Intervention+Tools+and+Strategies

Sensory problems -may be something seen as small that can affect a students behavior and performance. Once example of these can be environmental factors such as the type of chair they are sitting on or some kind of background noise.

Intervention Strategies -be aware of visual over-stimulation, or other items (art projects, posters, decorations etc…) that may cause visual distraction. -Be aware of voice tone and volume does not be too loud. Soft, or sound to stern. Use soft easy speech that can help reduce tension. -Be aware of your placement with the student, being to close physically may make the student tenser, and you should be aware of where you are in the room and see how it affects the student. -Be aware that a student may need to move around, allow stretching breaks. -Allow gum or water in the classroom to provide oral stimulation -Find ways for students to be comfortable in the room within means (articles of clothing, blankets, pillows etc…) -Use neutral colors; don’t have loud colors or lighting. -Use computer games that are sensually stimulating, often that are at a fast pace and have very stimulating.

Motor problems Main ones dyspraxia and dysgraphia Dyspraxia- signs: coordination difficulties, speech issues, writing issues Dysgraphia- issues writing, misshapen letters, mixture of small/big letters, spelling issues, issues with form of writing. Intervention strategies -Modeling by teachers show what they have to do provides visual stimulation. -Use abbreviations -Have scribes to write what the student says on some tests and assignments. -Show boundaries for letters and words. - Use pencil grips - Use specialized paper to help shape letters (stoplight paper) - Use alternate writing surfaces (sand, or other soft surfaces.) - Use record and write methods, or portable word processers.

Receptive Problems- hearing issues, issues hearing directions. Intervention Strategies -Slow down speech, use pauses, and speak softly -Use visual schedules that utilize pictures for the student to see, or symbols to represent moments in the day (changes, what’s permitted etc…) -Use voice recorders to provide what happened during the day or tell the student the schedule for the day. -Use videotapes or computer software that provide visual direction and examples.

Communication Problems- problems communicating Intervention Strategies -Pausing, slows down speech and gives student more time to understand when it is their turn to communicate, to process what was asked, and give there own message. -Use of pictures and symbols -Use of break cards. -Allowing students to make choices in what they do. -Use cards to say you are done or for the student to say they are done. -Use speech generating software or devices -Videotape students so they can practice, and see and hear what they have done.

Academics/classroom activities Students may have problems performing in the classroom even though they may be able to fully grasp the material. Intervention Strategies -Use predictable routines -Make tasks approachable -Focus on strengths. -Use models to show examples of what to do. - Create file folders of activities. -Use magnetic letters instead of writing. -Use interactive books -Use number lines, and other math tools that may help provide a visual example of what is done. -Use digital recorders for communication -Use word processing instead of writing -Use calculators in math -Use projection systems for visual assistance, -Use of video -Use of audio books -Use educational technology and software. -Use of smart boards, which are interactive whiteboards that can project images.

Organization- problems staying organized can affect performance in the classroom; Students may have trouble planning, or keeping assignments together. Intervention Strategies -In/out boxes -Color-coding -Highlighting information -Calendars -Notebooks -Concept-planning software. -Electronic calendars that can provide reminders -Recorders

Behavior- students may have trouble behaving in classroom, May not see what regular classroom behavior is.

Intervention Strategies -Have staff have an understanding of autism -See what problems are caused by sensory problems. -Visual supports, use hand signals -Have class rules on display -Show a list of good alternative choices the student can make -Behavior cards -Use of break or calming methods if something is bothering a student. -Self-regulation system -Activities boards to help calm a student down and provide examples -Use rewards to motivate good behavior -Show how much time is left

Social Interaction -Help students deal with students with autism Intervention Tools -Use social scripts to help students see what they can, have to, do. -Show how conversations work, provide examples of what to do with cards, comic strips, skits etc… -Audio and visual recordings of conversations.

Transition- students ay have trouble transitioning from activities, or having changes in their life. Intervention Tools -Practice making these changes; tell what these changes may entail. - Use signals to show when activity is close to an end, and when it does end - Have cues for what is going on -Create schedules -Use of white boards -Use a universal no symbol -Change symbols -Use timers or countdown clocks to show how long is left in an activity -Use of videotapes

Wirkus, Mary, Comer, Laura, Swenson, Kim, & Weingarten, Shelly. (2009). Assistive technology supports for individuals with autism spectrum disorder. //Wisconsin Assistive Technology Initaiative//, This article shows definitions of many different ways that autism can affect a students classroom behavior and performance, and shows examples of non-technological and technological methods of using strategies to help change a students behavior, some of which can go from the simple use of cards and pictures to various software and other computer tools. These methods can be used by teachers to help prepare students with autism, not just in school, but for later in life too.