Information on Autism

Educational Approaches

"GROUP" IDEAS FOR PRESCHOOL AND PRIMARY CLASSROOMS INCLUDING STUDENTS WITH AUTISM: STRUCTURING FOR SUCCESS

I."THE LAYERED GROUP":

As in mathematics, remember to start with "lowest common denominator." GROUP TIME can begin with a circle that includes the entire class. Gradually include more language oriented activities as the activities progress. In this way, you will add "layers" so GROUP TIME will actually consist of one, two, or even three discreet groups.

Students should only be expected to stay in the group for the activities that are meaningful to them and appropriate for their developmental and language level. Start with the most concrete activities such as songs with visual cues and related objects that the students can hold, shake, or otherwise manipulate. For example, after a favorite song, direct the child who can only successfully participate in group for a short period of time, to her next activity. It could be an independent work session or perhaps time in the free play area.

The next level of activities for the remaining students could include calendar, weather, etc. Other students could be directed to their next activities as interest wanes, while the remaining children participate in more abstract or language-focused activities. The "last layer" of the group will therefore be made up of children who will find meaning and success in the activities that require more advanced language skills. An example of the teacher's plan for a "layered group" might look like this:

1. FIRST LAYER: Lively songs with music, routine actions, counting, etc.
Children are given concrete objects to hold. Before a child becomes confused, bored, or disruptive, send him to the next activity on his individual schedule while the group continues. Do this at the end of his favorite song or one that he can sit with and enjoy. The idea is to have him leave when he is still successful—not after he has gotten upset.

2. FOLLOWING LAYERS: More songs, Calendar, Weather, etc. Continue activities, perhaps more songs and then language-based activities. Continue using visual cues--pictures, objects, etc--to enhance understanding, participation, and interest. Using the same principle as above, allow children to move to an independent work session, free play area, or other activity, as appropriate for them. Have each child leave the group while he is still successful!

3. LAST LAYER: This layer consists of more advanced conversational type activities, or other activities that fit the students who would benefit from participation and would find them meaningful.

TEN TIPS FOR HELPING STUDENTS WITH AUTISM BE "STRUCTURED
 FOR SUCCESS" AT GROUP TIME:

1. Teach a student with autism the routine of coming to group by having him ring the bell and "call" everyone for GROUP TIME, or...
   
   
2. Hand him an object that is related to a lively song that he enjoys (toy bus for "Wheels on the Bus" song). This object can be used as his TRANSITION OBJECT for group, as well as an object to hold and manipulate during the first song. If the student has trouble waiting, start his favorite song (tape or record) immediately after he sits down.
   
   
3. Include lively repetitive songs that the student knows and likes. Have him hold objects that pertain to each song being sung. Follow the same routine with the same beginning songs each day so the child learns what to expect and can begin to relax, anticipate, and enjoy the group.
   
   
4. Display the words to the song on a chart. Many young children with autism are interested in letters and the written word—and can read already.
   
   
5. USE VISUAL CUES! As each song is presented, it should be paired with objects, pictures, word cards, and/or the written verses. Your song library will consist of a box or folder containing the record, tape, or CD, along with its visual cues to hand out.
   
   
6. When a particular song or songs are completed, this is the end of the first layer of GROUP TIME. Send the child to his independent work area to complete favorite activities that have been structured into independent tasks, or let him have a break in the free play area. Keep both the group time and leaving the group time, a positive experience. Let the child leave the group BEFORE he becomes frustrated or upset. A short group time is better, to begin with. At the same time, don't just let the child leave anytime he wants to wander around the room. Give him a definite activity to do that is an important part of his daily schedule. This is an ideal time for "independent work."
   
   
7. Group activities will continue, this time at a higher language level, appropriate for the students still there. The group can have as many "layers" as needed. The assistant(s) will monitor the students who have left to work at their independent work area, in the free play area, or at "structured play time."
   
   
8. If other students with autism remain for the extended group, be sure to continue to use visual cues. Use objects, pictures, and/or the written word.
   
   
9. Show the sequence for the group's activities, in the form of a concrete list. For example, represent each song or activity with visual cues (objects, pictures, or words) attached to a Velcro strip on a long, sturdy piece of poster board. You will pull off each cue during the group, as the activities progress, in the same way your students follow their schedules or work systems. Make sure that the last cue represents what will come next, when GROUP TIME is finished. A classroom management tip is to have your students go to the free play area after the group is finished. Once all the children are there, you and your assistants can make sure everything is ready before having your students check their schedules to continue the day.
   
10. Have fun! Choose songs and activities that you enjoy, too!

II. "PARALLEL ACTIVITY" GROUPS:

These groups include activities typically seen in "centers" except that they are set up with a higher level of structure for the student with autism. The activities should be structured to promote greater independence and success for the student with autism, while at the same time allowing for parallel play activities in a social setting.

Some examples are:

1. Puzzle group - Several puzzles are placed on a group table. Puzzles are presented as they would be in an independent work session. Puzzle pieces are placed in a container with the puzzle form board. A "finished basket" is placed at the end of the table. The group is completed when all puzzles are in the "finished basket." Several children can work around this table at the same time.


2. Duplo group - Several small baskets or shoe boxes of Duplo activities are placed on the table. Each basket contains one or more picture jigs (patterns to follow) with the corresponding Duplo pieces. Create a variety of jigs to make many different models. The children in the "Duplo group" choose a box, follow the jig, and place the finished model in the "finished basket" which is placed at the end of the table. If you want to work on more "creative skills" with older or higher skilled students, you can teach them to invent and draw their own jigs for other students to follow.


3. Pegboard group - Several pegboards with different patterns are placed in their own containers. The same idea as in the above groups.


4. Other groups include: Lotto card group, Tinker Toy group, etc.

III. "SHARED ACTIVITY" GROUPS:

These groups are similar to the common activity groups as described above, except that they require a higher level of social abilities. Instead of the children working on similar, but separate, activities, this group requires that two (or more) children work on the same activity. They don't need to take turns, but they will complete the same puzzle or pegboard, at the same time. The materials should be large enough to accommodate more than one child, like a large puzzle, or a large pegboard. When introducing a child with autism to this type of shared activity, it is very important that the child can already complete the activity by herself. The added element of working with another person is really teaching the child a totally new skill. For many young children with autism, this type of group is difficult. Start with small steps.

IV. YOUR IDEAS:

If they are at the appropriate developmental level, many group ideas can be adapted for the student with autism. Remember the basic principles of Structured Teaching, and remember to make it VISUAL. Look through the eyes of the student with autism and structure the activity so he will clearly understand what is expected of him. Make sure you include a way to for the student to know when he is finished, and what he is to do next.

 

Catherine Faherty
Asheville TEACCH Center
catina@main.nc.us