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What would this look like in the home setting? 

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What would this look like in the home setting? 

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Because the homework task is being completed within the home setting, it is important that the environment is meeting the sensory needs of the learner. The learner may require a quiet place with no distractions, they may be sensitive to smells or light which can impact their ability to complete tasks, or they may need pressure or certain temperatures to be able to work on a task. The home setting can be adapted to meet the learner's needs whether it be a specific designated area to complete the task or the entire home being available should that be what is best for the child.

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What would this look like in the home setting? 

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What would this look like in the home setting? 

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When considering the attention needs of the learner in the home setting, parents and caregivers need to take into consideration the challenges that may impact them staying focused on their work. Different considerations include if the learner needs one-on-one supervision, how easily or if they can refocus following an interruption, how long they can sit and be engaged in the task, and how long they may be able to work when prompted.

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What would this look like in the home setting? 

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What would this look like in the home setting? 

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When considering the physical needs of the learner at home, it is important to look at what is needed by them in terms of hunger, being tired, need for movement, or overstimulation. By being proactive and determining what may be needed in these areas before attempting to complete homework, the learner can have their needs met and be able to focus on the homework tasks.

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What would this look like in the home setting? 

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What would this look like in the home setting? 

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Organization and time management in the home setting focuses on the learner's needs when it comes to staying organized and managing their time to work on and complete tasks. Areas for this include losing or forgetting to bring home assignments, getting distracted in the middle of task completion to look for supplies or resources, forgetting to turn in or losing assignments, completing an assignment in advance and then not turning it in or losing it, and difficulty with prioritizing homework tasks.

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What would this look like in the home setting? 

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Academic needs within the home setting are best completed through the use of academic profiles for the topic wanted such as reading, writing, or math. These profiles should be completed by the parent(s)/guardians and the classroom teacher. The learner can participate as well. These profiles focus on the learner's:
- Range of Ability: the learner's ability to perform the activity.
- Range of Response: the learner's emotional response to the activity.

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1. If the learner is hungry: have the learner wash their hands and use the restroom when they come home and provide a snack. Have easy snacks available so that the learner can easily grab them before working on the homework. Continue with the learner organizing and completing the homework task. When the homework is completed, have the learner put away materials in the appropriate place and clean the work area.
2. If the learner needs movement: have the learner complete simple exercise or activity tasks such as stretching then push-ups, sit-ups, jumping jacks, running back and forth outside for 5 minutes etc. before moving on to the homework task. Continue by setting up materials and completing the homework. Have the learner put the materials away in the appropriate place and clean the work area.

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https://www.autismdietitian.com/blog/snack-ideas
Individuals with ASD may have food aversions, sensitivities, or texture and sensory issues. This list of snack ideas takes into considerations these needs.

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A good snack is a balance of carbohydrates, protein, and fat. Ideally, you'd have all three of those in moderate amounts, but even 2 of the 3 would be good. Many parents are searching for a beneficial diet for an autistic child, and snacks are a big part of that. One easy way to make a healthy snack is to choose a carbohydrate first, like apple slices, and then add something with protein and fat, like almond butter, to go with it. We'll give more examples of balanced snacks below!

What foods are good for autism?

Children with autism often are deficient in certain nutrients, so we want to make sure to focus on the foods that are most beneficial for autism. While there's no one diet for an autistic child, there are some foods that can help improve behaviors and symptoms associated with autism.

Foods for gut health

For children with autism, gut health has a huge impact on quality of life. Recent studies have indicated a relationship between the gut microbiota and severity of autism. [1] One way to improve gut health is to include a variety of prebiotics, or dietary fiber, in the diet. This helps beneficial bacteria to grow and prosper in the gut. Snacks are a great place to add in a little extra fiber from fruits, vegetables, legumes, and whole grains.

Foods that support brain health

Since autism is partly a brain-related disorder, it is helpful to focus on foods that promote brain health. Omega-3 fats play a big role in reducing inflammation in the brain, and have been shown to help with hyperactivity in children with autism. [ 2] While fatty fish, like salmon, are one of the best sources of omega-3's, they aren't always a kid favorite. Luckily, there are other good sources like flax seeds, chia seeds, hemp seeds and walnuts. These can be mixed into smoothies, homemade energy balls or granola bars, or sprinkled onto yogurt.

