgrund f the visual timetable is needed. This shuld be laminated s that the Velcr r blue tac can be stuck t it. Velcr r blue tac can be used t stick the visuals t the timetable (Velcr wuld be a preferred ptin). Yu will need a finished bx/envelpe fr remved symbls. The child needs t remve each card as the task is cmpleted and put it in a finished bx/envelpe. 25 P a g e

26 What yu need t knw Visual timetables can run tp t bttm r left t right depending n the mst suitable space. They can be made using pictures, symbls r wrds, depending n the child s level f understanding. The child needs t be cued t refer back t the timetable thrughut the day. Visual cards shuld be remved and placed in the finished bx/envelpe at the end each activity. Invlving the child in setting up the timetable in the mrning/afternn r making alteratins such as a change f teacher can help avid unexpected behaviur. Saying Let s check the timetable r Let s see what is happening next may reduce anxiety. Hw t implement a visual timetable Intrduce the visual timetable using nly three r fur visuals. Gradually increase the amunt f visuals ver time, building up t mrning r afternn activities. Older children may be able t manage a whle day nce the timetable is an established part f their rutine. Timetables shuld include all subject lessns r activities, including breaks and lunchtimes and be amended n a daily basis t include specific events, fr example, visitrs, classrm changes r schl trips. Surce CCO Public Dmain 26 P a g e

27 . Surce CCO Public Dmain All staff shuld knw Hw t use the timetable i.e. that visual cards shuld be remved and placed in the finished bx/envelpe at the end each activity. Sme children may prefer t tick r crss ff items rather than place in finish sectin Sme children d nt appear t engage with the visual timetable. Hwever, having it in the class gives them the predictability and stability they need. These children may nly need t briefly glance at the timetable fr it t be effective. Visual timetables are very effective during times f change. This might be a change f adult within the class r when transitining t a new rm/area f schl building. If a child is used t having a visual timetable, make sure it (alng with all the ther visual resurces) transitins with them at the start f a new academic year. Using technlgy Yu can create visual timetables using apps n an ipad, tablet r interactive whitebard. Call Sctland have a gd visual list f apps (see Examples f apps include:- Visual Schedule Planner Ppplet Grafi Pages r Keynte If yu wuld like t develp a visual timetable using yur interactive whitebard, there are numerus prgrammes including Cmmunicatin 4 All. Other cmments Children n the autism spectrum / with scial cmmunicatin and interactin needs can experience heightened anxiety at schl, especially if they d nt knw the daily rutine f the day. A visual timetable may lessn this anxiety, as the child will develp a better understanding f what is happening during the mrning, afternn r whle day. 27 P a g e

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29 . Mini schedules Mini schedules are als called Task checklists r Visual schedules. Children n the autism spectrum / with scial cmmunicatin and interactin needs may find fllwing verbal instructins difficult. Shrt written instructins utlining the key activities, in the right rder, prvide a visual list f steps t achieve a task. Mini schedules can prmte independent wrking, rather than a child relying n adults t break dwn instructins. A child will need t understand the cncept f sequencing (i.e First, Next, Then) t understand sequences in a mini schedule. Mini schedules need t be visual t help the child t knw what steps are needed t achieve a task. Dn t frget t make the mini schedule interactive i.e ensure the child ticks ff/crsses ff each step as it has been cmpleted. Mini schedules can be used fr in class and ut f class tasks. The key t success is SMART specific, measurable, achievable, realistic target. When a mini schedule is cmpleted, the child will need t knw what is next r what they can d when they have finished the mini schedule. A mrning schedule Surce CCO Public Dmain A mini schedule fr cming int class may help a child with self-rganisatin and may lessn anxiety, as it prvides structure in the transitin time frm hme t schl. Each child will manage a different number f steps yu can always add mre steps. Fr a nn-reader, a visual image representing each step will be needed. Fr a reader, the written wrd alne may be sufficient. When the mrning schedule has been cmpleted, the child will need t knw what is next. This may be anther mini schedule r a visual fr carpet time etc. 29 P a g e

