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Classroom activities

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​​Learning style

Possible issues

  • rigid: black and white view
  • focusing on detail: difficulty seeing 'big picture'
  • pretend play/imagination.

Possible reasons for behaviour

  • flexible thinking: many students with ASD learn information in chunks and require support to link this information together
  • difficulties with rigid thinking often relate to needing to be able to predict or control what is going to happen as well as difficulties considering alternate options
  • executive functioning difficulties: sequencing; accessing memories; shifting attention (e.g. from white board to desk and back); predicting outcomes; cause and effect; and staying alert
  • many students with ASD show a preference for a visual learning style
  • when students with ASD have to work hard to screen out sensory information, understand spoken information, make sense of social rules and consider unpredictable alternative options they quickly become tired, overwhelmed and inflexible.

Suggested strategies and tips

  • link known and preferred information or interest to unknown information to support comprehension and memory e.g. use interest in a space toy to learn new vocabulary about space, or about sharing and turn taking
  • use templates for writing and creating such as sentence strips requiring the student to choose and add/write only a noun; templates for completing comprehension tasks (who, what, where prompts); and tablet apps such as Creative Book Builder to provide structure and interactive ways of demonstrating learning
  • use real activities or events to support comprehension: write/draw what you have done today
  • use buddies: the student with ASD may choose topic (photo or object); other student may scribe or type sentence
  • provide a script, photo prompts or list of tasks for pretend or imaginative play activities
  • repeat activities to extend expectations and comprehension
  • limit copying from the board (changing focus); instead provide options to choose, cut and paste into book or with an information and communication technology (ICT) application
  • present information visually whenever possible to support comprehension
  • provide movement breaks or a longer list of short activities in preference to larger periods of instruction to extend engagement
  • start the day with more focused, interactive or desk tasks; progressively moving to more practical and solitary tasks as the day progresses and the student becomes tired.
  • differentiation tips for students with ASD​.

Organisation skills

Possible issues

  • organising equipment
  • starting tasks
  • packing away.

Possible reasons for behaviour

  • sensory processing differences
  • difficulties organising their body and or equipment (integrating sensory information)
  • executive functioning difficulties: knowing where to start, how to prioritise, what is next, and what happens when the sequence is altered.

Suggested strategies and tips

  • provide cues such as desk map, outline of object, photo showing tidy area so that student is able to see and comprehend what packing up is, where to put equipment, and where to start
  • provide alternative ways of presenting​ information​: such as blocks together to form words; ICT applications such as podcasts, images, digital books or symbols
  • provide image or photo checklists to remind students of the equipment needed for tasks
  • break activities into smaller steps​ to be completed and checked off
  • provide supports to encourage good posture such as footrests, table maps or lines to indicate the edge of student's area.​

Attending to activities

Possible issues

  • avoids certain activities
  • wandering around room
  • limited attention to activity
  • uninterested
  • becoming disruptive to others
  • following instructions
  • engaging in rituals or repetitive tasks or behaviours (perseveration)
  • overly passive and unresponsive.

Possible reasons for behaviour

  • difficulties predicting what will happen next
  • not motivated by same activities as other students
  • not able to complete task
  • distracted by sensory input
  • cognitive difficulties or immaturity
  • overwhelmed by demands
  • sensory seeking and or perseveration in an attempt to calm their body and or block out other sensations or issues.

Suggested strategies and tips

  • include personally relevant and meaningful topics and activities in sessions to engage students; allow student to teach others about his or her special interest or fascination to develop literacy and expressive communication​ skills
  • ensure tasks moti​vating​ to the student are on the schedule or list to engage the student and motivate them to complete these independently; writing sentence first, then letter matching on the computer
  • break tasks in smaller achievable steps; present steps visually and sequentially for ease of access
  • reduce sensory distractions by removing unnecessary equipment or information, considering the work are, providing sensory breaks and opportunities to access calming activities throughout the session to help the student regulate their arousal levels
  • ensure tasks are simple and clear, such as shoebo​x tasks​, which are practical and visually clear.
  • limit number and complexity of tasks initially while developing independence; swap longer tasks for a number of shorter tasks with a break in between
  • differentiation tips for students with ASD​.

Social and group learning

Possible issues

  • waiting
  • turn taking
  • sharing
  • dominating activities
  • responding to peers
  • limited awareness of social rules and impact of behaviour on others.

Possible reasons for behaviour

  • awareness of social expectations and the 'unwritten rules' of interactions
  • may not be as motivated to please others or interact with them
  • may have reduced awareness of peers
  • may want interactions with peers but it unsure of how to initiate or respond to peers
  • communication difficulties: not able to say what is wrong/ask for help or a break, responding to peers, participating in discussions and group tasks, or following stories and spoken sequences.

Suggested strategies and tips

Communication issues

Possible issues

  • auditory processing and comprehension of spoken language
  • answering questions
  • following directions
  • requesting (turn, equipment, activity, help, break)
  • communicating with peers.

Possible reasons for behaviour

  • reduced auditory processing skills result in difficulties listening to and responding to verbal information ​(instructions, comments, questions, discussions, stories and sequences)
  • expressive language difficulties may mean the student does not know how to consistently answer questions, request information (turn, equipment, activity, help, and break) or initiate and sustain conversations with peers.

Suggested strategies and tips

Classroom activities

Further information

Adjusting curriculum delivery (including the student's learning e​nvironment​) Curriculum Access for Students with ASD​.

Developing positive learning environments view schoolwide positive behaviour support and positive behaviour support.

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Last updated 03 February 2021