AUTISMAG

11 AUTISM Ash
B e rnar d

TEACHING
STRATEGIES
THAT YOUR CHILD WISHES
FOR YOU TO ADOPT
TABLE OF CONTENTS
OVERVIEW 3

10 THINGS ABOUT TEACHING THAT YOUR CHILD WISHES YOU KNEW 5

STRATEGY 1: BECOME A SUPPORTIVE COMMUNICATION PARTNER 8

STRATEGY 2: WHY AND HOW TO USE VISUALS 10

STRATEGY 3: LETTING MOTIVATORS DO WORK FOR YOU 13

STRATEGY 4: USING SENSORY TOYS TO IMPROVE LEARNING 16

STRATEGY 5: CREATING COMMUNICATION ENRICHED ENVIRONMENTS 18

STRATEGY 6: USING VISUAL SCHEDULES AND TIMERS 20

STRATEGY 7: THE POWER OF PREVENTIVE BREAKS 23

STRATEGY 8: SETTING GOALS AND ENCOURAGING INDEPENDENCE 27

STRATEGY 9: ADOPT A SOCIAL CONTRACT WITH YOUR CHILD 30

STRATEGY 10: BREAK-UP COMPLEX PROBLEM STATEMENTS 32

STRATEGY 11: ATTACK THE PROBLEM, NOT THE EFFECT 33

121 FREE PECS COMMUNICATION CARDS 35

© AUTISMAG 2
OVERVIEW
Thank you for downloading this guide on 11 Teaching Strategies for Autism. As a Bonus,
you also get 121 Full Colored PECS Communication Cards that you can use with some
of the strategies listed here (check the last section of this guide).

I am Ash Bernard - an Autism advocate, coach, and the founder of AutisMag. You see, for
many years I have been helping families and educators who deal with Autistic children
on a day-to-day basis. I have authored a few books, presented at Seminars, and orga-
nized focus group workshops with parents and educators to help children with special
needs get on with their lives, just like their typically developing peers.

Most kids with Autism are NOT disabled; they are just different! And trust me, that’s
okay! With some support, your child could go places you couldn’t even think of.

I love this quote from Albert Einstein

“Logic can take you from
(who, many believe, had traits of Autism point A to B, but imagination
as well) – can take you anywhere.”

But the BIG question is: where do you

start? I say, start by getting your child
organized.

Why? Because...
with organization, comes predictability;
with predictability, comes association;
with association, comes social interaction;
with social interaction, comes communi-
cation;
with communication, comes learning;
with learning, comes overall development!

But then we have the next big question:

HOW?
That’s where I come in :-)

To make a lasting impact on your child, you will need to think like him/her. Imagine
putting yourself in your child’s shoes - that little mind must be going through so many

© AUTISMAG 3
 OVERVIEW

things. He already has plenty to deal with and you don’t want to add more to his list
of worries.

So, for a while, keep aside your expectations from your child. Eventually, I will show you
how your child can come around and start ticking those boxes that you want them to.
But first, you must you must learn to see the world from his perspective.

Effective Education is a TWO-WAY process built on the bonding between the Student
(your child) and the Teacher (yourself).

The only way to foster that connection is by understanding each other. And because you
are the Teacher, the process needs to start with you!

This will not be easy at first, but very soon, you will learn how to think like your little
one. So, let’s start with the 10 things that your child wishes you knew about teaching
him:

© AUTISMAG 4
10 THINGS ABOUT TEACHING THAT
YOUR CHILD WISHES YOU KNEW
The background of this section is inspired from the famous book called Ten Things
Every Child with Autism Wishes You Knew by Ellen Notbohm.

That said, I have completely changed the content to make it fully applicable to learning
and development of your child. You might be thinking… why is is so important for me to
understand these principles? The Answer is simple. To make a delicious Pasta, you need
to know what a good Pasta tastes like. Similarly, to help your child thrive, you need to
understand how your child thinks, how he reacts, what he likes and what causes him
stress. You need to get into his mind to make it work.

