Results and standings on Saturday in the NBA:
"I need to come up with some ideas for my son' teacher. My son is on the spectrum. The teacher is really struggling with his behavior as well as his learning style (he's a very visual learner, I know, and he doesn't do well with lengthy verbal instructions)." Research has identified classroom characteristics that promote success for children with Aspergers and High-Functioning Autism (HFA: individualized instruction, interesting curriculum, positive reinforcement, predictability, short working periods, small teacher-to-student ratio, and plenty of structure. Research has also identified optimal teacher characteristics: consistency, firmness, frequent monitoring of the child’s work, humor, knowledge of behavior management strategies for students on the spectrum, patience, personal warmth, and positive academic expectations. Based on this research, here are 70 quick and simple – yet highly effective – tips and tricks to use in teaching your students who are on the autism spectrum: 1. Allow the child to change seats and places as long as she or he stays on task. 2. Allow the child to chew gum to reduce anxiety if needed. 3. Allow the child to stand or walk with a clipboard (if possible) as long as she or he remains on task. 4. Allow the child to use learning aides, computers, and calculators (for different parts of the task). 5. Allow the student to manipulate an object, doodle, squeeze a ball, bend a pipe cleaner or paper clip, or handle another non-distracting item as long as she or he attends and is on task. 6. Assign a capable "study buddy" who can remind and assist the active or disorganized child. 7. Assign another child to be a "support buddy" who works with the distractible student, and provides one-to-one attention to assist in completing tasks. 8. Assign duties that require self-control (e.g., line leader, materials distributor, etc.). Prepare the student for the duty, encourage the student, and reinforce the student during and after that activity/task. 9. Assign the child to a seat that best allows him or her to observe you while avoiding distractions (e.g., away from doors, windows, pencil sharpeners, etc.). 10. Assign the test grade based on performance on different aspects of the assessment (i.e., organization, writing mechanics, penmanship, subject knowledge displayed, etc.). ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism 11. Be sure you have the student's attention before you start. 12. Develop good rapport with the child. Aspergers and HFA students are more likely to respond to emotional connections than contingent consequences. 13. Devise interesting activities. 14. Eliminate excessive noise. 15. Eliminate excessive visual stimuli and clutter that might distract the student. 16. Employ study carrels or seat the child in the area of the class with the least distractions, and/or face the desk toward the wall. However, do not isolate the student for long periods of time because it may stigmatize the student. Allow the child to engage in group work too. 17. Encourage moms and dads to build physical activity into the student's out-of-school schedule. 18. Ensure that your style of presentation is enthusiastic and interesting. 19. Give a general overview first. Let the child know what will be learned and why it is important in life. 20. Give your attention to appropriate behaviors. 21. Have another child place carbon paper under the Aspergers and HFA student’s paper while writing down homework assignments. Give the carbon copy to the child to take home. 22. Have the child progress through the following steps while learning: See it, say it, write it, and do it. 23. Have the child underline or highlight directions. 24. If social rewards/reinforcement is insufficient to bring about the desired behavior, pair social recognition with earned activities or tangible reinforcers. 25. If you get a lot of defiant behavior, review how often you say negative things and give commands to the student. Children who hear too many negatives and commands will shut off the teacher they come from. Get positive, encourage the student, and focus on progress, however small. 26. Ignore as much of the negative behavior as possible. 27. In a multi-part task, provide visual cues that are written on the child's desk or on the chalkboard for each part. The child then engages in that next step. 28. In cooperation with the child, create a "secret cue" (e.g., tugging on your ear lobe, clicking your tongue, saying an odd word such as "huckleberry") that reminds the student to attend. 29. Incorporate movement into lessons. 30. Involve the child's interests into assignments. 31. Keep directions and commentary short and to the point. Avoid "overloading" the child with too much verbiage. 32. Keep unstructured time to a minimum. 33. Make a tube that the child uses as a telescope, keeping you in view and blocking out other distractions. 34. Motivate the student by having him or her "race against the clock" to finish the task (or part of it). 35. Move nearer to the child when she or he becomes restless. Offer verbal encouragement or touch. When misbehavior occurs (or threatens to occur), move closer and soften your voice. 36. Place instructions on an audio tape that can be replayed by the child as needed. 37. Play soft background music without lyrics. 38. Present the assignment in parts (e.g., 5 math problems at a time). Give reinforcement for each completed part before giving the next segment of the task, or have the student mark off his or her progress on a chart. 39. Provide "do now" activities for other children while you focus the child. ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism 40. Provide a "squeeze ball" for the child to manipulate if he or she becomes frustrated. 