Tools and Techniques

Ontario educators use a wide range of strategies, tools,
and resources to provide effective educational programs

for students with ASD. Some of the materials that have
been developed by school boards and regional autism
service providers are reproduced, with permission, in
chapter, and may be used by schools and school boards
across the province.
I N T HI S C HAP T E R
1. Online Autism Modules 112
2. Information Pamphlet for Administrators 113
3. Survey for Parents 115
4. Students Day at School 116
5. School Communication 117
6. Information Pamphlet on ASD 118
7. Critical Information Sheet 120
8. Student Profile 121
9. Promoting Independence 123
10. Inventory of Functional Skills 124
11. Autism Transitional Classroom 129
12. Think Tank on Autism 131
13. Resources for Drivers 133
14. Transportation Visuals 134
15. Autism Demonstration Site 135
16. Strategies Checklist 136
17. Classroom Layout 137
4
TOOLS AND
TECHNI QUES
18. Morning Routine 139
19. Safety Plan: Crisis Protocol 140
20. Information for Occasional Teachers 141
21. Suggestions to Support Transitions 142
22. Preparing Students for a Special Event 143
23. Task Sequence for Home Time 144
24. Visuals for Transition from School to Home 145
25. Visual Steps for Using Workout Room 146
26. Visuals for School Activities 147
27. Visuals for Going to Work 148
28. Bus Rules 149
29. Getting Ready for the Bus 150
30. Individualized Daily Schedule 151
31. Monday Schedule 152
32. Classroom/Environment 153
33. Ten Ways to Create Classroom Structure 154
34. Selecting Student Organizers 155
35. How to Prompt 156
36. Prompt Tracking Sheet 157
37. Prompts Used in Initiating Play 158
38. Following Directions 159
39. Interest Inventory 160
40. Reinforcement Inventory by Parent 161
41. Reinforcement Inventory for Elementary Student 163
42. Giving Praise Effectively 165
43. Reinforcer Chart 166
44. Ten Recommendations 167
45. Visual Lotto Game 169
46. Visual Sentence Strip 171
47. Behavioural Assessments 172
48. Behaviour Tracking Sheet 173
49. Behaviour Frequency Checklist 174
50. ABC Chart 175
51. ABC Analysis 176
52. Functions of Behaviour 177
53. Positive Behavioural Intervention Plan 178
54. Communication Observation Form 180
55. Checklist for Communication Skills 181
56. Communicative Functions Observation Sheet 183
57. Answering the Telephone 184
T o o l s a n d T e c h n i q u e s
110
58. Social Interaction 185
59. Joining a Conversation 187
60. Activities to Promote Turn Taking 188
61. Prompts Used in Turn Taking 189
62. Play Checklist 190
63. Fitness Friends Program 191
64. Integrated Games Group 192
65. Social Scenario 194
66. My Morning Routine 196
67. Steps to Reading Body Language 197
68. Body and Facial Expressions 198
69. Different Kinds of Touch 199
70. Public/Private Places 200
71. Tips for Job Coaches 201
72. Stress Thermometer 202
73. Relaxation Steps 203
74. Study Tips for Teens 204
Many of the illustrations in this chapter include Picture
Communication Symbols, 1981-2007 by Mayer-Johnson LLC.
All Rights Reserved Worldwide. Used with permission.
Tool s and Techni ques
111
112
An Exciting New Online Resource:
Autism Spectrum Disorders
Putting the Pieces Together
The Avon Maitland District School Board provides a unique, professional learning
opportunity for teachers, educational assistants, and administrators interested in
acquiring more knowledge and a deeper understanding of students with Autism
Spectrum Disorders.
Basic, vital information regarding the teaching and support for these children is
available in a seven-module, user-friendly format.
The online modules, entitled Autism Spectrum Disorders: Putting the Pieces
Together, include Definitions, Communication, Social Skills, Behaviour,
Sensory Issues, Transitions and Putting It All Together.
Also offered are:
Quick links to related websites
A list of the Top 10 ASD resource books
Examples of visual communication ideas such as schedules and task
strips
Access the modules at http://amdsb.mycourses.ca.
1. Online Autism Modules
Mission:
To provide educators with basic information about how to teach
and support students who have a Autism Spectrum Disorder.
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Triple A
Dear Parents:
Thank you very much for your cooperation and participation in Triple A. We hope that
you have found the process helpful for your childs entry to school. In order for us to plan
for next year, we would appreciate if you would complete the following:
1. Your hopes for this year are:

2. How do you feel about those hopes now?

3. Your worst fear for this year was:

4. How do you feel about those fears now?

Do you have any other comments about your childs and his or her schools
participation in Triple A?