My mission is not to hand you out a set of strategies that you can apply on a plug-and-
play basis, but to provide you the right set of tools and frameworks that empowers you
to devise your own unique strategies for your loving child, who, quite frankly is unique
too :).

So before you start looking into those strategies, consider spending some time thinking
about these 10 principles. These are written from your child’s perspective, as if your
child is speaking to you.

1. Behavior is communication.

All behavior occurs for a reason. It tells you, even when my words can’t, how I perceive
what is happening around me. Negative behavior interferes with my learning process.
But merely interrupting these behaviors is not enough; teach me to exchange these
behaviors with proper alternatives so that real learning can flow. Negative behavior
usually means I am overwhelmed by some dysfunctions in my sensory systems,
cannot communicate my wants or needs or don’t understand what is expected of
me. Look beyond the behavior to find the source of my resistance. STRATEGY 11 in
this guide can help you understand why I do certain things.

2. Never assume anything.

Without factual backup, an assumption is only a guess. I may not know or understand
the rules. I may have heard the instructions but not understood them. Maybe I knew
it yesterday but can’t retrieve it today.

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 10 THINGS ABOUT TEACHING THAT
YOUR CHILD WISHES YOU KNEW

3. Look for sensory issues first.

A lot of my resistant behaviors come from sensory discomfort. One example is

fluorescent lighting, which has been shown over and over again to be a major problem
for children like me. The hum it produces is very disturbing to my hypersensitive
hearing, and the pulsing nature of the light can distort my visual perception, making
objects in the room appear to be in constant movement.

4. Provide me a break to allow for self-regulation before I need it.

A quiet, carpeted corner of the room with some pillows, books and headphones allows
me a place to go to re-group when I feel overwhelmed, but isn’t so far physically
removed that I won’t be able to rejoin the activity flow of my study smoothly. Refer
to STRATEGY 7 to understand how you can help me with appropriate breaks.

5. Tell me what you want me to do in the positive rather than the imperative.

“You left a mess by the sink!” is merely a statement of fact to me. I’m not able to
infer that what you really mean is “Please rinse out your paint cup and put the paper
towels in the trash.” Don’t make me guess or have to figure out what I should do.

6. Keep your expectations reasonable.

That all-school assembly with hundreds of kids packed into bleachers and some guy
droning on about the candy sale is uncomfortable and meaningless to me. Maybe I’d
be better off helping the school secretary put together the newsletter.

7. Help me transition between activities.

It takes me a little longer to motor plan moving from one activity to the next. Give
me a five-minute warning and a two-minute warning before an activity changes –
and build a few extra minutes in on your end to compensate. A simple clock face
or timer on my desk gives me a visual cue as to the time of the next transition and
helps me handle it more independently. Refer to STRATEGY 6 on how you can make
it work for me.

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 10 THINGS ABOUT TEACHING THAT
YOUR CHILD WISHES YOU KNEW

8. Don’t make a bad situation worse.

I know that even though you are a mature adult, you can sometimes make bad
decisions in the heat of the moment. I truly don’t mean to melt down, show anger or
otherwise disrupt your classroom. You can help me get over it more quickly by not
responding with inflammatory behavior of your own. Beware of these responses that
prolong rather than resolve a crisis, for example: Raising pitch or volume of your
voice. I hear the yelling and shrieking, but not the words.

9. Criticize gently.

Be honest – how good are you at accepting “constructive” criticism? The maturity
and selfconfidence to be able to do that may be far beyond my abilities right now.

10. Offer real choices – and only real choices.

Don’t offer me a choice or ask a “Do you want…?” question unless are willing to
accept no for an answer. “No” may be my honest answer to “Do you want to read out
loud now?”

The last word: BELIEVE.

Believe that you can make a difference for me. It requires accommodation and adap-
tation, but autism is an open-ended learning difference. There are no inherent upper
limits on achievement. I can sense far more than I can communicate, and the number
one thing I can sense is whether you think I “can do it.” Encourage me to be everything
I can be, so that I can continue to grow and succeed long after.