What foods are bad for autism?

There's no one size fits all when it comes to diet for an autistic child, but there are some foods and ingredients that seem to affect autistic children more than others - see this blog post on a GFCF Diet for Autism. In general, we recommend avoiding gluten, dairy, food dyes, and excess added sugars. You also may want to avoid soy, corn, and nuts, especially if you think your child is sensitive to them. The snacks we included below are free from the most common food triggers, so you can add them to your autism food list with confidence.

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Autism Food List - Snack Ideas - Autism Dietitian

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A good snack is a balance of carbohydrates, protein, and fat. Ideally, you'd have all three of those in moderate amounts, but even 2 of the 3 would be good. Many parents are searching for a beneficial diet for an autistic child, and snacks are a big part of that.

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https://www.youtube.com/watch?v=4Talws29mys
This video provides 5 best exercises for children with ASD. The exercises can be completed in a short time frame and are beneficial to the learner.

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5 Best Exercises For Kids With Autism | Autism Exercises

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1. Schedule: for learners with ASD, it is important that they have a schedule to complete a task because structure and routine is often very important to them.
2. Prompt: reminders at set intervals can help keep track of the learner's progress and also create stopping or redirection points when a learner may become off of task, interrupted, or need that break in task completion.

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https://www.milestones.org/resources/tool-kits/homework-tool-kit
This resource helps to provide different ways to schedule homework and keep the learner on task to complete the work.

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This tool kit will offer tips for homework success, and defines the importance of a parent or caregiver's role in teaching good study habits.

Homework skills are necessary for students to master. They teach self-sufficiency, responsibility, and how to follow directions. Despite these benefits, parents find themselves dealing with their children's apathy and disinterest in homework. When that child also has autism, parents can find additional challenges including attention deficits, tantrums or difficulties with organization. This tool kit will offer tips for working through those days when homework is more difficult to complete due to lack of cooperation or interest. There are also additional resources and suggestions to caregivers.

Milestones provides consultation services to all family members, professionals, and self-advocates. Services include connecting participants to resources and providing general information and assistance. We also offer a free Autism Helpdesk. If you have any questions or concerns, please contact us at 216.464.7600 or info@milestones.org.

Download Homework Tool Kit
Descargue una copia de esta guía de sugerencias en español.

The views expressed in this publication are those of the authors, and may not reflect the official position of Milestones Autism Resources. The publication is designed to provide guidance concerning the subject matter covered. It is published with the understanding that Milestones Autism Resources is not engaged in the rendering of legal, medical, or professional services. If legal, medical, or other expert advice or assistance is required, the services of a competent professional should be sought.

Copyright 2019 Milestones Autism Resources. All rights reserved.

Tips for Homework Success

When is the best time to tackle homework?

Some kids may need time to regroup, relax or play after school, and some may want to get it done right away. Decide together what time to start homework and make sure to stick to that time every day, as best you can. Experimentation will help you determine what time of day works best for your child. You may need to think outside the box: is your child an early riser? Maybe try doing homework in the morning before school. Are they willing to stay after school? Perhaps their school has a "homework club" where they can get help from teachers and complete everything at school.

Organization is the key to making sure everything gets done. Sit down each day with your son/daughter and review their homework for that night. Estimate how long each assignment will take and what is involved. Together you can make a schedule and decide when and where they do their work, as long as the location promotes good study skills (see Teaching Good Study Skills below).

If there is going to be a disruption in the typical homework routine, have a conversation with your child with plenty of notice beforehand (i.e. "Since we are going to your school concert tonight, you will need to finish your homework before we go. We can not go if your homework is not finished.")

Use special interests to motivate

Some autistic students obsess over favorite interests, such as animals or a character from a favorite movie. If you can tie in the assignment to their focus, it will make it much more motivating for them! Suggest they can spend time with that interest once they complete a specific amount of homework (i.e. a child can play with dinosaur toys for 5 minutes after finishing 5 problems). The exception to this would be video game or computer time, since short increments are likely to create arguments- save those as rewards until after the homework is finished.

A black and white contract

Be very specific when communicating about homework and your expectations. You might write down your expectations as a contract for your child to sign, and review it before starting homework each day. There should be consequences if the contract is not followed. As your child's homework load increases, you may need to modify the contract accordingly.

