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Group and mat time

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​​​​​Following routines in group activities

Possible issues

  • task refusal
  • needing to control interactions or the routine
  • difficulties following the routine
  • resisting starting and or finishing tasks within activity.

Possible reasons for issues developing

  • difficulties learning new routines or coping with change
  • communication breakdown: may not comprehend all verbal instructions
  • reluctance to start any activity in which he or she is not able to accurately predict the outcome (new or challenging)
  • executive functioning difficulties: knowing where to start and how to prioritise; what is next
  • flexible thinking challenges; changing activities equals uncertainty; staying on the one task means predictability and being in control.

Suggested strategies and tips

  • use a schedule​ (visual sequence of steps) for the session; as steps/tasks are completed the visual representation may be placed in a finished box.
  • provide separate lists of tasks​ within activities so the student may predict what will happen and what is required of them in the group task.
  • provide warning of upcoming changes so student starts to be prepared to change activities
  • provide prompts one step at a time. e.g. not three step instructions
  • use a finished box for student to pack items into when needing to finish rather than give to adult
  • trial a large sand timer as a prompt of when an activity will finish; student may be in charge of turning timer
  • use preferred activity or interest to motivate student: image on schedule; access after completion; include in activities
  • limit transitions (changing activities, environments, support staff) initially while developing smooth routines
  • teach skills to request assistance
  • provide a model of the finished task or demonstrate (visual cue) so student is able to see what is expected/the outcome
  • adjust demands initially to ensure success; have student complete last step only and then finish.​

Communication issues and demands

Possible issues

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

Possible reasons for issues developing

  • auditory processing difficulties: these are most noticeable during activities such as mat time which predominately targets the students auditory systems; they listen to and respond to verbal information
  • expressive language difficulties may mean the student does not know how to consistently answer questions, request information (turn, equipment, activity, help, or a break) or sustain conversations with peers.

Suggested strategies and tips

  • use a whole class schedule​ or list of tasks to be completed during mat/group time so student is able to predict what will happen/is required
  • engage all the senses: provide props to choose and hold for songs (choose an animal for Old McDonald, movements for activities etc.)
  • provide visual prompt cards to support expressive language: prompts to ask questions; answers to choose from; visual turn taking chart
  • limit time sitting and listening if student is not able to process group verbal information; allow student to leave mat area earlier and start next task
  • provide repetitive opportunities to answer questions or respond to information; ask student similar question each day
  • include students preferences, interests and fascinations to engage and motivate e.g. reading group task first, then cartoon character initial sounds game
  • provide a safe place for the student to go to if stressed or overwhelmed (e.g. classroom reading area, to desk)
  • teach the student set phrases to request a turn, help, an activity or a break: "___ (persons name) I want ______ please"
  • use a chat book to support the development of conversation skills and the sharing of information
  • allow significant time (five to ten seconds) for student to process simple verbal instructions.​

Sitting and organising your body

Possible issues

  • sitting
  • knowing how to pack up and carry equipment
  • difficulties attending to correct sensory information
  • keeping hands and feet to themselves
  • tolerating others in close proximity.

Possible reasons for issues developing

  • sensory processing differences
  • unable to predict the likely sensory, social and communicative demands of group activities so avoids them or attempts to control them
  • difficulties organising their body and or equipment (integrating sensory information)
  • sensory seeking in an attempt to calm their body if overly stimulated or overwhelmed.

Suggested strategies and tips

  • provide visual cues such as carpet mat or chalk circle to sit in, desk map to show where to put paper, equipment, drink bottle, photo of tidy puzzle area, clear desk etc. to show what it means
  • provide a chair to sit on initially to reduce demands; now only has to focus on teacher; not where to put arms/how to cross legs on mat as well as teacher
  • limit sens​ory​ input (movements, noise, and busy displays) as much as possible by staggering transitions limiting group size and other movements
  • provide break​ opportunities to allow student to calm before next group task (e.g. some time in quiet area)
  • provide sensory supports as appropriate (headphones, fidget toys, chair to sit on, something to chew)
  • use routine cues such as set songs to indicate task to be completed
  • give student a box near desk to place items in rather than looking for them in chair bag
  • colour code equipment: blue on schedule = blue sounds book
  • use pencil box instead of case so student can see equipment; separate colour pencils from writing equipment to limit choices and support initiation of task
  • explicitly teach rules regarding personal space (one arms length apart, touch gently) as necessary.​

Attending to the task at hand

Possible issues

  • highly dependent upon adult support
  • waiting for adult prompt before changing task
  • lack of motivation for the task.

Possible reasons for issues developing

  • difficulties predicting what will happen next
  • not motivated by same activities as other students
  • not engaged; happy for adult to take control
  • difficulties completing task
  • distracted by sensory input
  • cognitive difficulties or immaturity
  • overwhelmed by demands
  • unable to clearly see the beginning and the end of tasks.

Suggested strategies and tips

  • ensure routine is clear, simple and predictable
  • use a visual list; student can move completed tasks to finished box or completed side of list once done; include preferred task/activity last to motivate student to complete tasks independently
  • engage all the senses: provide props to hold for songs (choose a frog for Five Speckled Frogs); complete giant puzzles; include movement etc
  • ensure tasks are simple and clear such as shoe box tasks which are practical and visually clear; some examples can be found on the Tasks Galore website
  • limit number and complexity of tasks initially while developing independence
  • minimise verbal prompts and maximise natural prompts; leave out part of preferred activity so student has to ask for it once routine is established
  • plan to fade verbal prompts
  • teach necessary skills to develop independence such as opening to correct page, getting equipment, opening bags containing games
  • teach skills to request assistance.​

Social rules and expectations

Possible issues

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

Possible reasons for issues developing

  • awareness of social expectations and the unwritten rules of interactions
  • may not be motivated to please others or interact with them
  • may have limited awareness of peers
  • may want interactions with peers but is unsure of how to initiate or respond to peers; initiation of interactions can be via inappropriate actions such as hitting or grabbing
  • communication challenges; not able to say what is wrong/ask for help or a break.

Suggested strategies and tips

  • manage or limit the size of the gr​oup​ when possible to manage social demands
  • use calm simple language
  • teach alternate actions; to request a turn instead of taking item from peer
  • use video models to teach student how to share, take turns, greet others etc
  • provide an alternate way of responding to others such as a nod, a voice output application for a tablet or choosing from a visual choice board
  • use visual strategies to support comprehe​nsion ​ such as turn taking chart, ​story​-based interventions​ or short list of rules to follow
  • provide visual cues to develop social language such as a list of questions to ask or topics which can be talked about
  • limit the need to share equipment initially to reduce demands; now only has to wait for turn; not wait for turn as well as share equipment
  • explicitly teach classroom rules and behaviours
  • provide structure whenever possible by allocating roles or jobs to students, having predictable social activities (game taking turns in order, not random order) and chairs to sit on.

Further information

​More information on classroom communication​ may be found in the continuing successfully after transition​ section of this resource.​​

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Last updated 18 September 2020