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Engineering Classrooms with Visual Strategies for Autism Success-Video

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Engineering Classrooms with Visual Strategies for Autism Success-Video

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-StarAutismSupport.com
-12 Essentials for Classrooms

-benefit from structure, organized environments, and choices in difficult situations
-giving information and supporting sensory needs is very helpful
-# 1 Camera
-take pictures to give students -information, reminders, and conversation starters

-# 2 Calendar
What is going to be happening and when- group or personal
what is happening and what is not happening or what is changing

-# 3 Schedule
personal schedule to build skills for when they're older
orient to the information of the day

#4-Predictable Routines
Students can understand what is going to be happening,
They know what to expect (know when something is going to be different, change
better behavior knowing what is going to be expected

#5-Quiet Spot (Not Punishment)
helps students regroup
can help rest and not meltdown

#6-Visual Tools
pictures, objects, written language
ex. calendar
demonstrations

#7-Notepad and Pencil
When students are confused or upset, the more we talk the more upset they get

change from verbal to written
write words or direction on piece of paper and use as a cue to help students get through a challenge

#8-Proper Work Environments
balance board

#9-Organized Work Spaces
proper materials
simplify things
environment  isnt overwhelming to students

#10-Rules
expectations for the environment

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Camera:
take pictures
reminders
give information
organization
schedule

Calendar:
orient to the flow of life
group information

schedule:
can be individual
helps orient the student to the day

Predictable routines:
knows what to expect
less stress
better behavior
use the above tools to help that

Quiet spot:
not punishment
helps to regroup
add visual to help
give it a name
add equipment to help relaxation
don't need to talk to the student when in the spot

visual tools:
to help support communication
calendar, schedule, rules, explain
provide multiple ways

note pad and pencil:
this can help when students are confused or upset
more we talk the more upset

proper work environments:
flexible choices

organized work space:
have the material in the space
not overwhelming with too much visual stimulation

Rules:
make sure the know the expectations
review the rules

timers:
breaks things down

effective communication partners:
visual strategies

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Quiet Spot -
Not used for punishment, but regrouping
inviting space
use visuals to get students there

Proper Work environment
allows movement and motor input
flex/alt seating

Visual tools -
including calendars, pics, objects to support students with a predictable routine, expectations, transitions.
transitional toold can be spoon for eating, blanket for napping, etc

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having a quiet spot that is functional and not an escape is something I need to work on.

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Camera

Calendar- what’s happening, what’s not, whole class and individual

Schedule- individual/whole class

Visual tools for visual learners- first, then

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Note Pad and Pencil - this strategy could be good for all students to use if they have questions and feel uneasy about asking them, need a space to vent about their feelings, etc - they can do this in a more private way rather than expressing their feelings and emotions to the whole group.

Predictable Routines - I typically have a set routine and list of expectations for my classroom and for all students.  One thing that I think I need to be more flexible with is being sure that my routines and plans don't become too rigid.

Calendar - for years I've been wanting to create a space within the classroom that's kind of like a "what's happening" bulletin board with class info, school info, important dates, etc but I haven't had the opportunity to do it yet.

I would like to create a more flexible learning space - a lot of times my students are working in their groups at their desks - having flexible seating which goes beyond sitting at the back table is something to work towards this year.

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Predictable, not rigid- enough info to know what to expect- pictures, schedule, calendar all help

Quiet spot- not time out punishment, but time out break, calming, regrouping...talk less, talking escalates, use visual clues instead to go to quiet spot

Proper work environment- flexible seating

Organized work space- not overstimulated/overwhelmed

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schedule- is important to set routine
pictures - of what is expected and pictures of students in the groups to foster inclusion
quiet area - a place in the room to calm down and relax - I don't have this now but would like to create one

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12 strategies for visuals. I never thought of having the child use the camera too. I love that idea. I do everything the video, but I  need to be more explicit about schedule changes. The video reminded me how important this is for all students. I use flexible seating and this encompasses several of the strategies she mentioned.  

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12 strategies for visuals. I never thought of having the child use the camera too. I love that idea. I do everything the video, but I  need to be more explicit about schedule changes. The video reminded me how important this is for all students. I use flexible seating and this encompasses several of the strategies she mentioned.  