Color their world

Color coding subjects can really help. Have each subject represented by a different color, and match folder, notebook and book cover to designated colors. Work with your son's/daughter's school team to help enforce your color coding system. You can also color code subjects in an organizer to help keep track of assignments. Some schools like to use a set system for their classes, so you may need to modify your plan to mesh with your school.

"Homework is Stupid!"

Explaining why your son/daughter needs to do homework might be a daily conversation. It:

encourages students to take initiative and responsibility for completing a task.

reinforces skills, concepts and information learned in class.

teaches students to work independently, develop self-discipline and time-management skills.

prepares students for upcoming class topics.

helps to connect school learning to the world outside.

Teaching Good Study Skills

Set ground rules such as what time the homework needs to be done, when there can be time for relaxing and for how long, or whether he/she can listen to music while doing homework. Include these ground rules in your expectations contract (see above).

Environment

Let your son/daughter make the choice of where they prefer to work, as long as it is conducive to learning. A quiet area, free from distractions with appropriate supplies nearby is the best option. Letting a student use their bedroom where they are unsupervised may not be the best choice - many children need you around where they work as it will keep them from being distracted. However, a desk or table is not absolutely necessary; if they ask to lay on the floor, sit on a couch or even stand at a counter it can work well, as long as they will be able to focus on the task at hand.

Use of a timer

Adding a timer can help the process. You can use it to help visualize a window of time for working, or to dictate when to take a break. Depending on the amount of work and the student's tolerance for sitting and focusing, you may find that your son/daughter needs to take multiple breaks during a homework session. Refer to our Visual Supports Tool Kit for other ideas for visual cues to help with homework.

Time each break - have your son/daughter check in when he starts the break and then let him know when time is up (older children can time themselves). Offer encouraging feedback: "when your homework is finished, the rest of the night belongs to you."

Know when to ask for help

Sometimes the hardest thing to teach a child is not to rely on the parent to solve the problem for them. Teach them to try their best, and to answer the questions they understand before asking for help. If their teacher allows using their book or notes to help them, remind your son/daughter to go back and reference them.

Try Pre-Teaching

Pre-teaching means reading a textbook together with your child and breaking concepts down before it is taught in class - it can make a big difference in their comprehension of materials. This falls under homework because although it is not assigned, it may be an essential homework activity. You can also take turns reading paragraphs aloud for assignments and novels throughout middle school. It can give you an opportunity to explain things that are implied or interpersonal interactions that may not be understood. It was also a great way for you to know what your child was working on.

Managing longer projects

If a lengthy project is assigned, sit down and discuss the project. Estimate the time needed to complete it and put together a timeline. Make a list of the tasks and the approximate time needed to complete them, and create a calendar that can be posted in a common area of your home. Use visual tools as much as possible to help plan and schedule due dates for homework and assignments. This process will help teach about organizing time wisely, and not leaving something to the last minute. Check off each step as it's completed and plan a special treat for when the project is turned in.

Ask your son/daughter's teacher for examples of past projects that received high grades - these can be concrete examples of the finished project and of the level of work the teacher is expecting.

The Caregiver's Role

Stay calm and resolute. If a parent gets upset with their son/daughter during homework time, it is better to step away and take a break. If necessary, have another adult step in. If you have a child who has difficulty in getting started, spend the first five minutes with them. Make sure they understand their assignment. If you argue with your son/daughter over doing homework, you have already lost! Giving in to the pressure of negative behavior may lead to negative habits as well as defiant behavior in the future.

Stay positive

A positive approach can help your son/daughter maintain their good mood when completing their tasks. It can also help with their self-esteem and give them the confidence to do their best work.

Be available for help

You may not need to sit with your child, but stay close so they don't have to search for you if they need help.

Be a role model

While your son/daughter is doing homework, you can help your child see that the skills they're practicing are related to things you do as an adult (such as writing a grocery list, paying bills, reading the newspaper).

Provide positive reinforcement

Completing homework has rewards, refusing to do homework has negative consequences. Choose two or three behavioral goals for your son/daughter and write them on a chart (i.e. if yelling or screaming is the worst part of homework time, you could include: "Speak in a calm voice" or "finish all homework with a positive attitude".) Phrase goals positively. At the end of each homework session, discuss progress and reward for a positive experience. There are many positive reinforcement reward ideas, from allowing extra computer time, to a favorite family outing, to a coveted toy. You can also create a reward chart, as described in our Visual Supports Tool Kit. Many ideas can also be found online.

