Introduction

Neil Stuart (Autism NZ) again uses the analogy of tilting a seesaw to portray shifting instruction strategies so that learning activities shift from being out of reach for some of our children, to being attainable for all learners. These strategies are inline with Universal Design for Learning (UDL).

Classroom communication strategies

May miss important information

The Rule of 5

• Reduce the number of words in each sentence to fewer than 5

• Wait 5 seconds after each sentence for processing

Robertson & Baron-Cohen 2017).

Use the child's name

This verbal prompt gains the student's attention and alerts them that the information is specifically meant for them and will require a response. Ashburner, Ziviani, and Rodger 2008.

Give positive direction

Because it may be difficult for some children to stop a particular behaviour, providing a replacement behaviour is a more effective strategy. For example, giving a positive instruction instead of a negative one. 

Se et al. 2020, Hill 2004,

Use ‘first’ and ‘then’

Based on the Premack Principle, the 'first and then' strategy makes use of a child's individual activity preferences to follow on from the mahi or 'must do' activity. This strategy helps some students to understand sequential events while providing positive reinforcement for completing the 'first' activity.

Deris and Di Carlo (2013) Back to Basics

Give warnings before an activity finishes

Give verbal and visual warnings that an activity is going to finish.

Craig et al. 2016)  shifting attention, and response inhibition

Something about difficulty regarding answering questions.

Emma Goodall (2014)

Using visual supports

Using visual supports is an effective strategy to support students with communication challenges. Children, particularly children with specific learning needs, tend to understand visually presented information better than auditory information. Visual supports fall in to 3 categories: images and signs we see all around us; our body language and facial expressions; individualised tools we make to help us manage our daily lives.

Common visual supports

Introduce one visual support at a time.

• Schedules/timetables (photographs & objects are useful): and review as a class first thing in the morning & revisit frequently during the day. It is important to remove or change a visual prompt when the activity is finished.

• Mini schedules/work systems: break a main activity (eg. reading) into more specific activities (eg. with teacher then Sunshine on line then free time).

• Calendar: other non-regular events

• Choice board (make sure there are individualised to the needs of the child, and include things they want available).

• Transitions: timers, first and then. Use consistent verbal statements with visual cue.

• Social skills: I feel, story books, videos, social stories.

• Positive behaviour supports:

• Classroom environment visual supports: begin with schedule, establish classroom rules (eg. take shoes off), individual needs (eg. inside voice).

• Home-school communication: 'today I played with...', work together.

• At home: start with pictures of places we go when we leave home (transitions).

Lequia, Machalicek, and Rispoli 2012; Macdonald et al. 2018 - most effective intervention

Arthur-Kelly et al. 2009 visual supports provide structure for executive functioning.

Myles, 2005 - general re. visual supports & guiding principles

Saggers and Ashburner 2019 - provide organisational structure and predictability

Macdonald et al. 2018 - work flow systems

The New Zealand Autism Spectrum Disorder Guideline (Ministries of Health & Education, 2008) outlines the scientific and educational rationale for the use of visual as:

The strong visual processing of many autistic tamariki

The predictable and static nature of visual information

The close and obvious relationship of the picture to the object it represents

Using strengths and interests

Highly motivated and interested when engaging in high interest activities.

Attwood 1997 - can be seen as a negative in the classroom

Davey 2020 - learning tool and positive reward

Jigsawing

The jigsaw method is a strategy for collaborative group work.

Aronson and his colleagues (1979) - managing groupwork, promoting cooperative learning in diverse groups.

Dugan et al., 1995; Kamps et al., 1995 increased opportunity for collaboration and interaction

Lego therapy

Similar to jigsawing, lego therapy is a collaborative task with assigned roles of engineer, suppier and builder.

Daniel LeGoff,

LeGoff, 2004

Can be cyclical in that students with AS that lack social skills can become excluded, resulting in increased antisocial behaviours that in turn further isolate the child  (Beckman 1983; Oke & Schreibman 1990; Koegel

et al. 1992; Cogher 1999).