30 . An equipment schedule This may help a child with selfrganisatin by prviding a list f equipment needed fr a task. Fr a nn-reader, a visual representing each step will be needed. Fr a reader, the written wrd may be sufficient. When this mini schedule is cmpleted, the child will need t knw what is next. This may be a task mini checklist r a visual fr carpet time etc. Surce CCO Public Dmain A learning task schedule A mini checklist fr steps t cmplete a task may help a child with selfrganisatin/mtivatin and fcus. Fr a nn-reader, a visual representing each step will be needed. Fr a reader, the written wrd alne may be sufficient. Yu can add an additinal clumn t make each step time bund. When this mini schedule is cmpleted, the child will need t knw what is next. This may be a task mini checklist r a visual fr carpet time etc. 30 P a g e

31 . Skills schedule A mini checklist may be used t help a child get dressed after PE, wash their hands after ging t the tilet etc. Fr a nn-reader, a visual representing each step will be needed. Fr a reader, the written wrd alne may be sufficient. When this mini schedule is cmpleted, the child will need t knw what is next. This may be a task mini checklist r a visual fr carpet time etc. A hme time schedule A mini checklist may be used t help a child persn get ready fr hme time Fr a nn-reader, a visual representing each step be needed Fr a reader, the written wrd alne may be sufficient Surce CCO Public Dmain Other cmments We all use mini checklist r schedules, i.e a shpping list r t d list. Children n the autism spectrum / with scial cmmunicatin and interactin needs respnd t checklists r schedules because these prvide visual structure t a sequence f tasks. As children prgress thrugh the key stages, schls can cntinue t use checklists r schedules but they becme smaller/mre discreet, s that yung peple can cntinue t discreetly remind themselves f what t d next. 31 P a g e

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33 . Scial Stries Children n the autism spectrum / with scial cmmunicatin and interactin needs can find many everyday scial situatins cnfusing. Scial Stries (created by Carl Gray), are brief stries abut a situatin, event r activity. Scial Stries cntain specific infrmatin abut what t expect in that situatin and why, as well as guidance n expected behaviur within that situatin. They have a huge range f applicatins. They can be used t learn new rutines, adjust t change, mdify behaviur, develp scial understanding r t reduce anxiety. Scial Stries can take many frms, depending n what wrks best fr the individual child, and what situatin/scenari is being addressed. The scial stry will be mst effective if it is intrduced during a calm time, and shared regularly with the child, s that when they find themselves in the situatin described, they have a secure reference fr what t expect and hw t manage the situatin. Stay calm Scial Stry Smetimes I feel wrried because f smething that has happened r smething I dn t want t d I can tell that I feel wrried when I want t shut r cry r bite my fingers and thumb When I feel wrried, I can try t take a slw deep breath, clse my eyes and cunt slwly t 5. After I cunt t 5, I can tell the teacher r anther grwn up that I feel wrried I can say I feel wrried When I talk t my teacher r teaching assistant, I will try t use a calm vice t tell them what made me wrried. My teacher r teaching assistant can help me t think f ways t fix the prblem that made me wrried This will help me t feel calm My teacher and ther peple will be pleased that I am calm Children n the autism spectrum / with scial cmmunicatin and interactin needs ften experience high levels f anxiety in scial situatins, withut being able t articulate r manage their feelings. Scial stries can prvide reassurance, and teach strategies fr regulating these feelings, as well as prviding practical ways f seeking help. 33 P a g e

34 . Writing in the first persn, helps the child t identify with the Scial Stry. The Scial Stry prvides reassurance fr the child in this situatin. Mre infrmatin n Scial Stries can be fund n 34 P a g e

35 I am sitting n the carpet What are the rules? Sit still n my wedge Lk at my teacher Listen t my teacher A Scial Stry can take the frm f a few simple strategies r rules, agreed tgether with the child t manage a specific issue. At its simplest level, the Scial Stry prvides a scial script f expected behaviur in a particular scial situatin. Visual images prvide additinal ways fr the child t understand the message being cnveyed and relate this t their real-life experience. Surce Pixabay Surce CCO Public Surce CCO Public Other cmments Use a frmat that will be accessible and appealing t the individual child. Use language that the child can understand. Use visual images fr yunger children and fr thse wh are nn-readers. 35 P a g e