Advocate for them

Make sure to develop a relationship with your child's teachers, principals and supporting staff every year. Attend curriculum nights, parent/teacher conferences, and other school functions, and drop by for a casual "hi" as often as you can. Email is also a great way to check in with teachers periodically. Share with teachers how long your child works on homework for their class and what level of help you provide. Get their input and suggestions.

Teach them to advocate!

Does your child pack their backpack each morning? Are they prepared for their classes and bring the correct materials? Does he/she remember to bring home materials for homework assignments, and do they remember to turn the assignments in to the teacher when completed?

It is common for autistic children to do the assignment but not turn it in. Sometimes the teacher didn't ask for it to be turned in, but assumed students know the place to put it or the routine for turning it in. You may need to have a special pocket for completed assignments, coach your child to turn it in and then check to make sure it was turned in. Sometimes reminders are needed at first.
Teaching how to prepare for their school day is an important step in self-advocacy. Likewise, they need to learn how to advocate for themselves in class - asking questions when something isn't clear, or getting more information from a classmate.

Use the IEP meetings and be creative

You may find a need to advocate for your child's homework load to be modified due to frustration, communication skills or length of time it takes your son/daughter to complete assignments. During your annual IEP meeting, discuss options with your team.
You can request homework modifications in many creative ways. Here are some ideas:

A teacher can reduce the number of problems or specify the amount of time your son/daughter spends on assignments.

If writing is a challenge, your child could dictate their writing assignment while you transcribe. Or, maybe they can be permitted to write shorter assignments, or be given extended time to complete them.

Does you son/daughter struggle with organization? You can request that their IEP includes having a second set of textbooks to keep at home, or help remembering to complete a daily planner.

Extended time for test taking or completing major projects could diffuse extra stress.

Technology can help homework

Students can rely on homework apps for keeping track of multiple subjects, or schools might have websites that list all assignments to help families keep track. Once a child enters middle school and high school, there are multiple classes with multiple homework assignments, both long- and short-term. If your son/daughter is tech-savvy, using an app might be the best way to help them stay organized.

Should I Hire a Tutor or Mentor for My Child?

Homework mentor

Does your child have a mentor, someone who your son/daughter looks up to (an older, "cooler" kid), or possibly an older child of one of your friends? Consider asking this person to be a "homework helper" one or two days a week (you might offer to pay them). Consider meeting at the library or your home where they can do homework together.

Hiring a tutor

Kids tend to respond better to an authority figure who does not have an emotional attachment to them. Bringing in someone that does not have that emotional tie can help change behaviors and focus, as well as increase their willingness to try harder. Ask around at your child's school - some teachers like to tutor to earn extra money. A local college job board can be another good way to find a tutor. You don't need to have a tutor in your home, you can arrange to meet them at the library or a coffee shop.

My Child Often Struggles with Homework

Should I be concerned?

Not necessarily - try to identify what is preventing your son/daughter from doing the homework or getting upset when it is time to complete it. Sit down with him/her to make sure he knows what is expected. If he/she cannot explain the assignment, it is possible that a) they do not understand it; b) they are overwhelmed by the amount; or c) they are bored with the homework assigned.

Work with teachers and the school

Develop a good relationship with your son's/daughter's teacher(s) and make sure you have access to daily homework assignments and grades - they are often posted online. Take your concerns to a teacher, counselor, or other professional (i.e. a school psychologist) to get input and suggestions on how to move forward. Have a good line of communication with your school team, whether by email, phone, or in-person meeting to review problems or struggles you feel your child is having.

Additional Resources

View our Afterschool Activities & Independent Leisure Skills Tool Kit for additional homework tips, as well as tips on independent leisure skills and other after-school activities.

Asperger Syndrome and Adolescence: Practical Solutions for School Success
by Diane Adreon and Brenda Smith Myles, Autism Asperger Publishing Company, 2001

Helping Students with Autism Spectrum Disorder Express their Thoughts and Knowledge in Writing: Tips and Exercises for Developing Writing Skills by Elise Geither and Lisa Meeks. Jessica Kingsley Limited, 2014

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Homework Tool Kit This tool kit will offer tips for homework success and defines the importance of a parent or caregivers role in teaching good study habitsHomework skills are necessary for students to master They teach selfsufficiency responsibility and how to follow directions Despite these benefits parents find themselves dealing...

