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FORWARD!!!

FORWARD!!!.

gloriann-stevens
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FORWARD!!!

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  1. FORWARD!!! To those of you who were in the class or someone else looking at this powerpoint, view it from the NOTES view. (Go to View, Notes Page.) This being my first time presenting and my lack of staying on track, I did NOT follow my notes pages and left some things out that I feel are important. If you want to get more info, read those to help your understanding and use all the links!!! I tried to name the links, so you would be able to tell what they were. Feel free to email me if anything doesn’t make sense or you have any questions about anything I said! ~Erin pinneye@siouxcityschools.org

  2. “It is our attitude at the beginning of a difficult task which, more than anything else, will affect its successful outcome.”–William James

  3. K (know), U (understand), D (do) KNOW • the essential strategies you NEED to have in place to help students with high functioning autism. • the extra strategies you can use when you are ready UNDERSTAND • these strategies. DO • feel ready to put the things in place you need for your student(s) with high functioning autism.

  4. My Background in working with/learning about autism • Found out I would have two students in my third grade who were on the spectrum – 2005 • Went to T.E.A.C.C.H. • Asked a LOT of questions and got help where I needed from MANY others • Mistakes, challenges, upsetting days and nights, YES. • Really great moments and noticeable growth, YES. Watch for files you think you could possibly use. If you want them, write down your email address for me. NO need in re-creating the wheel!!! (I’ll just send them ALL.)

  5. The ESSENTIALS, MUST-HAVES (doing yourself and the student(s) a MAJOR disservice not to have!!!) • Personal schedule & work system • Visible, clear steps for every classroom procedure • Calm, cool, collected, choose your battles attitude – remembering to use VERBAL words ONLY if necessary!!!

  6. Schedule • Pix or Boardmaker schedule for younger students colored background to show the folder to use for the work system (to tell them what to do) • Schedule/Work System for students who read Another sample schedule Use in a clear, plastic sheet with Vis a Vis marker

  7. Other Sample Schedules • Beginner Schedule or to use when a child is frustrated and needs reminders • To do / Done • SO many ways to do this!!!

  8. Work System • WHAT the student is expected to do, HOW MUCH they should do, how to know when FINISHED, and what to DO NEXT • I use PixWriter to help students know what to do. There are many other ways you can do this. Samples: This one would be in the blue folder. (Go to PixWriter.) The work system is with the schedule.

  9. Visible, Clear steps for procedures I give the student a folder or binder with these ALL in it, for them to review at the beginning or as needed each day. I also hang them around the room in appropriate places. (i.e. “line” by the door) They can be typed for students who can read or done in Pix or Boardmaker for those who cannot.

  10. Calm, Cool, Collected Attitude • Kids with autism can get FIXATED and be upset about something. It can be VERY frustrating, annoying, enraging, etc. • BUT we have to remember if we are SEEING behaviors, there is SOME kind of sensory problem the student is having. • We can help: let them take time to get CALM let them tell you what they need if they can.

  11. Extra’s • Behavior charts 1 23 • 5 point timer • 5 point scale samples 12 • Working with parents to extend social skill training at home Send social stories home, so parents know what the student works on at school (thanks for that validation from the parent in the room!!! ). • Social Stories/lessons 12 • Keep learning!

  12. One website with the basics • Tips for Teachers for kids with High Functioning Autism This is from the Siouxland Autism Support Group’s website. I think it’s a pretty basic, to the point, resource. ADD THIS: http://www.siouxlandautism.org/ LINKS on the top bar Then follow the link with the title above (Tips for Teachers…)

  13. “It is our attitude at the beginning of a difficult task which, more than anything else, will affect its successful outcome.”–William James

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