5. Disagree Agree
I feel Triple A has helped my child to have a
smoother entry to school this year. 1 2 3 4 5
I believe Triple A is an effective program. 1 2 3 4 5
Triple A is difficult for school teams to implement. 1 2 3 4 5
My childs school team have learned new strategies
through Triple A. 1 2 3 4 5
115
3. Survey for Parents
Halton Catholic District School Board
116
___________'s Day at School
Today is ____________________________
I am circling the things I did at school today in
green.
The activity I liked best is circled in red.
My morning was:
Great Okay Not great
My afternoon was:
Great Okay Not great
4. Students Day at School
McMaster Childrens Hospital, Hamilton/Niagara Region
School Communication
To be completed daily by the classroom teacher and sent home
Activities Yes No Comments
Homework that needs to be completed:
___________________________________________
___________________________________________
Additional comments:
___________________________________________
___________________________________________
117
5. School Communication
118
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Student Profile

1
121
8. Student Profile
(continued)
122
Student Profile

2
This is a list of events or situations the student may find stressful, and some
strategies that may help.
Stressors Strategies
Documentation:
This student has a safety plan: yes ____ no _____ that is ____ /
is not _____ included.
Specify incidents that need to be documented:
_____________________________________________________
_____________________________________________________
_____________________________________________________
(continued)
Promoting Independence
Flow Chart
Determine Skill
&
Determine Instruction
Step 1:
What are all the steps?
Step 4:
How do I support the student to perform the skill independently?
Step 3:
For the steps with which the student needed assistance, what type of
assistance was needed?
Step 2:
Which steps can the student do independently and with which ones does the
student require assistance?
Visual
Gesturing
Modelling
Verbal Instruction
Physical Guidance
Visual + Physical Guidance
Visual + Modelling
Visual + Gesturing
Visual
123
9. Promoting Independence
Erinoak, Central West Region
124
Sample Form INVENTORY/ASSESSMENT OF FUNCTIONAL SKILLS
IN SECONDARY SCHOOLS
Student: _______________________ School: _____________________
Teacher: ____________________ Support staff: ________________
Inventory completed by: ____________________ Date: ________________________
Rubric/Evaluation Criteria
S = Spontaneous Task/skill is self-initiated and completed independently.
C = Cue Task/skill is completed independently with cues (e.g., pictorial/visual supports,
pointing). Identify the type of cue be specific.
PG = Partial Guide Task/skill is completed with partial physical guides/partial prompts (e.g., some
hand-over-hand modelling, physical gestures). Identify the type of partial guide
be specific.
FG = Full Guide Task/skill is completed with full physical guides/prompts (e.g., full hand-over-
hand).
N.A. Task/skill is not applicable OR other person completes the task/skill.
1. SCHOOL ARRIVAL
a) Entry Routine
S C PG FG NA COMMENTS
Get off bus with backpack
Walk toward school
Open school door
Enter school building
Greet familiar adults or peers
Go to office/guidance office for admit or late slips
(if necessary)
b) Locker Routine
Walk to locker area OR wait to meet friend(s) and
walk together
Find own locker
Remove mitts/gloves and place in pocket of jacket
Open lock and pull lock open
Remove lock
Open locker door
Place lock on hook
10. Inventory of Functional Skills
Secondary School Inventory
2
c) Organization and Life Skills
Remove backpack and place on floor
Open backpack, remove lunch and put in locker
Remove hat/jacket (e.g., unzip/unbutton)
Hang hat/jacket on hook in locker
Take off boots and place on locker floor
Get shoes from locker/backpack
Put on shoes
Review timetable on inside of locker door
Gather books for morning classes and place in
backpack
Pick up lock
Close locker door
Insert lock
Snap lock shut
Check watch for time to go to class
Hang out at locker with friends till warning bell
OR go to homeroom
Interact with friends
Drink from water fountain in hallway wait till
fountain is free
2. LIFE SKILLS PERSONAL CARE
a) Washroom Routines
Go to designated washroom (male/female) with
backpack
Open washroom door and enter
Find empty cubicle and enter OR wait till cubicle
is free
Close and lock cubicle door
Place backpack on floor or hang on hook