© AUTISMAG 7
STRATEGY 1:
BECOME A SUPPORTIVE
COMMUNICATION PARTNER

Because the learning process starts with you, here are some essential tips on how both
you and your child can gain the most out of your learning outcomes. I suggest you take
a printout of this sheet and keep it in a prominent place for continued reference.

Use the child’s name first. Then pause before saying the rest of what you want to
say. This will allow the child time to focus his attention on what you are saying.

Use clear, precise language. Say exactly what you mean. Children with autism spec-
trum do not infer meaning.

Use positive language that tells the child what he can do.

Allow the child time to process (think) and respond. Allow the child plenty of time
to process your instruction. If he doesn’t respond (you may need to wait a minute
or more), repeat but do not rephrase the instruction.

© AUTISMAG 8
 STRATEGY 1:
BECOME A SUPPORTIVE
COMMUNICATION PARTNER

Be dramatic so that the child’s attention is more likely to be drawn to you. He/she
is also more likely to be able to interpret your body language if you exaggerate.

Sing and/or chant – as well as tapping different neural pathways to speech singing
and chanting calms the child as well as helping him self-regulate his behaviour.

Lower your voice or use a monotone – children with autism may have auditory
sensitivities particularly high frequency sounds.

Do not insist that the child looks at you. Even adults with autism spectrum disor-
ders report that it actually hurts to have to make eye contact; that they can’t look
and listen at the same time.

Use visual communication strategies as well as speech. The visual symbol is a con-
stant whereas speech is transitory. Use the Free Picture symbols provided in this
guide.

Use visual sequences for daily routine; child’s work schedule; any change that is
going to happen.

Use specific praise, e.g. “Good putting” rather than “Good work” or “Good boy.” The
latter comments do not tell the child what
it is that he is doing that you like.

Avoid sarcasm. Children with autism are literal – they may start hoping if you tell
them to hop along to the bath!

Choose the time of day when your child is most happy and relaxed to focus on
language activities

© AUTISMAG 9
STRATEGY 2:
WHY AND HOW TO USE VISUALS

Why:

Most children with an autism have strengths in visual areas compared to other
areas.

Up to 80% of families have their child’s (who was later diagnosed with Autism)
hearing test first because of delays in language development. Children with autism
can hear but they can’t process verbal language.

A symbol or picture remains constant long after the word or sign has been com-
pleted.

© AUTISMAG 10
 STRATEGY 2:
WHY AND HOW TO USE VISUALS

People with autism tell us language is confusing. Temple Grandin, a well-known

American with autism reports “I think in pictures.”

Sensory processing difficulties are part of ASD so it makes sense to support one
sensory input system (i.e. hearing) with another – sight.

How:

Visuals include: real objects, parts of objects or remnants (e.g. empty packet of sul-
tanas); photographs of the actual object, photographs of similar objects, drawings,
computer generated symbols, (e.g. Boardmaker, Pics for PECS symbols like the ones I
have shared with you in this booklet) and words. Even the McDonalds’ golden arches
are a visual, and one that every child seems to know!

Your child’s age and ability will be the determining factor when deciding what type
of visual support to use. Generally very young children and those who have additional
difficulties need visuals that most closely resemble the actual object. These children
may respond best when you show them the car keys rather than a PECS symbol of a car.
It is easier to use photos or symbols than carry round bags of objects. However, if they
don’t have meaning for your child at this point remnants or objects are fine.

Always couple visuals with speech. They are an aid to help you understand spoken
language, not a substitute.

Be eclectic. You do not need to only use one type of visual. You can still use objects
even if your child recognises symbols.

Always print the name of the visual in the bottom left hand corner in lower case
letters. This will ensure that everyone calls the object the same thing (is it a mug
or a cup?) and as words are only another visual code your child might crack this code
as well!

© AUTISMAG 11
 STRATEGY 2:
WHY AND HOW TO USE VISUALS

To be valuable visuals must be accessible. Keep them near where you are likely to
use them – on the fridge or somewhere else handy in the kitchen; in the toilet; near
the front door etc. Put a few key symbols on your key ring (finish, toilet, car, home etc.).