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Timers- Though I use timers in my classroom both on my phone (countdown app) and physical sand timers, I would like to use them even more. I currently used them for preferred to non preferred and non preferred to preferred but would like to incorporate them more throughout the whole routine (15 minutes for a center rotation)
2. Visual Schedule- I had a visual schedule this year, but I would like to have actual visuals of what we will be doing (picture of the art teacher during art time, picture of literacy centers)
3. Flexible seating- I had cube chairs, rocker chairs, and ball chairs accessible for my students this year. I would like to include other types of work spaces as well.

Visuals:
Though we used the language a lot, I would like to use a first then board with visuals to support the language.

Visual for a break- I think its powerful for even verbal students who are feeling not regulated to take away the language piece and have them just show you using visuals or hand cues that they need a break.

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Use camera to give information and reminders. Having a calendar, schedule and predictable routines will create less stress. Provide visual cue if quiet spot is necessary. Sometimes using a notepad or a pencil and changing the form of communication can deescalate a situation. Create proper work environment, organized work space, rules and timers.

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1. Calendar - Working with students with ASD, a moveable/tangible calendar will be highly effective in keeping a daily routine.           2. Quiet Spot - I would LOVE to create a quiet spot this year for students to be able to taking a breathing break and refocus before rejoining the group.                                         3. Timers - Timers are very effective for me, especially when giving students a short break or “earned time”. It gives them a definitive “time to come back” signal.                     I would love to create a quiet spot with visuals and break supports. I would also like to create small, individualized schedules for my students this coming year that connect to the classroom schedule.                         

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1. Calendar - Working with students with ASD, a moveable/tangible calendar will be highly effective in keeping a daily routine.           2. Quiet Spot - I would LOVE to create a quiet spot this year for students to be able to taking a breathing break and refocus before rejoining the group.                                         3. Timers - Timers are very effective for me, especially when giving students a short break or “earned time”. It gives them a definitive “time to come back” signal.                     I would love to create a quiet spot with visuals and break supports. I would also like to create small, individualized schedules for my students this coming year that connect to the classroom schedule.                         

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I could have a picture representing each rule to reinforce for all students.

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       I'd like to create visual velcro boards for the artroom  with movable items that correspond to classroom routines and different art processes. I have used timers in the past, but would like to incorporate them more frequently and in different ways. 

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       I'd like to create visual velcro boards for the artroom  with movable items that correspond to classroom routines and different art processes. I have used timers in the past, but would like to incorporate them more frequently and in different ways. 

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retooling the quiet spot to have more items to help the student visualize calming down. Go over what those tools should look like and how they should be used.

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Sand timers are so helpful in our class.  It provides a more positive transition and helps students see when instead of wondering.

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By providing topic boards around social situations, being uncomfortable, etc. is helpful to have for students, so they can share how they are feeling by touching a picture when they may not be able to articulate or have trouble identifying feelings.

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How to use the flexible seating and how to pick the just right seating to become successful.

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It is difficult to have a quiet spot teaching music but I could incorporate a quiet tie=me into lesson to practice bow hold and bowing up and down patterns.

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I would like to use pictures more to set expectations; how the room should look, what you should be doing, what the routines are - to help establish routines.

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I'd like to have more schedules for individual students in a topic board format /visual, not on a ruler.

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to go over them more often and change them as the students grow and expectations change.

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1.Camera: I could us my phone so much more to take pics. to help explain next steps or use for conversation starters.
2.Predictable Routines: I feel that my routines are predictable but I could definitely be better.
3.Organized Work space: Most areas of my class are organized , but I feel I can do better here as well.

I would like to create behavioral cue cards to use.

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pencil/paper to help communicate when upset or confused- deescalate
Rules- expectations for environment- written/visual, not too many, match maturity and level of understanding, individual or whole class

Effective communications partners

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I want to make a couple of posters illustrating proper positiong, and other on notation that I can laminate and bring with me school to school.

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Add a camera into the classroom tools.

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#7: Note Pad and Pencil:  By writing notes it would not add additional noises into the classroom that might be overstimulating.  Also it might decrease negative attention directed at the student.

#8: Flexible Seating:  Providing environments that help students feel comfortable and recognize their needs throughout the day.

#2: Calendar: Sometimes adding what isn't happening can help to set clear expectations.