Complete toileting use toilet paper, flush, etc.
Get backpack
Unlock cubicle door and exit
Use tissue and place in trash when finished
Wash and dry hands at sink use paper towels
and place in trash can OR use mechanical hand
dryer
125
(continued)
126
3
b) Grooming
Enter washroom
Get comb/brush from backpack
Look in mirror and comb/brush hair
Put comb/brush in backpack
Adjust clothing
Exit washroom
3. ROTATION
a) Hallways
Carry backpack (e.g., by hand, over shoulders)
Walk to class
Walk on right side of hallway
Adjust walking pace depending on traffic (e.g.,
slow down, walk faster)
Walk with traffic
Walk around crowds or wait till crowd disperses
Climb up or down staircase (on right side)
b) Doorways
Open doors (as needed) OR hold onto open door
if opened by others
Walk through doorway
Hold onto open door if others are walking through
4. CLASSROOM ROUTINES
a) Entry Routine
Find classroom door
Open classroom door
Enter classroom
Hand teacher note/homework (as appropriate)
Give teacher message (if applicable)
Find own desk and sit in chair
Place backpack on back of chair or floor
Participate in Opening Exercises in homeroom or
first class (e.g., stand for anthem, respond when
name called for attendance, listen to
announcements)
Interact with classmates (as appropriate)
(continued)
4
5. LEARNING STRATEGIES
a) Organization Skills
Open backpack
Remove materials for class (textbook, binder,
pencil case, etc.)
Open binder to appropriate subject
Remain sitting in chair at desk
Interact with friends till class begins (as
appropriate)
b) Homework
Remain sitting in chair at desk
Open binder to appropriate subject
Find previous days homework
Participate in taking up homework (e.g., follow
oral questions/answers, check own written
answers, make corrections as needed)
Answer question(s) when called upon
Raise hand to offer answer(s), wait until called
upon
Lower hand if not called upon for answer(s)
Advocate on behalf of self (e.g., request
assistance, clarification)
c) Lesson
Attend to lesson and presentation of materials
Remain on task during oral lesson
Answer question(s) when called upon
Raise hand to offer answer(s), wait until called
upon
Lower hand if not called upon for answer(s)
d) Seatwork
Pass out worksheet (e.g., pass back, pass
forward)
Take worksheet(s) papers when passed out
Show politeness and courtesy (please, thank-you)
127
(continued)
128
5
Remove item(s) from pencil case as needed (e.g.,
pencil/pen, eraser, ruler, correction fluid, pencil
sharpener)
Sharpen pencil (e.g., portable or class sharpener)
Write name and date on worksheet
COMMENTS
d) Seatwork (cont'd)
S C PG FG NA
Open binder to take out blank sheet and close
binder
Copy from board
Complete assigned task(s)
Move from one seatwork activity/task to another
Use eraser and correction fluid as appropriate
Raise hand to request help if needed
Put completed seatwork in designated area
Put marked/unmarked work in appropriate
place(s)
Copy homework into agenda book
e) Group Work
Move chair and desk to form small group
Participate in group discussion (small and large
groups)
Participate in presentation of project
f) Organization and Class Dismissal
Clear desk (e.g., put materials away in backpack)
Refer to timetable to check about next class
Line up at door
Interact with classmates
Leave classroom when bell rings or when
dismissed by teacher
Go to next class
(continued)
The Autism Transitional Classroom
The Autism Transitional Classroom creates the opportunity for treatment providers and
educators to bridge the gap between treatment and special education, and to give students who
have an Autism Spectrum Disorder the intensive support required to function successfully in an
educational setting. Specifically, the transitional aspects of the treatment program focus on
teaching educators basic intervention skills and a method for translating them into special
education strategies. This demands a very strong commitment of staff time from the school
board, based on the idea that the amount of time committed by the school board will match the
size of the childs need. The partnership between Chatham-Kent Childrens Services and the St.
Clair Catholic District School Board, with the support of the Ministry of Education, provides an
opportunity for professionals, children, and families to meet these challenges.
The formal criteria for admission to the classroom require that the child has a diagnosis of an
autistic disorder or other pervasive developmental disorder made by a qualified registered