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https://difflearn.com/collections/timers-counters
This link provides different types of timers for use with those with ASD. Some may benefit from a stopwatch with a timer, some may benefit with the use of a hourglass style timer, and others may benefit from the use of a clock. Each learner is different and this provides many different types of options.

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Visual Timers and Counters for Autism | Different Roads

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Our selection of visual timers and counters help teachers and parents with children with autism. Take a look at what we have to offer at Different Roads!

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1. Prioritizing: using sticky notes of various colors and sizes to draw the focus to the important items and work through based on priority. Sticky notes can be used for small note taking, marking things of importance for completion, to identify different subjects or tasks, or other needs of the learner.
2. Expandable folders: these with marked tabs help the learner to keep organized and also prioritize what task should be completed first. It helps with keeping the class notes, resources, assignments, etc. organized and in clearly marked slots so that the learner is not losing time looking for these items.

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https://blog.stageslearning.com/blog/top-strategies-for-supporting-time-management-for-those-with-autism
This resource provides information on the use of sticky notes for time management and organization while also providing additional strategies for assisting in these areas.

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Time management is an important concept to consider when supporting individuals on the autism spectrum. Because time management and executive functioning skills (e.g., emotional regulation, impulse control, self-monitoring, working memory, organization, and planning, initiating, and prioritizing tasks¹ ) can be challenging for those with autism, several best practices for improving abilities in these areas include:

Establishing SMART goals

Structured work systems (SWSs)

Visual organization and planning skills

Daily checklists and personal schedules

Sticky notes, timers, and task prioritization

Setting deadlines, using breaks, and limiting distractions

By assisting those on the spectrum in developing a strong foundation for time management and executive functioning skills, individuals will be better prepared for long-term success in all aspects of their life-including personal goals, daily endeavors, and work activities.

SMART goals are goals that are intentionally a s pecific, m easurable, a chievable, r ealistic, and t ime-oriented. ² Such goals help clarify the most important tasks and priorities to focus on and work towards. We've created downloadable printout with sample SMART goals that can be used with those on the autism spectrum.

Specific strategies that may be useful when aiding in the development of SMART goals include:

Assessing one's current level of ability (e.g., Leo can work on a task at his desk for 15 minutes before needing a break)

Setting clear goals with specific numerical values (e.g., Emma will work on homework for 20 minutes each afternoon before going outside to play with her friends)

Establishing a method for collecting, measuring, analyzing, and monitoring the achievement and progress towards goals over time (e.g., using a graph or chart to record the number of tasks and chores completed from a checklist throughout the day)

When SMART goals are established and adhered to, significant strides towards one's goals for daily living can be achieved.

Structured work systems (SWSs) are another effective approach to supporting individuals on the autism spectrum in improving their time management and executive functioning (EF) skills. SWSs are designed to assist those with autism in working independently and finishing tasks fully (i.e., completing from start to finish).

There are four specific areas that SWSs focus on and emphasize³ :

Organizing and prioritizing tasks based on relative importance while determining how much work is expected and required during a set, predetermined, and specific period of time

Establishing criteria for task completion and visualizing progress over time (e.g., consider using a daily task checklist with visuals that can be completed by the end of the day-and create graphs to track data, trends, progress, and gains over time)

Defining which tasks are to be done within a certain time frame (e.g., Harry will finish all of the tasks on his personal checklist by the end of the work day at 5:00 p.m.)

Planning for what happens after tasks are complete (e.g., After Kendra completes her daily task checklist for the day, she is then free to use any remaining time for preferred activities and personal hobbies).

Structured work systems help the individual know exactly what is expected of them, how to approach each task, and when to focus on specific daily activities. In time, SWSs assist learners in gaining and achieving independence skills that will last a lifetime.

There are many ways to support the development of effective organization and planning skills among those on the autism spectrum, and organization is a particularly important skill to hone as it supports individuals throughout their entire lives. Planning ahead and organizing tasks provides clarity, direction, and consistency for each learner.

