Part II: Helping Our Children With Autism Remain Calm & Engaged


  • When My Worries Get Too Big by Dunn Buron is a great curriculum to use with children with Autism to help them handle their anxiety
  • Create a feeling chart (1, 2, 3, 4, 5) for each student
  • When I am at 1: I am feeling good, thinking about my favorite things and I am relaxed and ready to work
  • When I am at 2: I am still feeling okay and I know what's happening and I don’t really have any worries
  • When I am at 3: I might be getting a little nervous and something might be bothering me
  • When I am at 4: Something is bothering me and I am getting upset
  • When I am a 5: I am losing control
  • Now make a chart that shows what a student can do when they are at certain numbers (each student might come up with what they need)
  • To keep me at 1: Let me know I am doing really well. Help me feel proud
  • To keep me at 2: Give me clear expectations, make things manageable
  • When I get to 3: I am worried, try and find out what might help me (clarify, do something I really like, go to a quiet space)
  • When I get to 4: Deep breathing, thinking about happy things I can do later, take a walk, get something I need, get a drink
  • When I am at a five: It’s RED ALERT: I need to be in a safe place with no demands but calming activities. Give me time alone
  • When Our Children Learn:
  • 1) What behaviors are expected of them in different situations and how their behaviors affect others
  • 2) What behaviors are not appropriate and are considered unexpected and how they affect others in another way.
  • 3) Then they can make better choices if they are motivated by what others think and feel about them
  • Example: In a library I have to use a quiet voice, treat books nicely and sit in my chair. This makes my teacher happy and then I get to look at books I like J. Or I can scream in the library and throw my books on the floor. This will make my teacher very disappointed and she will make me leave and then I will NOT get to look at the books I want. L
  • Example: When my classmates and I do an art activity together and I start making loud noises and throw my paper and pencils on the floor, they look at me and then move away and don’t want to be with me. This makes me sad. BUT, when I do the art activity too and use a nice voice, they smile at me and stay at my table and be with me. This makes me Happy
  • So teachers can map out these examples for the student. This is called Social Behavior Mapping by Michelle Garcia Winner
  •  If students are motivated to please others by doing what is expected they will begin to change their inappropriate behaviors
  • Emotions can be controlled when they feel less stressed
  • Room is quiet/ Schedule is posted
  • 2) Assignments are short and you do some pre-teaching of parts
  • 3) They know when the activity begins and ends
  • 4) Directions are simple and understood
  • 5) Teach them to shift their attention
  • 6) Working on memory activities
  • 7) Teach flexibility (more ways to solve problems
  • 8) Teach them how to organize their papers, desks, assignments
  • 9) Teach them how to plan completing project
  • WHEN WE SUPPORT THEIR INDIVIDUAL LEARNING DIFFERENCES

 THEN WE GET THE BEST FROM THEM

 

 

Karen Kaplan