41. Provide a bouncy inflatable seat cushion. The child may put his or her energy into squirming on it, but he or she will stay in the seat. 42. Provide a grown-up to whom the child reports at the beginning and end of the day to organize his or her work and assure assignments are in-hand. 43. Provide a laptop computer to children who lose papers (but not books). 44. Provide a second set of textbooks for the forgetful child to use at home. 45. Provide a special "transition object" (e.g., puppet, small stuffed animal, etc.) that accompanies the child to other classrooms, providing a sense of consistency and support. 46. Provide an individualized written schedule to which the child can refer. 47. Provide extended time to finish. 48. Provide opportunities for physical movement (e.g., erasing the blackboard, running errands, distributing and collecting materials, etc.), and build physical activities into the daily schedule. 49. Provide some choice or variation in assignments to maintain the child's attention. 50. Reduce the length of assignments so that child does not lose interest. 51. Repeat and simplify the directions. 52. Seat the child next to appropriate models. 53. Set expectations for behavior BEFORE an activity or event. 54. Set up routines that prepare the student for upcoming transitions. 55. Teach memory techniques and study strategies. 56. To block out distractions on a page, create a "window" in a piece of card board that exposes only one or two lines of print. 57. To ensure understanding, have the child repeat the directions in his or her own words. 58. To gain the attention of younger kids on the spectrum, give directions through a puppet. 59. To increase reflection and concentration, have the child identify the correct answer AND cross out incorrect answers on multiple choice tests. Inform the child that there may be more than one correct answer. 60. Use a clock to remind the impatient student that the next activity must wait until a certain time. 61. Use alert cues to get the child's attention before giving directions. 62. Use color and highlighting to accentuate certain important words or phrases on worksheets. 63. Use concrete objects to assist in keeping the child's attention. 64. Use examples that capitalize on the child's interests. 65. Use game formats to teach and/or reinforce concepts and material. 66. Use more than one modality when giving directions. Supplement verbal instructions with visual ones. 67. Use oral testing if that format will keep the child's attention and better assess his or her knowledge. 68. Use pantomime to capture the attention of the child to give instructions. 69. Use performance testing. Have the child do something or make something. 70. Use progress charts and other visual records of behavior to encourage more appropriate behavior. Use colorful charts and cards to motivate the student and recognize effort. ==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
War is a great metaphor for life. Read about war not just for the history lesson, but for the life lessons to be had as well.
Digraph / Vowel Team AY: Phonics Word Work {Multiple Phonograms} *** Australian and American spelling versions included *** Click Please click here HERE to download the FREE WH Digraph packet to see the activities and worksheets included in all my digraph packets! This book contains a comprehensive collection of worksheets, games and activities intended for use with children in Kindergarten (Prep), Grade 1 and Grade 2 to help learn the “ay” vowel team. They can be used with the whole class, in centers and small groups, as early finisher work or as homework. The worksheets, games and activities vary in tasks and degree of difficulty to allow children with different learning styles to add to their strengths and develop their weaknesses. Contents: 1. “ay” vowel team poster 2. “ay” vowel team poster with words 3. “ay” vowel team word wall cards (with and without pictures) and Write the Room recording page 4. “ay” vowel team Word Slider Cards with recording pages 5. “ay” vowel team Reading Cards with recording pages 6. “ay” vowel team I Have, Who Has? card game 7. “ay” vowel team playdough mat 8. “ay” vowel team write and wipe cards 9. “ay” vowel team word building mats with recording page 10. “ay” vowel team write the missing sound cards 11. “ay” vowel team Sound Hound and recording page 12. “ay” vowel team gumball word-picture match and recording page 13. “ay” vowel team flip book with recording pages 14. “ay” vowel team handwriting worksheet 15. “ay” vowel team word work worksheet 16. “ay” vowel team word work: word shapes worksheet 17. “ay” vowel team word work: picture sort worksheet 18. “ay” vowel team word work: Colour It! worksheet 19. “ay” vowel team word work: match the picture and word worksheets (2 versions) 20. “ay” vowel team word work: build a word cut and paste worksheet 21. “ay” vowel team word work: picture scramble words worksheet 22. “ay” vowel team word work: syllable sort cut and paste worksheet 23. “ay” vowel team word work: word search 24. “ay” vowel team word work: alphabetical order worksheet 25. “ay” vowel team word work: complete the sentence worksheet 26. “ay” vowel team reading fluency 27. “ay” vowel team reading comprehension 28. “ay” vowel team vocabulary booklet 29. “ay” vowel team build a word reader 30. “ay” vowel team crown Please click here to view my other digraph word work packets! Follow me on Facebook for exclusive freebies and giveaways! Follow me on Pinterest Visit my blog
When you don't know how to get over someone you love, turning to relatable breakup quotes can help you find strength and hope as you work on healing your broken heart.
