How do teachers help students with Autism Spectrum Disorder navigate the school day with smooth transitions?
During this journal article we are introduced to several teachers at various levels of education. The researchers tell the readers that there are four steps that they have developed to help students with Autism Spectrum Disorder navigate through the school day.
Step 1: Identify Problematic Transitions. Teachers should ask guiding questions such as: “What are the transition expectations during the school day? What data supports the assumption that transitions are presenting a challenge for the learner? What are the specific behaviors of concern? How frequently are they occurring? When do they most often occur in relation to a transition?” …show more content…
Guiding questions teachers should ask: “What ongoing monitoring strategies and data collection will help determine the effectiveness of an intervention? Who will collect this information and when?” It is important to continually collect data to determine if the transition supports are effective. Team members may also need to consider adjusting the activities that students are transitioning to and from if transition difficulty continues. There are also factors including the level of difficulty and the student’s interest level that may contribute to transition …show more content…
Many of these students are nonverbal. I have worked in both classrooms and have seen many of these techniques put into action. The teachers and assistants in the classrooms work with their students every day to accomplish the highest degree of independence in each student. I have noticed that electronics are becoming more popular with our students and by putting their schedules and other activities on their school iPad they are more willing to do the more difficult activities without as much resistance. I also have the privilege of working with several other students that aren’t in our special needs classrooms but require extra help especially during transitions. I have a boy that comes to mind in my kindergarten classroom. Tristan needs extra support before and during transition times. His classroom teacher gives him a verbal warning ten minutes before they have to transition to another activity or classroom, five minutes before the transition she gives a card with a picture of where and what he will be transitioning to. When transitioning the classroom teacher walks him to the transitioning teacher and tells him what he will be doing and what is expected of him. We use simple two step instructions as to not over stimulate him. The same transitioning model is used in the rest of the classrooms as well as during lunch time.
During this journal article we are introduced to several teachers at various levels of education. The researchers tell the readers that there are four steps that they have developed to help students with Autism Spectrum Disorder navigate through the school day.
Step 1: Identify Problematic Transitions. Teachers should ask guiding questions such as: “What are the transition expectations during the school day? What data supports the assumption that transitions are presenting a challenge for the learner? What are the specific behaviors of concern? How frequently are they occurring? When do they most often occur in relation to a transition?” …show more content…
Guiding questions teachers should ask: “What ongoing monitoring strategies and data collection will help determine the effectiveness of an intervention? Who will collect this information and when?” It is important to continually collect data to determine if the transition supports are effective. Team members may also need to consider adjusting the activities that students are transitioning to and from if transition difficulty continues. There are also factors including the level of difficulty and the student’s interest level that may contribute to transition …show more content…
Many of these students are nonverbal. I have worked in both classrooms and have seen many of these techniques put into action. The teachers and assistants in the classrooms work with their students every day to accomplish the highest degree of independence in each student. I have noticed that electronics are becoming more popular with our students and by putting their schedules and other activities on their school iPad they are more willing to do the more difficult activities without as much resistance. I also have the privilege of working with several other students that aren’t in our special needs classrooms but require extra help especially during transitions. I have a boy that comes to mind in my kindergarten classroom. Tristan needs extra support before and during transition times. His classroom teacher gives him a verbal warning ten minutes before they have to transition to another activity or classroom, five minutes before the transition she gives a card with a picture of where and what he will be transitioning to. When transitioning the classroom teacher walks him to the transitioning teacher and tells him what he will be doing and what is expected of him. We use simple two step instructions as to not over stimulate him. The same transitioning model is used in the rest of the classrooms as well as during lunch time.