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I have used a few social stories in the past but now I feel more confident about using them. 

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I have used a few social stories in the past but now I feel more confident about using them. 

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Having a "safe space" for a student to be able to go to to and calm down. Students can then return to the lesson/activity. -Sheri DeMeo

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Students can each have their personal schedule at their desk. When they completed a task/lesson/subject they can cross it off to show their progression. Sheri DeMeo

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I personally have problems concentrating when the space I am working in has too much stuff in it, is disorganized or dirty, or feels cramped. Taking the time to scan the room and take away things that do not add to classroom learning can help students with sensory sensitivities.

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I have had students every year lie down on the 2 carpets I have in the classroom to reorganize their bodies or take a break when they feel frustrated.

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I love the idea of taking pictures to aide in creating visuals! I need to do this more myself. Allowing students to use the camera on the Chromebook would be very helpful as well!

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I really like the idea of taking pictures to add to my other visuals to help with conversations( circles). They would help as a starting point to share.

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I really like the idea of taking pictures to add to my other visuals to help with conversations( circles). They would help as a starting point to share.

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Have the student take a picture of the schedule so they can carry it with them and know the changes.

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Timers- increments, warning of change, actual change, rather than “time to stop” say “time to start something new” use different style timers for different activities

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- This coming school year I need to provide more visual reminders of routines and expectations.

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I always think about what sounds, sights, or smells can be eliminated rather than what can be added. Too much harsh lighting can make things difficult - only turning one overhead light on or drawing the blinds halfway can make a big difference. Don't have blinds? You can make them from ideas on Pinterest (cheap classroom curtains or blinds) that look amazing!

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Forewarn when the schedule is changing and form a plan to help the students when the schedule does change.

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Sensory Needs-Be aware, be creative, and be prepared

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Sensory Needs-Be aware, be creative, and be prepared

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Sensory Issues can make it very difficult for students to be able to be comfortable. Ex: Video that had all different sounds and lights flashing. Very overwhelming

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Tactile / Auditory - a student I had this year would often tap or drum his pencil on his desk. When asked - he would give two reasons. 1. He needed to get out the “tapping” from his body and 2. he liked the noise it made when it hit the desk. We understood his need to work through his feelings and attempted to introduce a replacement behavior that was less disruptive to those around him. We had him roll his pencil between his hands so he could feel the pencil moving and it made a softer noise. Issues we need to plan for are issues like above. We knew the student needed to do something - but we needed to find something that satisfied the student but also was less disruptive to the other students in the room. 

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Tactile / Auditory - a student I had this year would often tap or drum his pencil on his desk. When asked - he would give two reasons. 1. He needed to get out the “tapping” from his body and 2. he liked the noise it made when it hit the desk. We understood his need to work through his feelings and attempted to introduce a replacement behavior that was less disruptive to those around him. We had him roll his pencil between his hands so he could feel the pencil moving and it made a softer noise. Issues we need to plan for are issues like above. We knew the student needed to do something - but we needed to find something that satisfied the student but also was less disruptive to the other students in the room. 

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I've noticed that many students  have trouble with the art room furniture, especially with the rolling chairs at HM and the stools at Roosevelt. I'd like to seek out ways to vary the seating and also create           some different sensory options.

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I've noticed that many students  have trouble with the art room furniture, especially with the rolling chairs at HM and the stools at Roosevelt. I'd like to seek out ways to vary the seating and also create           some different sensory options.

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Sensory issues make is extremely difficult for kids to regulate their bodies and make sense of their environment. Classrooms must be incredibly overwhelming for these kids. The lighting alone isn't designed to accommodate these kids. I am going to be more aware of things I can change in the environment.

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Sensory issues make is extremely difficult for kids to regulate their bodies and make sense of their environment. Classrooms must be incredibly overwhelming for these kids. The lighting alone isn't designed to accommodate these kids. I am going to be more aware of things I can change in the environment.

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what an amazing resource! I love that as a class their students could go for a half hour to get needs met so that they are not putting out fires but meeting the students needs so they can learn.

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I have seen students have outbursts in classrooms - sometimes the student would be removed from the space or sometimes the rest of the class would be removed from the space.  Sometimes you could be warned almost by previous experiences - look for specific triggers that didn't resonate well with the student.