Wait! Like all communication you need to allow child time to process and point.

Persevere. Your child may need many trials before he makes the connection
between the visual and the real object.

Speak to your speech pathologist about introducing your child to PECS (Picture
Exchange Communication System).

Remember:

Visuals need to be paired with looking at other person to be useful communication.

All visuals should be accompanied by speech.

Keep visuals in place even after your child has learnt to talk

© AUTISMAG 12
STRATEGY 3:
LETTING MOTIVATORS DO THE
WORK FOR YOU
Self motivation is very difficult for someone with ASD especially when they can’t see
the “payoff” at the end. Having a special goal to work towards has been the best moti-
vator for our students.

The goal:

Must be easy to reach.

Very frequent.

Have meaning to the ASD individual.

The most useful motivator is the one that has access to his/her special interest/
obsession. It can be used in many ways.

© AUTISMAG 13
 STRATEGY 3:
LETTING MOTIVATORS DO THE
WORK FOR YOU

Ideas to try:
Use a motivator as a:

Reward for work completed.

Goal for accomplishing work.

Goal for accomplishing more work than expected.

Down time/quiet time.

Include their special interest as part of research assignment.

Examples how to use special interest

Reading about favourite subject/special interest.

Talking about favourite subject (this must be time limited).

Access to computer.

Access to favourite internet site.

© AUTISMAG 14
 STRATEGY 3:
LETTING MOTIVATORS DO WORK
FOR YOU

Why to NEVER use their special interest as a punishment for non cooperation:

Their special interest keeps them calm.

Their special interest allows them to release emotions.

Their special interest is relaxing.

Their special interest allows them to relax enough to face the new challenges.

If you take away their special interest and use it as a punishment it rarely works as a
behaviour modification method and could result in escalating behaviours.

Special Interest as Part of Assignment

Special Interest: String

English: research where string was first invented.

Maths: numbers, how long, areas, circumferences etc
Music: what instruments use string.

© AUTISMAG 15
STRATEGY 4:
USING SENSORY TOYS TO
IMPROVE LEARNING
Children with an autism often seek out sensory activities, eg chewing, twirling, and
fidgeting. They find specific sensory experiences calming, eg rocking, flicking, visual
patterns, flapping. Holding an object in their hands can often enhance
learning. For example, if given a sensory toy to hold at mat time a child can sit for lon-
ger, concentrate better, be less disruptive to peers, is calmer and has reduced anxiety
levels. Sensory toys can also replace inappropriate behaviours.

Is there one MAGIC WAND to improve learning and behaviour?

So many teachers and parents of children with ASD ask me this question. The simple
answer is no, because a combination of strategies is required, but if there was ONE idea
that makes a big difference and is so easy to use it would be using what is called a
fidget toy. The irony is that it is the strategy that is most resisted by educators.

A small ‘fidget toy’ in the hand of a majority of children with ASD will dramatically
improve their learning and behaviour.

I acknowledge that the idea that playing with a ‘toy’ improving concentration is the
opposite experience for teachers and parents with non-ASD children.

For children with ASD this strategy can be a MAGIC WAND. It calms them, reduces
stress, and reduces distractions, therefore increasing learning readiness and promoting
good behaviour. Many children with ASD seek movement to calm and process, by allow-
ing the child to actually move their fingers using a “fidget toy” it actually increases
learning.

© AUTISMAG 16
 STRATEGY 4:
USING SENSORY TOYS TO
IMPROVE LEARNING

A good indicator of whether a child needs fidget toys is “WHAT HAPPENS IF YOU
REMOVE THEM?”

If you remove the toy and you see other behaviours emerge this indicates the child
actually “seeks” this and “needs” it. For example the behaviors you will see could include:

Will they pick their fingers?

Will they chew their collar or hat string?

Will they start moving their legs, body?

Will they be easily distracted by other children?

Many students with Autism actually listen and concentrate BEST with a sensory toy!

