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Autism Hub
Resources
Online transition resource
Information for educators
Day-to-day routines
Before the bell
In this section...
Day-to-day routines
Classroom activities
Outside play time
Specialist lessons
Ending the day
Supply teachers
Starting the Prep day
Before the bell
Currently selected
Group and mat time
Eating and getting ready to play
Packing up and finishing tasks
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Before the bell
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Uniform
Possible issues
not wanting to wear a uniform
wanting to wear one specific colour or item
not wanting to remove items such as a hat or jumper.
Possible reasons for issues developing
sensory differences: uniform may feel rough, hurt or rub especially if new/stiff
communication: student may not be able to express what is wrong with uniform or preference for specific clothing
resisting of new activity (wearing uniform)
resisting wearing a particular colour
removing items such as a hat may be considered 'change' and thus unpredictable.
Suggested strategies and tips
practise wearing uniform before school starts
cut off/remove any tags: cover rough stitching
write story-based intervention or check-list for getting ready
discuss with school what is possible regarding variations to uniform (elastic waist, not button and belt, and include some preferred colour)
bring uniform to school and gradually introduce parts of it (t-shirt first, shorts next week etc)
pre-warn the need to remove hat after play: allow extra time to remove, may be removed before preferred activity but not straight after play initially
find more suggestions for managing the uniform in the
families section
.
Managing belongings
Possible issues
managing/unpacking bag
difficulties separating from preferred items
wants to bring preferred item inside
equipment left at home.
Possible reasons for issues developing
executive functioning difficulties: knowing where to start, how to prioritise, what is next
difficulties processing routine
flexible thinking: wanting all belongings together, concerned they will not be where they were left security.
Suggested strategies and tips
provide
visual cues
(list, schedule, next activity prompt)
checklist for getting ready/jobs at home
ensure routine is clear, simple and predictable
use routine cues such as specific songs for unpacking bag as prompt
have two bags: one for extras (spare clothes, swimming gear etc.), one bag for main (lunch box, drink, book, hat)
give student a box near desk to place preferred items, progressively - over term - move towards bag area
introduce 'finished box' into which the student may place preferred items while workingpre-warn of need to put items away or in finished box
use ____(task) first, then ___ (preferred toy)
visual cues - now and then
use calm, simple language; avoid discussions which may escalate or cause more stress
keep equipment at school to limit items to be packed/unpacked and thus avoiding issues
use 'finished box' to finish tasks at home (put TV remote in 'finished box' then go to car).
Difficulties waiting
Possible issues
staying with parents
waiting for school to start each morning.
Possible reasons for issues developing
cognitive processing and flexible thinking difficulties: waiting is an abstract concept, what amount of time equals 'waiting'?
difficulties knowing what to do while waiting
need to know what to do with body/where to place body (i.e. proprioceptive feedback and knowing where body is in time and space).
Suggested strategies and tips
use
visual cues
(time on watch, fingers counting down, when bell is rung/kids line up) to teach the time concept
ensure
routine
is clear, simple and predictable
provide the student with something to do (game/toy to play, job to do, structured choice) while waiting
limit waiting time
provide structure so student knows what to do: "wait on the playground/sit on the chair/stand or line up on the x or card footprints on the floor".
Separating from parents/carers
Possible issues
refusing to leave car to come into school
wanting parents to stay in classroom
late arrival.
Possible reasons for issues developing
anxiety
relating to the day
difficulty predicting what will happen
overwhelmed by sensory input: noisy, busy, overwhelming, excess movement
difficulty processing transition/change
communication difficulties: wanting parents to communicate for them
routine: parents always stayed until story time when at Kindy
unable to predict when parents will return
time concepts are abstract
coping with changing tasks (finishing TV, going to car).
Suggested strategies and tips
use
visual strategies
to support comprehension for example a story-based intervention timetable showing when parents return: first ___, then ____ visual; visually plan when preferred activities will happen
provide a preferred object or
motivating task
on arrival or once parents leave (first mum goes; then _____)
initially reward each step of task (walking to playground, going to classroom, saying goodbye, sitting on mat)
start Prep at a different time to avoid a messy start to the day
consider parking arrangements
develop plan with parents so they know what they will do (leave after ____, avoid arguments/discussions, reinforce they will be there when bell goes after school)
consider planning to have extra staff available to support the development of a new routine for parent / carer leaving
use calm simple language; avoid discussions which may escalate or cause more stress
minimise
transitions
: parents to bring student straight to classroom not via playground and settle student into calm activity (puzzles, book corner, bricks, marble game)
allow time to view schedule/daily timetable so student is aware of order of events during the school day.
Safety concerns
Possible issues
running away
hurting others
dangerous behaviours
going to wrong area of playground.
Possible reasons for issues developing
anxiety relating to change
difficulty predicting what will happen/is required of student
overwhelmed or overstimulated by sensory input (noise, movement, people, smell, touch - people bumping)
unable to see or predict boundaries
wanting to initiate interactions with others
limited experience or concept of rules of the school.
Suggested strategies and tips
use a story-based intervention to explain the rules/teach alternative behaviour
use a visual reward system to teach and reward safe behaviours
provide a
safe place
for the student to go to if stressed (e.g. inside slide tunnel in playground, classroom reading area)
consider alternate starting time or change to arrival procedures to avoid or minimise safety issues: student arrives 15 minutes after bell and goes straight to classroom
provide structure (see difficulties with waiting)
teach
alternative way of gaining attention
or interacting such as a greeting or giving a 'hi five
limit waiting or unstructured time
provide opportunities for quiet activities that are calming for the student
teach student to walk next to adult or peer
refer continuing
safety concerns
to school administration staff for whole school discussion and planning.
Further information
Information for parents to get ready for Prep may be found in the
families section
.
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Last updated 18 September 2020