I have also observed students on my team who could not sit still - would need to get up and move frequently - pacing consistently around the perimeter of the room, etc.

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I've had students who were seeking out sensory input through chewing on their shirts or pencils. Other students would squish their bodies into a tighter space  (corner) or up against another student when seated on the rug. I think we need to consider space as well as auditory and visual distractions for other students nearby when planning for addressing students' sensory needs.

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I've had students who were seeking out sensory input through chewing on their shirts or pencils. Other students would squish their bodies into a tighter space  (corner) or up against another student when seated on the rug. I think we need to consider space as well as auditory and visual distractions for other students nearby when planning for addressing students' sensory needs.

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I have one student who frequently needs to tap, with a pencil or his hands. I want to find other sensory activities that he can do so the tapping is not distracting to other people.

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I like to be sure I offer different sensory activities in my class. I have a quiet spot to calm down in, play dough for squeezing and a an area I call the "Brain Gym" where kids can do wall push ups and other movements in that area of the class if they need a movement break.
I liked the video of the sensory room and the movement activities they did. Even the simple deep message from the squish balls as the kids lay down.

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It can be challenging to meet some students needs as music class becomes over stimulating. Id like to explore adding silent moments to the class where we can work on skills without the level of sound.

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It can be challenging to meet some students needs as music class becomes over stimulating. Id like to explore adding silent moments to the class where we can work on skills without the level of sound.

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having stations
bag to hit
crash pad
reduce sounds
walking path

How can a small school find the space to implement this even in a small way

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I know that many of the things that I have seen concentrates on students experiencing hyper-sensitivities so it was important that they also discussed students who are hypo-sensitive

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sensory wall of flip sequins

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exercise bands on the desk chairs

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wind chimes outside the classroom windows

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Most people think autistic people are not interested in other people. However, that is not true. Just because someone appears socially uninterested, does not mean that they are. When someone does not make eye contact or repeats what you say, it does not always mean that he or she is uninterested. They actually may be trying to connect with you.

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This year I worked with a student who had significant sensory difficulties and issues communicating with peers. This student was very comfortable around adults, but had a hard time with peers due to his inability to talk about anything other than his own interests. I don't want to try to force friendships or fake playdates, but being able to relate to peers on some level is important for elementary and beyond.

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I worked with student this year who had difficulty making friends.  He often misunderstood games or rules to those games because he had not played them before and was unable to stay focused long enough to learn them.  When students told him he was playing wrong, he took it very personally and often had outbursts and would yell things like "I'm telling on you!" or "Then I'm not your friend anymore"  The other students were often left confused explaining that they hadn't done anything wrong or meant anything to be mean.

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I found it interesting that some students with autism repeat phrases to connect to them

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Having the student use the computer as a way to video and have the student do their explain that way

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Making sure using the computer for a reason and not just as a reward or punishment by taking it away.

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Students can have  challenges interacting with others because they appear different . This is made worse by the notion that they are not interested in people or interacting. Students with challenges can be taught strategies for communicating and their peers can be taught tolerance and understanding that their ways may look different.

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Having had lunch duty over the years, I've observed students with disabilities gravitate towards sitting with other students who have disabilities. This could be because they are friends with these students because they typically travel together during the day...Far and few between do you see other students making an attempt to sit with them - often it's the students with disabilities reaching out to the other students vs the other students reaching out to them...

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Want to learn more technological programs that will help all the students and not just certain students.

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I think social stories can be useful to set expectations.
They are mostly used with younger students, but they could be more advanced for older ages,  to explain new situations that they may encounter.

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create a video on how to do something for all the students to see and then reintroduce it to the student who needs it.

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I like using social stories in my classroom for the young students. I have one that I use to model how to go outside to the playground. The student I used it for had alot of trouble walking with the class and running away or out of line. It worked great for him to have the pictures and the directions of what to do and how to do it. It was a great way to set  expectations for the student.

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I like using social stories in my classroom for the young students. I have one that I use to model how to go outside to the playground. The student I used it for had alot of trouble walking with the class and running away or out of line. It worked great for him to have the pictures and the directions of what to do and how to do it. It was a great way to set  expectations for the student.