A common strategy for supporting organization and planning is visual instruction (which can be adapted to fit the needs of the individual accordingly). Visual instructions provide learners with developmentally-appropriate cues to signal task completion. A preschool student, for instance, may use visual instructions in the form of red, yellow, and green cue cards. Each card represents the amount of time left for certain classroom activities and assists in a smooth transition from one activity to the next.

During play time an instructor can provide the student with:

a green card (symbolizing that play time has begun)

and then transition to a yellow card when 5 minutes of play time remain (to illustrate that the current activity is about to end and the next one will begin shortly thereafter).

When play time is over, the instructor places the red card in front of the learner and removes the toys used during play time to help the child transition to the next task or activity.

This form of visual instruction is especially helpful for those who do not understand the concept of time or numerical numbers yet.

Developing daily checklists and personal schedules is, perhaps, one of the most effective approaches for supporting time management and executive functioning skills among those with autism. Similar to visual instructions, daily checklists and personal schedules provide individuals with representations of their tasks for the day in a visual format.

While there are many types of personal schedules and checklists that can be created depending on the age-and current ability level-of the learner, a few specific ideas are as follows:

Using picture symbols, particularly for children who are not of reading age yet, to illustrate various classroom activities that will take place throughout the day (e.g., art class, nap time, recess, lunch, etc.)

Providing schedules of daily routines to allow for visualization of the tasks one is to complete (e.g., brushing teeth, washing hands, packing lunch, attending school, going to swim practice, eating dinner, getting ready for bed, etc.)

Developing peel-and-stick activity schedules for use at home or during school (e.g., such schedules can include words or picture symbols of each task and activity that is to be completed-along with velcro to allow for removal of each task from the visual schedule once finished)

Creating chore boards with symbolic task cards to give learners a visual blueprint of the activities they must finish before earning a reward (e.g., complete homework before earning play time, a special outing, or a new toy)

Sticky notes, timers, and task prioritization are three additional approaches for improving time management and executive functioning skills among those on the autism spectrum.

Sticky notes can be used as prompts in salient locations (i.e., at home, work, or school) to remind individuals of specific tasks that should occur in those places. To demonstrate, a sticky note can be placed on the bathroom mirror to remind a child to wash their hands after going to the bathroom. Similarly, sticky notes can also be useful for professionals in the workplace by providing reminders for important tasks, such as making a company phone call after returning from lunch.

Timers, especially visual ones, can assist in time management by aiding individuals in working on a set task for a predetermined amount of time.⁴ The parents of a 7-year-old elementary school student may, for instance, decide to set a 30-minute timer for their child to assist in the completion of after-school reading time. If the child has engaged in reading for the full 30-minutes once the time is up (i.e., the timer goes off), then TV time is earned.

Prioritizing tasks based on their relative level of importance is another essential skill for time management. If one does not know what task or activity is the most important to focus on, it will be difficult to make meaningful strides towards long-term goals and success. Task prioritization can be established by creating a list of the most important activities to complete throughout the day. Selecting three tasks that are of top priority can help minimize distractions while providing meaningful progress towards the end goal.

Finally, setting personal deadlines, using breaks, and limiting distractions throughout the day gives individuals on the autism spectrum an opportunity to focus on the most important and essential tasks at hand. Personal deadlines can act as motivating factors when a task or activity must be completed by a certain time. Accomplishing difficult tasks first (i.e., before easier ones) can help ensure that even unpleasant work throughout the day gets done.

Sprinkling in breaks and limiting distractions while work is taking place helps individuals shift their focus (and direct their attention) in a more productive manner. If distractions are limited and the learner knows they will get a break from their current activity after 15 minutes of focused attention, then tasks throughout the day can be prioritized in a structured and well-developed manner to accomplish the end goal and direct work towards the most important tasks.

In Summary

Developing strong time management and executive functioning skills must be a primary focus for those on the autism spectrum as these skills aid in productivity, prioritization, attention, and organization skills that will last a lifetime. While many with autism may struggle to hone their skills and competencies in these areas, such challenges can often be overcome by implementing one or more of the strategies discussed above.

Question for Readers

Which methods of time management have you found effective with individuals on the autism spectrum? ( See the Comments section below to post your answer!)