Reminder: Have rules around sensory toys. Have set times they put in their pocket, on
desk, in their hands etc

WHERE TO FIND SENSORY TOYS?

These days, many different types Sensory toys are available both online and also in Supermarkets. You can also
check out some of these toys in our AutisMag Store. We have a wide variety of these fidgets and everything is
reasonably priced for less than $10.

==> SHOP FOR SENSORY TOYS

© AUTISMAG 17
STRATEGY 5:
CREATING COMMUNICATION
ENRICHED ENVIRONMENTS

Many children do not need to communicate as everyone in their environment thinks

for them, gives them what they want or even anticipates their needs. When you create
a communication enriched environment it is VITAL you create as many opportunities
as possible for the child to communicate.

Engineer situations to teach common phrases – Go, Up, More, Again, Help, Yes, No.

Have the child wear key picture symbols/words on a lanyard around his neck for
easy access.

Put items from lunchbox on top of the lunchbox – make the child request, or tell
you want he wants to eat next.

Put photos on the fridge or pantry door of favourite food or drink so they have
to request it.

Pack away all their favourite DVDs and only have pictures of the covers for them
to request the actual DVD.

© AUTISMAG 18
 STRATEGY 5:
CREATING COMMUNICATION
ENRICHED ENVIRONMENTS

Creating as many opportunities to communicate as possible is an important part of a

communication programme. In many ways it is immersing the child in a communication
abundant environment. This will mean creating as many visuals, schedules, activities
and routines as possible to promote communication. The easiest way to do this is look
around the environment at home and school, and think of all the times in the day when
you could model, promote, encourage or support communication.

How to create a communication enriched environment at home:

Breakfast: Select from visuals cereal, toast, juice.
Daily Visual Schedule: Breakfast, Get Dressed, School, Home, etc.
Getting Dressed: Visual Schedule (take off pyjamas, put on undies, t-shirt).
Afternoon Tea: Choice board with food/drink options.
Carpet board with visuals: Quick, easy access to regularly requested items.
How to create a communication enriched environment at school:
Morning Routine: Photo/name of child on hook to put their bag, lunch in box (use visuals
to support), say “HELLO” to teacher.

Daily Schedule
Morning Tea: Lunch box with visuals.
Outside Play: Visual schedule, photo to go back inside.
Work Tasks: Visual schedule, visual tasks.
Toilet: Visual toilet routine.
Lunch: Food again.

© AUTISMAG 19
STRATEGY 6:
USING VISUAL SCHEDULES
AND TIMERS
Schedules are a vital tool for children
with an autism. Many children have
difficulties accepting change and
transition from one thing to another –
a schedule helps them see and under-
stand what is going to happen next.
Schedules also help people to organ-
ise themselves and to plan ahead.

Timers tell the child HOW LONG and

WHEN they are going to have to do an
activity. Timers allow us to pre-warn
the child. They help answer many of
the questions these children have:
What is happening? What order? What
time? What is next? How long?

12 Top Tips for Using Schedules and Timers:

1. Break tasks down into small achievable tasks, with realistic timeframes. Use digital
timer on Portable Schedule to count UP or DOWN. For example: Time for school = clean
teeth, toilet, bag, hat.

2. Help move from one activity to the next. For example: Mat Time, Reading, Recess.

3. Finish. Letting a child know how long to go and what is next.

4. Independence. Allow students to self monitor and move from one task to another
without prompts.

5. Toilet Timing! Put the visuals for toilet on the Portable Schedule: Toilet, Flush, Wash
Hands, Dry Hands and re-set for 1 hour or more!

© AUTISMAG 20
 STRATEGY 6:
USING VISUAL SCHEDULES
AND TIMERS

A typical visual communication Board for getting ready for School

At Home

6. Set 10 minutes to get dressed – attach relevant clothing visuals to Schedule.

7. Morning Routine – Breakfast, TV, Get Dressed.

8. 5 minutes doing Lego and then Mum will be ready.