Get your Shrek on.
The Sunday Post is a chance to recap the past week, talk about next week, tell you what I’m reading, and share news. I’m linking up with The Caffeinated Book Reviewer, Readerbuzz, and Book Date. *This post contains affiliate links. I earn a commission from qualifying purchases. The Sunday Post #225 On The Blog Last Week On Tuesday we talked about why I (and Twitter) love historical fiction. On Thursday I recommended some books for Mental Health Awareness Month. On The Blog This Week On Tuesday we talk about attention-grabbing opening paragraphs. In My Reading Life Last week, I finished Strangers In Their Own Land: Anger And Mourning On The American Right by Arlie Russell Hochschild. If the author used the phrase “Strangers in their own land” one more time, I was going to chuck my Kindle across the room. Seriously. I get it! It was a clever phrase the first time, but it lost its charm after the author used it 10,000 times. The book is a psychological study of the Tea Party. That makes it sound boring. It’s not! It’s about coastal Louisiana and the people who live there. If you’re interested in environmental issues, then this is a must-read. I learned a lot about the impact that oil and chemical companies are having on the health of people and wildlife. I did not learn much about the American Right. Probably because I don’t live in a “Liberal bubble.” But, I’d still highly recommend this book. It’s definitely thought-provoking and may end up on my “best books of 2020” list. Right now, I’m reading Little Fires Everywhere by Celeste Ng. So far, I don’t love it as much as I thought I would. Maybe I just haven’t gotten to the drama yet? The characters are intriguing though. In The Rest Of My Life Five things that made me happy last week: Harry Potter movie marathon! New books! Thank you to the Twitter people who helped with my post about historical fiction. Thank you to everyone who read my post for Mental Health Awareness Month. That’s an important topic for me. I tried to recommend some books I haven’t blathered about in a while. I quarantine baked because I’m susceptible to peer pressure. I wanted to make yummy food like all my internet friends. I made tiny banana nut muffins. They actually tasted good! Very banana-y. I never have high hopes for the food I make, but these didn’t turn out disgusting. (In contrast to the veggie burgers I made a few months ago. I never want those in my mouth again.) Let’s Be Far Away Friends Pinterest || Bloglovin’ || Goodreads || Instagram || Twitter || Donate Take care of yourselves and be kind to each other! See you around the blogosphere!
Simply put, Autism Spectrum Disorder (ASD) is not a single disorder, but a group of developmental disabilities with a shared core of symptoms that can cause considerable social, communication and behavioral challenges.
This poem comes in size 5 by 7 inch in two designs. Digital high-resolution download will not have watermark. You can find your purchases under 'purchase & reviews' on your Etsy account and download your files from there, or it will have been emailed to you. For my books & merch, please visit www.jessicaurlichs.com/shop Thank you so much for supporting my work! * I charge a small one-off fee for commercial use of my Etsy Prints per poem, please email me on jess [!at] jessicaurlichs.com to find out more. These are not to be on sold and are copyrighted as my words.
19 Saying Saying I Think Phrases in English As I understand it… I consider that… I esteem that… I deem that… As I see… I assume that… I feel that… If you wonder my opinion… In my opinion… If you ask me… The way I see it… It seems to me… As far as I can see… As far as I’m concerned… I feel… I honestly believe that… From my point of view… I assume… I consider…
A doctor entered the hospital in hurry after being called in for an urgent surgery. He answered the call asap, changed his clothes and went directly to the surgery block. He found the boy’s father
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