References

1. https://www.learningsuccessblog.com/8-key-executive-functions-infograph

2. https://www.mindtools.com/pages/article/smart-goals.htm

3. Hall, Laura J. 2018. Autism Spectrum Disorders: From Theory to Practice . 3rd ed. NY, NY: Pearson.

4. https://leader.pubs.asha.org/doi/10.1044/leader.SCM.22042017.36

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Top Strategies for Supporting Time Management for those with Autism

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Time management is an important concept to consider when supporting individuals on the autism spectrum.

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https://www.autismsociety-nc.org/organizing-for-upper-grades-middle-and-high-school/
This blog discusses organizing schoolwork for upper grades but can be utilized in different ways for younger learners as needed. It discusses the use of folders with different tips and tricks for the learner and their supports.

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Here's advice from my teenage son:

Let's face it. Back to school is never easy. But here are a few hints and tips to help make things easier for when that first day comes around. First off, get to know your teachers. If you can't arrange a talk with your teacher, at least get a first-hand profile of them. Also, know where to go. Look ahead of time to see where your classes are so as to plan the most efficient route through school. Next, be prepared material-wise. Have an all-encompassing binder, a homework folder, lots of paper, and at least one notebook per class. Add new materials as necessary. Finally, find with whom you have class with. This should help prepare you for study sessions, group activities, etc. Have a nice first day!

Now, from a mother's perspective:

Organizing for upper grades: middle and high school hints gleaned from parents who have survived...

Middle school is a quantum leap forward in complexity; parents have fewer opportunities to volunteer in the classrooms, and there are many more classes to manage. Students (typical and those with ASD) are struggling to fit in, while teachers' expectations for independence and responsibility are rising.

Here are a few ideas to help:

Consolidate binders and note-keeping requirements. Many teachers require a separate binder for each class, but you can request a simpler system as an accommodation. Here is a link to some examples-

http://www.caseit.com/caseit/eproddetail.asp?S=125&P=7916&PubID=4459&V=25&PID=5494&iss=

http://www.caseit.com/caseit/eproddetail.asp?S=125&P=7916&PubID=4459&V=25&PID=5409&iss=

Color coordinate folders, spiral notebooks, binders, etc. I have done this for my son for the past 4 years, and it has really helped. Language Arts is always blue, Science is orange, math is green, etc. In his locker, he can grab the blue stuff and know he's ready for Language Arts (even the book cover is blue!). You can buy spiral notebooks that are already labeled by subject, too.

Try a binder that includes an accordion file-a great place to store notes and miscellaneous papers from all classes (and the file section color coordinates with the spiral notebooks). See examples above.

Locks on lockers can be tricky to operate, especially in a hurry between classes. For a couple of years, to eliminate anxiety, I had my son's lock disabled, so he only had to open the locker. After sufficient practice, he was comfortable using the combination lock, and it was restored. Other students have substituted locks with words for the combination, or used locks requiring a key.

Get a copy of all textbooks to have at home-some are available on CD or online also.

Include weekly communication as part of the IEP if getting homework turned in is a problem. Technology can help, too-scan assignments and email them to the teachers. You can also see some examples of communication forms from the Indiana Resource Center for Autism (http://www.iidc.indiana.edu/irca/fmain1.html ).

1. Maybe a PDA or iTouch could help-even a cell phone's calendar can be useful (iPod Touch has an application for communicating, called Proloquo2Go™)

2. School laptops can save material on the hard drive, but can also download material to the school server when at school (so homework is never lost!)

3. A Google calendar can be shared by parents, teachers, and the student to note upcoming tests, project due dates, and to share other important dates

4. One example of software to help organize writing is Don Johnston's Draft: Builder (http://www.donjohnston.com/products/draft_builder/index.html)

Provide teachers with project organizers, graphic organizers, or other schedules to help your child. Here are some links:

1. http://www.education-world.com/tools_templates/index.shtml#graphicOrganizers (this site also has communication logs)

2. http://freeology.com/graphicorgs/pdf/cornellnotetaker.pdf (for note-taking)

All homework goes into a folder: one side for work to go home, one side for completed work to be turned in, that gets checked daily by a teacher. I've done this with my son since 3rd grade-it hasn't solved the problem, but has made it less of one.

Other parents are a great source of creative ideas for resolving problem areas; remember that solutions don't have to be expensive gadgets! Sometimes, simply labeling folders can help. Don't forget to use your child's interests: for kids that like technology, laptops/PDAs/cell phones can help; for kids that like Pokémon, buy folders decorated with Pokémon; use whatever motivates your child. Good luck in the new school year!