At School

9. 10 minutes work, 5 minute break, 10 minutes work etc.

10. How long will it take to write x sentences or how many words can you write in x
time. You can use this idea for reading, maths, worksheets etc.

© AUTISMAG 21
 STRATEGY 6:
USING VISUAL SCHEDULES
AND TIMERS

11. Set up for Recess/Lunch with a schedule of activities.

12. 20 Minutes for Assembly put visuals on strip for song, awards etc.

Secondary: Portable Schedules are perfect for secondary students as they are like a
bookmark, they are nice and discreet for students to keep track of time of class, to
complete tasks, prepare for class bells to ring etc

DOWNLOAD THE FREE GUIDE FOR VISUAL

SCHEDULES
We have created a Free Visual Schedules Guide to help you with this. Please click on the image or the download
link to access this guide.

==> ACCESS THE VISUAL SCHEDULES GUIDE

© AUTISMAG 22
STRATEGY 7:
THE POWER OF PREVENTIVE
BREAKS
Students self-regulating their anxi-
ety is a VERY important part of their
behaviour management program. A
student being able to request a break
before a meltdown is a fantastic strat-
egy.

You will need to teach them a range of

strategies to calm themselves. When
you are teaching them, you will begin
to notice which ones are more effec-
tive at calming. You can then write social stories and use visual cards to help them
remember what to do when they feel anxious.

Break Cards

Remember sometimes when anxious children with an ASD have difficulty

communicating effectively, this is why we use visual cards to request a break. You
can use in two ways:

1. The student requests the break.

2. You give the student the card as you see anxiety rising.

BREAK CARD BREAK CARD

I can ask for I can

• Movement break • Take 10 deep breaths

• Wall push ups • Count to 20
• Quiet place • Hug myself
• See Mr Jones • Have a drink

© AUTISMAG 23
 STRATEGY 7:
THE POWER OF PREVENTIVE
BREAKS

There are a range of strategies you can use for breaks and here are some to get you
started:

Sensory Breaks

Chewing (allowing to chew gum, chewy tube etc)

Quiet area
Listening to music
Watching Liquid Timer
Humming, rocking
Sit under a table with blanket over it
Carry heavy books, box
Lying under a gym mat, weighted vest etc

Physical Breaks

Mini trampoline
Rolling on large exercise ball
Star jumps, jumping
Push up against wall
Walk, run

Relaxation Breaks

Counting
Breathing
Music
Imaginary World (some students escape into an imaginary
world, this is particularly common for girls on the spectrum)

Non Threatening Withdrawal: Diversion before Meltdown

Send on an errand
Get them to do a job for you

© AUTISMAG 24
 STRATEGY 7:
THE POWER OF PREVENTIVE
BREAKS

Solitude Suggestions

Safe haven
Special interest time
Book to read
Sit away from group. For example: If you are on mat let them sit at a table away from
group or if you are doing group work and the room is noisy send their group outside.
If you are lucky enough to have a small room off your classroom create a space for
them to work there

Other Strategies

Toilet, drink and/or food

Talking to mentor

Remember: All of these strategies need to be taught to the child and practiced.

© AUTISMAG 25
STRATEGY 8:
SETTING GOALS AND
ENCOURAGING INDEPENDENCE

Goals

At this time of year it will be becoming clearer what goals you want to achieve. Before
you set any goals for children with Autism (no matter what age) it is very important to
consider the following:

What are they doing NOW?

What is the GOAL?

What STRATEGIES need to be in place to SUPPORT change?

Those of you who have attended my sessions in the past, will recall that it is very
important you have a range of strategies to help you achieve your goals as ‘not every
strategy works for every child and strategies wear out’.

© AUTISMAG 27
 STRATEGY 8:
SETTING GOALS AND
ENCOURAGING INDEPENDENCE

Below I have listed some very brief examples to get you started:

Example 1
NOW: At preschool Sarah runs away when it is time to go inside.
GOAL: For Sarah to move inside when asked.
STRATEGIES: Sarah loves a Dora Puzzle, so we are going to use this as a motivator to
go inside. Key strategies will be to have the puzzle out at table ready for her, move her
inside before everyone else, introduce a photo of “Dora Puzzle”.

