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MONTHLY TEACHER RESOURCES
Helping Students with Autism Connect with Instruction
By: Lindy McDaniel, TASN-ATBS Early Childhood Coordinator
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This month, we would like to share tips for helping students with Autism connect to instruction. There are
many barriers for students with Autism. Overstimulation and heightened senses can make it difficult for
students to listen and learn; they may be distracted by the humming of fluorescent lights or the smell of Chili
cooking in the cafeteria. By using visual supports, we can draw attention to what is meaningful during
instruction to support students in knowing what they should be looking at and learning from.
For example, by using this look icon attached to a retractable
name tag, staff can put the icon in the student's line of vision
and move it toward the screen or board the student is supposed
to be looking at. This is a perfect prompt during group instruction,
as you can prompt individual students visually without interfering
with the verbal instruction you are giving to the whole class.
If the visual prompt is not enough, you can also add items of interest to your instruction to help the student If
the visual prompt is not enough, you can also add items of interest to your instruction to help the student
train his/her eyes to look at what is meaningful for learning. For example, if you are using an Apple TV, Smart
Board or Promethean board to project slides and you have a student who likes animals or vehicles you
could add vehicles, animals or other items of interest to each slide to encourage the student to look at
each slide and find the motivating picture to be circled or bingo daubed on a worksheet as shown below.
Note: You can also do this during other large and small group activities by Velcroing pictures of interest
beside each activity- calendar, weather, letter of the week, etc. These interest worksheets can be found as
pdfs at the end of this resource. If you wish to edit them you can find them on boardmaker online at this link
https://www.boardmakeronline.com/Community/FriendsProfile/300366 . The worksheets print two per page
to save paper and so they can be clipped to a mini clipboard during group time as shown belo
Sometimes it isn’t about sensory overload or training the eye to look, it is about feeling anxious and
uncertain as to how long group will be and/or what the expectations are during group time. One way to
support students in knowing when group will be over is by labeling your activities with numbers, letters,
shapes or colors and then creating a check off sheet for students to use to follow along.
May 2015
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For example, in the picture to the right, I marked the
weather as #2 and it is on blue poster board. For
students that are following along with colors, they can
mark off blue after completing the weather chart and for
students who are following along with numbers, they
can mark off #2. NOTE: You can also do this by
making every page on your Smart Board or Promethean
Board files a different color or by adding a number, letter
or shape.
The letter, number, shape and color check off sheets as pictured below can be found at the end of this
resource. They also print 2 per page to save paper. Depending on the student’s skills, you can either have
the concepts appear in large group in the same order they are listed or mix them up and have students
find each concept.
To support students in understanding the expectations at group time, it is important to display and review
the expectations of the space with your students. Some students with Autism lack the ability to take cues
from the environment around them. They may miss the cue that everyone is sitting criss-cross applesauce
with their hands in their lap so they should be doing the same. By having visuals to support the behavior you
would like to see, students can be more successful in a group and connect with instruction. Below is an
example of large group expectations as well as a raise your hand and attention-getting visual to hold up as
reminders in the moment that you ask a question for the group or need everyone to stop, look and listen.
All three items can be found at the end of this resource or on our Boardmaker site.
But what if the group instruction is much too high or not high enough for a student? How can we support
students with autism in being challenged at a level that is appropriate for them? It takes a little thinking
outside the box, but there are always ways to individualize the curriculum just enough to make it more
meaningful.
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For example, here are weather instructions that were made for a student that was performing higher than
the instruction given at morning calendar. To challenge her at a level appropriate for her age, the teacher
had her check the weather on the internet and then report back to her peers. This was a perfect
modification to keep her engaged and build her confidence as she shared the weather with her peers and
filled out the weather chart as shown below on the right. (The weather instructions can also be found at the
end of this document.)
Another example to support a student who was functioning
lower than his peers, was having the him watch attendance
time at large group and then Bingo daub who was there for
the day. This helped him build awareness of his peers and
gave him a much needed break in the middle of group
time because after filling it out, he went to the office to
deliver it. This worksheet can be found on our boardmaker
site to add your student’s photographs to.
Sometimes it is not only about creating an activity that is at
the student’s level, but also about helping the student make
connections. Why do we discuss the weather every day?
Knowing what the weather will be like helps us know what
we should wear for the day. To connect with instruction and
support life long learning, we can help students use this
worksheet to begin understanding what type of clothes we
should wear for what weather. You can also find this
worksheet at the end of this resource or by going to our
Boardmaker online site.
There you have it, multiple ways to help students with Autism connect to instruction. Each one with its own
underlying reason, the first to train students to look, the second to motivate students to look, the third to
reduce anxiety by helping the student know how much work he/she has to do, the fourth reducing anxiety
by teaching and displaying visual expectations, and the fifth, sixth and seventh to support students with
learning that is at their level or just slightly above to encourage engagement through challenging
instruction.
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TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State Department of
Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary Behavior Supports does not
discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has
been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E.
Sunflower, Ozawkie, KS 66070, 785-876-2214.
Circle or bingo daub the animals as
they appear at large group
Circle or bingo daub the vehicles as
they appear at large group
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State Department of Education's Early Childhood, !
