-Modify classroom layout: providing alternative seating like a quite space or corner, reduce clutter, and adjusting lighting and sound.

-Present instructions in routines like drawings, photographs, and written words.

-Display two or more choices of activities with medium to large icons or symbol cards using Velcro.

-Have a structure peer interaction by pairing students and group activities.

-Using videos with animated characters or any relatable situations to demonstrate social skills.

-Have social stories like a short narrative describing specific social situations and appropriate emotional responses.

-Have a mindfulness activity like a sound in the room or mindful coloring.

-Practice personal hygiene, transportation skills, and home-skills like cooking or washing.

-Promoting self-advocacy to help students foster independence.

-Empower self-determination by fostering students' ability to make their own choices.

-Practicing personal information and recognizing names, addresses, and phone numbers.

-Help students create their own goal-setting and allow them to track their own goal building a sense of responsibility.

-The use of hand-over-hand guidance with consistency in order for students to promote skill generalaztion.

-By adjusting the classroom lighting and having different calming music in between lessons can help the students feel less overwhelmed.

-By having Velcro symbol cards for your daily activities helps students have a better sense of the activity.

-By having group activities, it helps students identify what social skills they have or they can practice on in order to feel confident with themselves.

-If a student needs more than just color-coded zones to express how they are feeling, the teacher can have social stories for the student to help them express their emotions without any use of aggression.

-Having activities or lessons in how to react when a fire or earthquake occurs can help their skills progress once they graduate high school.

-Not all students have their personal information memorized and it is important to keep practicing their personal information so each student has a sense of seld-determination.

-If a non-verbal student cannot speak nor write on their own, they can still work on the same paper assignments as their other peers as long as an aid is using hand-over-hand to help the student trace over or write.

-Mastermind, 2025. How to teach functional academics to older children. https://www.mastermindbehavior.com/post/how-to-teach-functional-academics-to-older-children

-National Library of Medicine, 2025. The use of multi-sensory envrionments with autistic children: Exploring the effect of having control of sensory changes. https://pmc.ncbi.nml.nih.gov/articles/PMC9340127/