Example 2
NOW: Stephen spends 10 minutes getting ready to start work activities – ruling up the
page, finding a sharp pencil, opening his book, etc.
GOAL: For Stephen to start a work activity and not get stuck on organisation.
STRATEGIES: Pencil already sharpened, page already ruled up, book open to page ready
to start work, etc.

Example 3
NOW: In journal writing on Monday mornings Jack can’t decide what to write about.
GOAL: For Jack to complete recount activities for journal writing.
STRATEGIES: Jack’s family to take photos of an activity on weekend and select topic
ready for send in to prompt journal writing.

11 Top Tips to Encourage Independence

1. Give them space and time to have a go.

2. Do not constantly correct them, allow them to make mistakes.
3. Gradually remove prompts.
4. Accept that some days they will need more help, than other days.
5. Create consistent rules between home and school. Such as carrying their own school
bag.
6. Many students can become overly reliant on teacher assistant so DON’T shadow.
7. Get the students to identify areas of difficulty for themselves.

© AUTISMAG 28
 STRATEGY 8:
SETTING GOALS AND
ENCOURAGING INDEPENDENCE

8. Build up independence slowly.

9. Build self esteem.
10. Have strategies in place for help.
11. REWARD having a go!

12 New Top Tips to Keeping on Task

Ideas to Try: Use these 12 tips to support completion of tasks in the set time.

+ Take time to observe the student and environment to identify

the barriers to completing tasks.
+ Adapt tasks before the activity.
+ Encourage Responses (whether right or wrong, do not constantly correct).
+ Plan to have text books out, and examples to show them.
+ Organisation. For example: have pencil sharp and ready, page ruled
up, book opened to correct page etc.
+ Give a preventative break during the task.
+ Limit choices.
+ Create a quiet area for them to work (collaborative tables have limitations).
+ Highlight the easy parts first, so they don’t get stuck on “difficult parts” etc.
+ Review environmental factors.
+ Reduce frustration.
+ Ensure clear instructions.

© AUTISMAG 29
STRATEGY 9:
ADOPT A SOCIAL CONTRACT WITH
YOUR CHILD
In the list below are some questions that you can ask your child (who is of age to do
homework) as a way of trying to come up with a plan that incorporates the way he/ she
wants to study. This is great for the home because both of you have the plan on hand
and have agreed to it. However, your child’s teacher might prefer study time in school
to be more strictly dictated. My advice is to speak with your child’s teacher and discuss
the fact that these are your child’s preferences. During your discussion, highlight the
fact that your child performs best when he/she is accommodated with at least a few
of his/her preferences.

© AUTISMAG 30
When do you like to do homework?
After dinner _______
After school and after a snack _____
Before dinner just to get it done_______
In the morning before school __________
Something other than the above choices __________ WHEN __________

Who do you like to do homework with?

Alone _______
Someone in the room but not helping me______
With one of my friends _________
With one of my parents _______
With a tutor ________
With someone else _________ WHO __________

Where do you like to do your homework?

In my room ______
In the dining room or kitchen ______
On my bed ______
At a desk _______
On the floor _____
In the family or living room ________
Some Other Place _________ WHERE __________

How long do you need before a short break?

15 minutes______ 30 minutes _____
45 minutes _____ One hour _______
One and a half hours ______ I NEED A BREAK OF _____ minutes

How do you like to do your homework?

Laying on the floor __________ Sitting on the floor ______
With music ___________ In a quiet place_________
Near a bright light __________ Only a little light_________
Walking around thinking________ SOME OTHER WAY _________

How do you complete your homework and stay organized?

