Garner-HayfieldQ & A

Learning Supports

Communication Supports

Ventura

Opening Activity:

Hearts and Tarts

Question:How do you

support receptive communication?

Understanding DirectionsStudents on the spectrum may appear erratic in their ability to

follow directions. some of these students are performing a rote response pattern; not

based on total comprehension of the message sometimes understanding may be cued by recognition of a single

word, or by gestures and nonverbal environmental cues

The ability to understand a direction depends on: the direction being clear and not too complicated the direction being presented at a speaking rate and loudness level

to facilitate comprehension the person with ASD recognizing the words and meaning conveyed

by them the person knowing how to translate the meaning of the message

into the expected response

Eye Contact?When, where, with whom and whether to insist

on eye contact remains controversial.Often the cue “Look at me” results in more of a

staring glaze than as a communicative exchange.

Guiding individuals in focusing and engaging in specific tasks related to the activity (academic or social) is often more effective than trying to obtain attention through eye contact.

Reaction Box:

Should We Insist on Eye Contact?

Question:How do we know what the student

wants?

Talking to Others Need to understand how intentional the child’s

daily communication is. Does the child EVER deliberately signal a

message to others? Do the adults/other children predominately need

to observe/make a guess at what the student w/ASD wants?

Is there any pattern to the types of messages that are intentional vs. non-intentional?

Repetitive QuestioningPossible reasons include:

difficulty knowing how to initiate or maintain a conversation lack of other strategies for gaining attention in a positive way need for information need for reassurance need to escape a situation that is boring or unpleasant need to avoid transitioning to a new setting/situation desire to be social fascination with predictable answers desire to demonstrate knowledge/competency by content of

questions

Repetitive QuestioningPossible strategies include:

augmentative communication materials options include communication boards or card sets

a topic notebook to suggest other subjects for discussion have a scripted format; provide visual/verbal cues to remind use set a limit on the number of repetitive questions or the amount of

time for the interaction; share this plan with the student. let the person know when you will be free to talk on a different

topic and have it built into the schedule. reverse the question to see if the person already knows the answer use a checklist (especially if questions reflect anxiety about the

schedule write answer on paper as the question is answered the first time

Question:How do we implement a

work system in the classroom?

Work SystemA work system answers 4 questions:

What work? How much work? When am I finished? What do I do/get when I’m finished?

Developing TasksVisual Organization

the way materials are spaced, sequenced

Visual Clarity highlighting important information

Visual Instructions visually telling what to do/in what sequence

Jigsaw Article:Making Meaning; Strategies for Literacy Learning

Click icon to add picture

Question:What can we do in our

classrooms to help support learning?

“As a rule…” 1. Go visual.

2. Scaffold instruction with strengths in mind.

3. Declutter the environment.

4. Be predictable.

5. Find things to like and appreciate.

1. Go Visual…If there is only one thing you change in

your classroom, this is the one to make. Make sure the schedule for the day is “written”

(with words and/or pictures) and posted. For some students, the “general” classroom schedule is not enough; many need their own schedule to interact with individually

Visually highlight critical information (i.e. key words in the directions, break apart multi-step directions with white space, etc.)

2. Scaffold…Give directions with a check sheet attached.

“make a list”

Help connect “the details” when forming “the big picture”.

Graphic organizers can visually support thinking and comprehension.

Set aside time for passions; use passion areas to teach new skills.

3. Declutter…Make the physical classroom look calm.Simplifiy space; organize materials. Declutter worksheets/assignments using blank

space.Break assignments into smaller “chunks”;

perhaps put on colored paper.Be aware of/reduce classroom noise.

4. Be Predictable…Have a routine and stick to it.

morning routine (check-in, etc.)

Prime for changes. Priming (or pre-practice) has been documented as

an effective classroom intervention. Consists of previewing information or activities

that a child is likely to have difficulties with before the child actually engages in that activity.

A “change in routine” card can be used to specifically prepare the student for a change.

5. Find Something to Like…Value the student; enjoy their unique

characteristics.

Cultivate high interest areas into potential job-related skills.

WrapUp:

Talking Sticks