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37 . Rewards Children n the autism spectrum / with scial cmmunicatin and interactin needs may nt respnd t whle class/whle schl mtivatrs r rewards such as stickers, stamps r praise frm staff. Linking a child s special interests t rewards can be highly mtivating. Reward systems that are visual and structured may als be highly appealing. Sharing effective rewards/incentives which are used at hme with schl, can be beneficial fr the child and may increase mtivatin. Always cnsider a child s special interest befre making resurces r adapting materials. A child may nly like a particular dinsaur in a certain clur, nt just any dinsaur. Yu may need t review yur reward systems n a regular basis if they lse their impact/effectiveness. Make a deal reward chart This reward system is similar t Nw/Next. The expected behaviur r cmpleted activity is agreed, alng with the reward fr cmpleting this. Ensure the chart is interactive by encuraging the child t remve the will visual when cmpleted, s that the reward visual is next. When the reward has been cmpleted, the child will need t knw what is next. This may be a task mini checklist/visual fr carpet time etc. Wrking twards reward chart A child may be mtivated t wrk twards a reward. Tkens/stars can be earned fr general behaviur r fr a specific behaviur. If the tken/stars are earned fr a specific behaviur, this needs t be displayed visually with an image f, fr example sitting n carpet etc. 37 P a g e

38 . Interest reward chart If a child has a special interest, this may be mtivating within a reward chart. It is imprtant t discuss the special interest with the child as knwing a child likes Thmas the Tank may mean they like a specific engine in the series nt just Thmas. Surce Flickr Rewarding specific expected behaviur If there are specific behaviurs yu wuld like t prmte, a reward chart listing these behaviurs can be used, with the reward clearly specified. Surce Bristl Autism Team Earning steps twards a reward Sme children are mtivated t see a bigger picture being built up in steps. Yu might like t reward a child fr a specific behaviur r cmpletin f an activity by giving them a piece f puzzle. The child will need t knw (either with a visual image r bject) what the reward is ging t be when the puzzle is cmpleted Surce Pixabay 38 P a g e

39 Surce Bristl Autism Team Tken system rewards An effective mtivatr fr sme children is t be able t earn tkens and bank them fr a larger reward. This prcess takes a while t implement with cnsideratin f:- What tkens will be used? What will the child earn the tkens fr? What rewards can the child save their tkens fr? Sme children like t spend their tkens quickly, whereas sme like t save t earn the bigger reward Yu will need t cnsider hw the child will feel when they have spent their tkens sme may be disappinted t suddenly have n tkens. Adults will need t ensure the child is quickly re-mtivated t start earning the tkens again. Other cmments We are all mtivated by rewards. A class/whle schl reward system may be mtivatin enugh fr children n the autism spectrum / with scial cmmunicatin and interactin needs Sme children may als be mtivated by individual reward systems. Any new reward system needs t be explained t the child, with cnsideratin f use f language and visual supprt t explain hw the reward system will wrk. It can be very beneficial fr hme and schl t use the same rewards t prvide cntinuity fr the child. 39 P a g e

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41 Emtinal understanding. Children n the autism spectrum / with scial cmmunicatin and interactin needs ften experience heightened stress levels in cmparisn t their peers. They may have reduced cping strategies and fail t recgnise their anxiety befre it becmes verwhelming. Children n the autism spectrum may need encuragement t: Ask fr help Recgnise their emtins and thse f thers Talk abut their feelings Manage their emtins Develp cping strategies and calming techniques Independent wrking cards Surce Pixabay These cards allw children t cmmunicate their understanding/cnfidence f a task. Card is duble sided and placed n desk where the child is wrking. The child displays k r I need help Adults can quickly check hw the pupil is getting n withut cnstant questining. Make the cards s they are unbtrusive and discreet. The cards can als be used as a whle class resurce fr all pupils. Surce Public Dmain Traffic Light systems These wrk in a similar way t independent wrking cards ffering a visual way t cmmunicate understanding r anxiety. Green = OK Amber/Yellw = I m Unsure r I can give it g Red = Help An arrw r bject can be placed n the clur t indicate hw the child is feeling. Clured pencil can als be used in a similar and mre discreet way, with the child drawing n a piece f paper t indicate hw they are feeling. 41 P a g e