Have one book for school and one at home so I don’t have to remember to bring books home _______
Plan what to do first ___________
Color code my notebooks and folders _________
Write down my homework in an agenda __________
Call a friend to find out the homework __________
Place all finished work in one place _________
Some Other Method _________ WHAT __________

What helps you the most in remembering what you have learned?
Draw a picture __________
Write a note ________
Flash cards ________
Tape record the lesson _______
Read your homework out loud ________
Use songs or rhymes to remember things________
Make up my own way to remember_________ WHAT ___________
STRATEGY 10:
BREAK-UP COMPLEX PROBLEM
STATEMENTS
Children with autism spectrum disorder often have problems understanding complex
sets of instructions. It is likely that your child could be much more receptive if you
break up a problem statement into smaller components—each of which should have
a unique answer. By splitting a complex problem into smaller, tangible questions, your
child can address each question while you help him/her organize those thoughts into
the right order or priority. The following is a great example of how you could split up
a mini project assignment for school:

As you can see, using these teach-

ing strategies for kids with autism
can go a long way in educating
your child. Everyone is a unique
person with their own unique
way of learning. Read also Autism
in girls Vs Autism in boys, as
there are fundamental differences
between how girls and boys han-
dle situations. The best thing you
can do is offer these questions as
suggestions to your child, and let
them set the strategies in motion.
You have control over how they do
their homework.

© AUTISMAG 32
STRATEGY 11:
ATTACK THE PROBLEM, NOT THE
EFFECT
All these strategies aside, there would often be situations, where you, as a parent would
need to intervene and improvise. I have prepared a cheat-sheet for you help you get
started:

Effect Cause Possible Action

Not doing Disorganization, Keep a written agenda or notebook signed by a teacher and parent;
the student fills in the homework to be completed, the teacher signs,
homework forgetfulness and a parent signs when the homework is complete.

Forgetting Disorganization, Keep a teacher’s and a fellow student’s email and phone number handy
to call or email if an assignment is missing. Record homework assign-
assignments forgetfulness ment details.

Forgetting books Disorganization, Speak to the teacher and request either a used copy of the book or see
if you can purchase an extra set of books to keep at home.
forgetfulness

Forgetting to Forgetfulness, Speak with the teacher and plan for homework to be handed directly
to the teacher as the child arrives at school.
turn in home- hiding what he/
work she did not do

Too much home- This depends Speak to the teacher to find out what the normal amount of homework
is, as well as the amount of time it should take to complete it. If your
work on the atten- child cannot complete the assignment in that amount of time, discuss
tion span of the a modification of the assignment with the teacher.

child

No medication Medication runs Try to schedule medications to fit with not only the family lifestyle,
but designated school and homework times. If your child needs medi-
in system when out or wears off cation when he/she returns home, give the medication immediately,
it’s time to do have a snack and/or a small break, and then begin homework. Don’t
let it be an excuse.
homework

Failing tests Lack of recall Do not have your child study for hours prior to a test. Go over the test
material once, and then again in the morning. Ask the teacher if extra
memory credit can be earned by completing a project to boost the test score.
Remember that recalling information is a big problem with children
with ADHD/ADD and autism.

© AUTISMAG 33
 STRATEGY 11:
ATTACK THE PROBLEM, NOT THE
EFFECT

Refusing to do Oppositional Initiate a reward and consequence program for homework. Use the red
choice green choice therapy technique.
homework defiance

Not enough time Lack of recall Ask the teacher to place your child away from distractions while he/
she takes a test. Read about how to increase attention span in children
to complete memory, disrup- with ADHD.
tests tions

Forgetting long- Memory recall, An agenda or homework notebook is essential. You as the parent must
check when things are due. Make a calendar for your child’s study area
term projects disorganization, and put projects on a calendar.
defiance

Can’t copy from Fine motor Ask for a scribe to assist your child in taking notes. Ask the teacher if
it would be possible to have an excellent note-taker photocopy their
a board or take skills, lack of notes for your child to study, or use a recording device.
notes concentration

Difficulty transi- Sense of time, All teachers should be aware of your child’s IEP, which explains his/
her condition. Providing a written schedule taped to the child’s desk or
tioning loses focus book will prompt teachers to watch the time.

© AUTISMAG 34
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