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Using classroom voice
- Visuals

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Social stories. Understanding opinions differences.

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-Calling out the name of the child
- Cues to have an eye contact

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Sensitive to slight movement and/or bright light

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Sensitive to slight movement and/or bright light

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Environmental structures as per their needs. Sitting arrangements.

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OT sessions

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Group and partnered activities

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Lack of sympathy towards others, sharing, helping

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Lack of sympathy towards others, sharing, helping

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Modelling. SE sessions.

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Maintaining personal space

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First modelling it, then supporting and finally weaning off support.

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- Crunchy food items can be given so overcome their sensory needs.

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Repetitive learning. Differentiation in content teaching for each individuals. Practical based, pictorial, paper based. Role play. Scaffolding.

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Working strategically on them
by embedding it across various settings
E.g. Auditory processing- ST working on listening and we working across different setting to help with the same goal

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Redirecting and indirect classroom cues to get back on task. Positive reinforcement system.

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Shutting of eyes during regular conversation

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Shutting of eyes during regular conversation

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- Using whisper voice
- Visuals helps a lot
- Making agenda for the same and navigating the child for the same

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Understanding ones emotions and being OK with expressing them. Being vocal about the feelings.

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Social stories. Self examples.

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Using songs and visuals to identify different parts of the body
Learning about the most relevant functions
Labelling different pains and pleasures the body may feel

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Redirecting when inappropriate

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Self Regulation- Teaching Strategies, modelling it and giving opportunities to practice it

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Self Regulation- Teaching Strategies, modelling it and giving opportunities to practice it

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Conversation- giving structures, modelling, creating bank of topics to talk about and practicing it. 

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Conversation- giving structures, modelling, creating bank of topics to talk about and practicing it. 

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using  Tech like Email, PPT, whatsapp to communicate
- Giving basic sentence starters and repeating the same.

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headphones with music or moving to a quieter space

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Difficulty in following daily routines like brushing, toileting

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Difficulty in following daily routines like brushing, toileting

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Visual for the same

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understanding of one's own --emotions. SS- Lacking the concept of personal space - grabbing attention.

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understanding of one's own --emotions. SS- Lacking the concept of personal space - grabbing attention.

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Repetitive Behavior- if it comes in the way of learning Redirecting to task. 

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Repetitive Behavior- if it comes in the way of learning Redirecting to task. 

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otherwise identifying the reason and trying to problem solve

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Giving Visual for instructions
Cues for the needful

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Having listening ears and maintaining eye contact towards the speaker. Asking questions.
- Visuals

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Acting it out

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Difficulty in having back and forth communication

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Difficulty in having back and forth communication

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Giving a topic theme for conversations & providing sentence starters.
- Keeping the photos of the same and asking questions

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Giving appropriate vocabulary

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Dressing up SS- getting back to the task 

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Dressing up SS- getting back to the task 

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 Elopements due to loud noise - Jumping- Self stimulatory behavior-Movement- difficult with problem solving, resolving conflicts, reasoning

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 Elopements due to loud noise - Jumping- Self stimulatory behavior-Movement- difficult with problem solving, resolving conflicts, reasoning

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SL- Impact on the brain - Talking later than the others Developmental age - Auditory processing 

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SL- Impact on the brain - Talking later than the others Developmental age - Auditory processing 

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SL- Avoiding conversation. - difficulty in sharing thoughts

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SL- Avoiding conversation. - difficulty in sharing thoughts