42 . Feelings bard Surce Pixabay Feelings bards allws a child t cmmunicate hw they are feeling t thers. They are particularly useful when discussing incidents that have ccurred. Hw t use: Encurage the child t pint t r verbalise the emtin which is relevant t them at the time using the bard as a visual supprt. Use the bard in cnjunctin with feelings/emtins bks (see belw) t enable the child t increase their understanding f emtins. An emtins thermmeter These encurage a child t think abut changes in hw they are feeling. The child places their name r phtgraph n the thermmeter as a visual indicatr t shw their level f emtin, r indicate the emtin that they are experiencing at that particular time. Ensure that the thermmeter is accessible t the child at all times. It can als be used as a whle class resurce. Surce Public Dmain Feelings Bk Create a feelings r emtins bk. Explre basic emtins first, such as happy, sad and angry befre mving n t mre cmplex nes. Fcus n ne emtin at a time. Take phtgraphs f the child r ther children shwing a particular emtin in different situatins and cntexts, r cut ut phtgraphs frm a magazine. Stick these in a bk, explring and recrding hw a child is feeling. Ensure that the child is als taught hw t manage emtins, fr example, ways t calm dwn if feeling angry. Surce Pixabay 42 P a g e

43 . I need a break cards I need a break cards allw a child t cmmunicate that they need dwntime r access t a safe haven/safe space. All staff need t knw that a child has a break card and respnses by staff t these needs t be cnsistent. Surce Bardmaker Bristl Autism Team licence Safe and quiet place It is useful fr children n the autism spectrum t have an agreed safe and quiet place fr them t g t when they feel anxius r are verladed by sensry stimuli. A pp up tent situated in an area f the classrm r a quiet reading area can be used. A safe haven rm situated utside the classrm might als be beneficial. Surce Pixabay Other cmments Visual tls help children n the autism spectrum / with scial cmmunicatin and interactin needs t cmmunicate their emtins and adults wrking with them t identify/recgnise these emtins. A child s facial expressins may nt reflect their true feelings and a change in behaviur may be mistakenly attributed t anther cause, such as a sensry sensitivity, heightened anxiety etc. It des nt always ccur t children n the autism spectrum / with scial cmmunicatin and interactin needs t talk t thers abut their emtinal wellbeing, and therefre their respnses t anxiety may be individual and unexpected. 43 P a g e

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45 . Meltdwns A meltdwn is triggered by an verwhelming experience frm which the child cannt escape, such as a cnfusing scial situatin, a change f plans r sensry verlad. Children n the autism spectrum / with scial cmmunicatin and interactin needs have great difficulty regulating their feelings and wrking ut slutins when things g wrng, and s can quickly escalate t a meltdwn. Once a meltdwn has been triggered, this is a cmplete system verlad, which the child cannt cntrl r manage, n matter what the cnsequence. Nte the triggers Being aware f what triggers a meltdwn is abslutely key t aviding these in future. Als key is helping the child learn hw t identify the triggers themselves, s when a meltdwn happens, try t identify the trigger r what appeared t be the starting pint. Keep a recrd ABC charts are a gd way t recrd meltdwns, s that patterns can try t be identified. Once the meltdwn has been managed, it is best t recrd it while the incident is still fresh in peple s minds. 45 P a g e