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My students with ASD have struggled socially in both general education settings and smaller group settings. These students often have not made the “right” connection during a conversation or are unable to contribute to a conversation. My students in the past have also have a hard time “fitting in” with the crowd around them, which often leads to sitting alone. Building a classroom community where everyone’s voice matters is extremely important to helping students who struggle socially. We have gone over expected language, ways to help one another, and ways to include those who are on the “outside”. Also, building a feeling of acceptance for everyone - knowing it is ok to act differently, think differently, or participate differently.

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My students with ASD have struggled socially in both general education settings and smaller group settings. These students often have not made the “right” connection during a conversation or are unable to contribute to a conversation. My students in the past have also have a hard time “fitting in” with the crowd around them, which often leads to sitting alone. Building a classroom community where everyone’s voice matters is extremely important to helping students who struggle socially. We have gone over expected language, ways to help one another, and ways to include those who are on the “outside”. Also, building a feeling of acceptance for everyone - knowing it is ok to act differently, think differently, or participate differently.

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I have previously used flipgrid with students, which many of them love! I want to try to incorporate some of the new timers, and the use of the white noise during work time.  I also just downloaded the read and write extension and I am excited to try that this year. Jacqueline Mehos

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I think I would like to use "Time Timer" next year in my classroom. I it is another good visual to help the kids see how much time they have other than using a minute sand timer.
I would like to investigate the "Story board That" to see if it is appropriate for my students.
Lastly I do use "First - Then" which work really well. So I will continue to have that in my tool box of strategies.

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love how the time management apps will help with behavior.  Also helping with emotional control and flexibility.  Great resources.

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Some of the assistive tech extensions that I liked are:

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Some of the assistive tech extensions that I liked are:

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Timerloop - an online stopwatch

Ginger- grammar ans spelling checker
Mercury Reader- removes ads and distractions, adjusts typeface and size

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Assistive Tech for Sustaining Writing During Writer's Workshop

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Assistive Tech for Sustaining Writing During Writer's Workshop

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I'm excited to use the Pomodoro Timer and Noisli background noise to help my students stay focused and calm during writer's workshop.

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I love the choice of the Pomodoro timer

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I love using all of the google tools! I am excited to try out the My Homework and the timers!

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I'd like to incorporate using Google Keep into my classroom - it could be a helpful tool for solving multi-step problems.

In addition, I'd like to use a more visual timer - typically I use the one on my phone and give time checks as we go but the visual component could be helpful for all students (and adults too!)

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I'd like to incorporate using Google Keep into my classroom - it could be a helpful tool for solving multi-step problems.

In addition, I'd like to use a more visual timer - typically I use the one on my phone and give time checks as we go but the visual component could be helpful for all students

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I'd like to incorporate using Google Keep into my classroom - it could be a helpful tool for solving multi-step problems.

In addition, I'd like to use a more visual timer - typically I use the one on my phone and give time checks as we go but the visual component could be helpful for all students and a

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I'd like to incorporate using Google Keep into my classroom - it could be a helpful tool for solving multi-step problems.

In addition, I'd like to use a more visual timer - typically I use the one on my phone and give time checks as

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I'd like to incorporate using Google Keep into my classroom - it could be a helpful tool for solving multi-step problems.

In addition, I'd like to use a more visual timer - typically I use the one on my phone and give time checks as we go but the visual component could be helpful for all students (and adults too!)

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I'd like to incorporate using Google Keep into my classroom - it could be a helpful tool for solving multi-step problems.

In addition, I'd like to use a more visual timer - typically I use the one on my phone and

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I'd like to incorporate using Google Keep into my classroom - it could be a helpful tool for solving multi-step problems.

In addition, I'd like to use a more visual timer - typically I use the one on my phone and give

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I liked this website for calming sounds without ads!-Sheri

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I currently use timers and different white noise/music in my classroom to help students focus. I love Noisli and the Pomodoro timer, however, because I think these are fun ways to engage students. I love that Noisli lets them choose the sounds we use, or take out sounds that are annoying (ie. crickets on Calm.com). The Pomodoro timer is fantastic, because I love that it has the cute little image, is not overwhelming when the timer ends, and I like the idea of built in breaks. I do wish, however, that you could change the amount of time that the timers were set to. - Liz Strasser