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Organizing for upper grades (middle and high school)... - Autism Society of NC

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Here's advice from my teenage son: Let's face it. Back to school is never easy. But here are a few hints and tips to help make things easier for when that first day comes around. First off, get to know your teachers. If you can't arrange a talk with your teacher, at least get a...

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1. Providing effective tools: if the reason that the learner may not be able to complete a specific task or want to complete a task is due to needing additional assistive devices or support, be sure to have these available. Examples include:
- Paper magnifier-allows the learner to see print larger. Helps the learner across the areas of math, reading, and writing.
- Pencil or pen grips-for the learner to be able to hold their writing utensil better.
-Larger supplies such as glue sticks or crayons-allows for the learner to hold and use the supplies easier. Helps the learner with writing and math tasks.
2. Extend the time frame: this allows the learner to have more time to complete the task so that it can be broken up into pieces and not appear as one large project or assignment in a small amount of time, which can be overwhelming to the learner.

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https://www.ameridisability.com/20-useful-back-to-school-supplies-for-students-with-special-needs/
This list provides different school supplies for those with special needs. This is a good starting point to see what may be beneficial to have at home for the learner.

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20 Back-to-School Supplies for Students with Special Needs - The Latest National Disability News

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Attention parents of children with special needs... Here are 20 useful back-to-school items for students with disabilities.

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https://news.uga.edu/break-large-tasks-down-into-smaller-more-manageable-pieces/
This article looks at and provides strategies for breaking down large tasks into smaller parts.

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Six steps to help you get organized instead of overwhelmed

When you are faced with a big task, it helps if you break the task down into smaller, more manageable parts. This will help you avoid stress and procrastination. People who procrastinate often comment that when they wait until the last minute, they feel overwhelmed, and the task seems insurmountable. By setting priorities and breaking the bigger project into smaller tasks, the work is more manageable and less intimidating.

Here are six ideas for breaking down tasks:

1. Look at the big picture. Make sure you understand what the end product is supposed to look like.

2. Examine the parts of the task. Figure out step-by-step what you need to do because it's not going to happen through magic.

3. Think about the logical order of completing the pieces. What should you do first, second, third, etc.?

4. Create a timeline for completing your tasks. Having a deadline will make you more focused for each task.

5. Have a plan to help you stay on track. Put the time you will spend on the project into your schedule so that you can set aside the time for it. Stick with this plan. A plan is only good if you see it through.

6. Complete your task early enough to have some time left for a final review.

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Break large tasks down into more manageable pieces - UGA Today

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When you are faced with a big task, it helps if you break the task down into smaller, more manageable parts. This will help you avoid stress and procrastination. People who procrastinate often comment that when they wait until the last minute, they feel overwhelmed, and the task seems insurmountable.

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1. Auditory needs: does the learner do better in a completely quiet environment or do they do better with some kind of sound? Does the environment physically need to be modified by adding carpet or noise-canceling panels or can the learner wear noise-canceling headphones and that minimize the sound enough? Does the learner want louder sounds playing in the background or quiet music in earphones? These are all dependent on the learner. They may be able to have others around while others may need to be in their own space because their noise or talking is distracting.
2. Visual needs: does the learner need a darker or brighter space to learn? Does the learner like things on the walls or do they like things blank so they do not get distracted? Do they need additional visual support or can they manage as is? These are all learner specific.

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https://livingautism.com/create-autism-friendly-environment/
This resource lists common environmental considerations for those with ASD and different ways on modifying the environment to help.

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How to create an autism-friendly environment - Living Autism

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This article offers some suggestions on how to create an autism-friendly environment for families and professionals alike.

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Homework Resources for the Home Environment

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Homework Resources for the Home Environment

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https://parentingadhdandautism.com/2016/09/homework-strategies-kids-adhd-autism/
This resource has different tips for parents and caregivers of learners with ASD and ADHD to complete homework in the home setting.

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Parenting ADHD & Autism With Parenting Coach, Penny Williams

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Homework strategies for kids with ADHD, autism - Parenting ADHD & Autism With Parenting Coach, Penny Williams

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Effective Parenting for Kids with ADHD and/or Autism. Offering Strategies, Support, and Hope