46 Actin Plan Surce Free Stck Pht Once a meltdwn has been triggered, a child can escalate rapidly int a full meltdwn. It is imprtant t have a clear Actin Plan in place that all relevant staff have been made aware f, and which has been discussed with Parent/Carers in advance. The primary cnsideratins shuld be: Keep the child safe Keep ther children safe Keep yurself safe Safe place Ideally, when experiencing the verwhelming physical and emtinal symptms f a meltdwn, the child needs t be remved frm the situatin, and taken t a safe place where they will feel enclsed and sheltered, and can begin t recver. This shuld be an already established and familiar place t the child, and needs t be clearly identified in the Actin Plan. It may nt be pssible t safely mve the child, in which case yu shuld create a safe place where s/he is. Yu may need t remve ther children frm the situatin. Surce Free Stck Pht Surce Pixabay Give it time Meltdwns have a huge impact, bth physically and emtinally, and the child will need time t recver. The amunt f time needed will vary depending n the individual child and the severity f the meltdwn it can be as little as 30 minutes, r as much as the whle day. The child will nt be ready t talk abut what happened when they are feeling emtinally and physically drained. Recvery may include any f the fllwing Time in their safe place Time spent engaging in a lw-level classrm activity Re-jining peers but with reduced expectatins and with supprt 46 P a g e

47 . After the Meltdwn The child will experience a variety f cmplex feelings after the meltdwn They may nt be able t tell yu why the meltdwn happened, and it is fr adults t reflect n the triggers, and t put in place strategies t help the child avid r manage that situatin better/differently in future. Remember When a child has escalated t a meltdwn : keep them safe give them time reflect n the trigger decide hw t supprt the child in future Surce Bristl Autism Team Other cmments Ds Take a deep breath and remember that hwever hard this is fr yu, it is hard fr the child t. Dn ts Dn t get angry and raise yur vice. It just adds t the nise and stress. The child is nt being naughty r trying t get his/her wn way. Make sure ther members f staff have been infrmed f the situatin, s that the child can be mnitred and supprted by adults during the perid pst meltdwn. Dn t attempt t deal with the meltdwn n yur wn, but als dn t have t many adults in clse prximity as this may cause further distress t the child. Stay quietly with the child, and use shrt, sthing phrases that ffer reassurance. Dn t try t reasn with the child, issue reprimands r ask what s wrng while they are in the grip f the meltdwn. Their system is in shutdwn and they will nt able t respnd. 47 P a g e

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49 FURTHER READING:- If schls wuld like t find ut mre abut the autism spectrum, there is a vast range f material available. The fllwing are a few recmmendatins frm Bristl Autism Team:- Asperger Syndrme a practical guide fr Teachers by Val Cumine. Surce Pixabay I am special by P Vermeulen Can I tell yu abut Asperger Syndrme by J Weltn The Teaching Assistants guide t Autistic Spectrum Disrders by Ann Cartright & Jill Mrgan Asperger's Syndrme: a guide fr parents and prfessinals by Tny Attwd Freaks, Geeks and Asperger Syndrme by Luke Jacksn Ten things every child with Autism wishes yu knew by Ellen Ntbhm All cats have Asperger syndrme by Kathy Hpmann Red Beast: Cntrlling anger in children with Asperger Syndrme by K Al-Ghani Everyday educatin: visual supprt fr children with autism by P Dyrbjerg Learning abut friendships by K Al-Ghani The Panicsaurus - Managing anxiety in children by K Al-Ghani Understanding and Managing Autism by Andrew Pwell Why D I Have T?: A Bk fr Children Wh Find Themselves Frustrated by Everyday Rules by Laurie Leventhal - Belfer Can I Tell Yu abut Autism?: A Guide fr Friends, Family and Prfessinals by Jude Weltn Survival Guide fr Kids with Autism Spectrum Disrders by Elizabeth Verdick The Disappintment Dragn: Helping Children Including Thse with Asperger Syndrme t Cpe with Disappintment by K.I. Al-Ghani The Incredible 5-pint Scale: Assisting Children with ASDs in Understanding Scial Interactins and Cntrlling Their Emtinal Respnses by Kari Dunn Burn A 5 is Against the Law by Kari Dunn Burn The Asperkid's (Secret) Bk f Scial Rules: The Handbk f Nt-S-Obvius Scial Guidelines fr Tweens and Teens with Asperger Syndrme by Jennifer Ck O'Tle USEFUL WEBSITES:- (Natinal Autistic Sciety) (Bristl Parent Carers) (Autism Educatin Trust) (Findability lcal infrmatin) (Supprtive Parents) (Autism Educatin Trust) Surce Pixabay 49 P a g e