Special Education and Title Services. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of race, color, national origin, sex, !
disability, or age in its programs and activities. The following person has been designated to handle!
inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214. !
The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a !
trademark of Mayer-Johnson LLC. Mayer-Johnson" 2100 Wharton Street"Suite 400" Pittsburgh, PA 15203"" Phone: 1 (800) 588-4548"!
Fax: 1 (866) 585-6260"" Email: [email protected]" Web site: www.mayer-johnson.com
Check off the colors
as they appear at large group
red
orange
yellow
green
blue
purple
black
brown
pink
gray
Check off the colors
as they appear at large group
red
orange
yellow
green
blue
purple
black
brown
pink
gray
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State
Department of Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary
Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its
programs and activities. The following person has been designated to handle inquiries regarding the
non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS
66070, 785-876-2214.
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State
Department of Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary
Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its
programs and activities. The following person has been designated to handle inquiries regarding the
non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS
66070, 785-876-2214.
Check off the numbers
as they appear at large group
Check off the numbers
as they appear at large group
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State
Department of Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary
Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its
programs and activities. The following person has been designated to handle inquiries regarding the
non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS
66070, 785-876-2214.
Check off the letters
as they appear at large group
Check off the numbers
as they appear at large group
A
B
C
D
E
F
G
H
I
J
A
B
C
D
E
F
G
H
I
J
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State
Department of Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary
Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its
programs and activities. The following person has been designated to handle inquiries regarding the
non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS
66070, 785-876-2214.
Check off the shapes
as they appear at large group
Check off the shapes
as they appear at large group
circle
triangle
rectangle
square
heart
oval
star
pentagon
diamond
crescent
circle
triangle
rectangle
square
heart
oval
star
pentagon
diamond
crescent
At Large Group:
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State Department of Education's !
Early Childhood, Special Education and Title Services. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of !
race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries!
regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.!
!
The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker®!
is a trademark of Mayer-Johnson LLC. Mayer-Johnson" 2100 Wharton Street" Suite 400" Pittsburgh, PA 15203"" Phone: 1 (800) 588-4548" !
Fax: 1(866) 585-6260"" Email: [email protected]" Web site: www.mayer-johnson.com!
!
Sit Up Tall
or
Hands to Self
Listen to the speaker
Raise to hand
to speak
Give Me Three. . .
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State Department of Education's !
Early Childhood, Special Education and Title Services. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of !
race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries!
regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.!
!
The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker®!
is a trademark of Mayer-Johnson LLC. Mayer-Johnson" 2100 Wharton Street" Suite 400" Pittsburgh, PA 15203"" Phone: 1 (800) 588-4548" !
Fax: 1(866) 585-6260"" Email: [email protected]" Web site: www.mayer-johnson.com!
!
Stop
Look
Listen
cut out, laminate and attach a tongue
depressor for easy use.
raise your hand
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State Department of Education's !
Early Childhood, Special Education and Title Services. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of !
race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries!
regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.!
!
The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker®!
is a trademark of Mayer-Johnson LLC. Mayer-Johnson" 2100 Wharton Street" Suite 400" Pittsburgh, PA 15203"" Phone: 1 (800) 588-4548" !
Fax: 1(866) 585-6260"" Email: [email protected]" Web site: www.mayer-johnson.com!
!
WEATHER'REPORTER'
!
! Click!on!the!Firefox!Icon!
!
!
!
!
! Type!www.weather.com/!
!
!
!
!
! Click!on!Weather!:!Local!
!
!
!
!
! FIRST,scroll!down,!THEN!click!on!Open!Weather!Det ails!
!
!
!
!
!
!
!
! FIRST!check!the!weather!conditions,!THEN!circle!it!on!the!weather!w heel .!
!
!
!
!
!
!
!
!
!
!
!
! FIRST!check!temperature,!THEN!color!it!on!the!thermometer!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
! FIRST!check!the!wind!speed,!THEN!write!it! on !the!wind!chart.!
!
!
!
!
!
!
!
!
!
!
!
!
Hot
War m
Cool
Cold
Ve ry
Cold
Freezing
What is the wind speed?
calm
<1 mph
light air to
breeze
1-7 mph
gentle to
moderate
breeze
8-18 mph
strong
breeze
19-31 mph
light to
moderate wind
32-46 mph
strong wind
47-54 mph
stormy to
violent wind
55+ mph
jacket
What should I wear for today's weather?
What should I wear for today's weather?
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State !
Department of Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary !
Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its !
programs and activities. The following person has been designated to handle inquiries regarding the !
non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS !
66070, 785-876-2214.!
!
The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. !
Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC. Mayer-Johnson" 2100 Wharton !
Street"Suite 400" Pittsburgh, PA 15203"" Phone: 1 (800) 588-4548" Fax: 1 (866) 585-6260""!
Email: [email protected]" Web site: www.mayer-johnson.com!
!
coat
sweater
stocking cap
gloves
sunglasses
T-shirt
tank top
shorts
pants
jacket
coat
sweater
stocking cap
gloves
sunglasses
T-shirt
tank top
shorts
pants
jacket