psychologist. In addition, the child must be referred to the program by the CKCS Autism Team
or the St. Clair Catholic District School Board, and be a client of the CKCS Autism Team. The
program, housed onsite at Chatham-Kent Childrens Services, consists of one classroom and one
teacher with space for six full-time equivalent students. The CKCS Autism Team provides
clinical support to the program. Consideration is given to students whose current school
placement breaks down in such a way that training or retraining of that student and his/her
resource team has a high probability of restoring the success of the childs current placement.
The Autism Transitional Classrooms primary goal is to provide a program that is:
1) designed to translate treatment goals and techniques into special education strategies that,
through intensive training, can be implemented by school personnel within the context of an IEP;
2) individualized; and
3) based on the scientific principles of applied behaviour analysis (ABA) and reinforcement.
As the name implies, the program aims to help educators teach children with Autism Spectrum
Disorders by providing temporary but very intensive supports to the educational professionals to
adapt and apply the special education strategies in the least intrusive environment possible.
Hence, the intervention is client-centred, seeks to create innovative learning environments within
schools across Chatham-Kent, and celebrates the achievements of students and professionals
alike.
Description of the Autism Transitional Classroom Training Program
All treatment and training provided by the CKCS Autism Team is based on the scientific
principles and data supporting the approach known as applied behaviour analysis (ABA).
The best practice application of this clinical philosophy is known as intensive behavioural
intervention (IBI). Funded regional autism service programs provide treatment based on
ABA/IBI, and in keeping with the idea of an unbroken continuum of service, the Autism
Transitional Classroom program is based on these same principles.
129
11. Autism Transitional Classroom
(continued)
130
The program is intensive and uses individually administered techniques to meet the needs of
children with higher needs, often those with a dual diagnosis of autism and a developmental
disability. The Essential Transitional Curriculum (ETC) provides special education programming
using behavioural intervention techniques that are translated into individualized special
education strategies. The educational staff are taught how to individualize programs for each
child, how to make the materials to implement the programs, and how to maintain the programs
so that they grow with the child.
Professional Development and Guidance of the Educational Program
The staff training model embedded in the Essential Transitional Curriculum means that the
primary day-to-day resource for the teacher, educational assistant, and resource staff in the
program is the CKCS clinical staff. Therefore, professional development for educators occurs
constantly and is one of the primary goals of the Autism Transitional Classroom. The program
requires consultation and guidance from an educator with extensive knowledge of the
procedures, regulations, and practices surrounding the IEP process.
Multidisciplinary Planning of the Childs Program
The Autism Transitional Classroom draws on the full resources of the CKCS Autism Team,
which includes a psychologist, senior therapist, two child and family consultants, two lead
therapists, four instructor/therapists, and an autism support worker. The St. Clair Catholic
District School Board provides a classroom teacher, educational assistant, and team support.
a) The target skill must be essential to the childs adjustment to a classroom environment,
whether that is a special education classroom with a relatively small number of students
or a regular classroom with a larger number of students.
b) The teaching program and materials must resemble special education teaching strategies
and materials more closely than they resemble specialized treatment strategies and
materials.
c) The programs must be written so that a typical educational assistant or other special
education resource staff member with no prior knowledge of treatment principles or
techniques can learn to implement them.
d) The programs must meet the childs learning needs in ways that are either compatible
with or do not disrupt the teaching of other children in the classroom, unless an isolated
teaching environment is both required and available.
e) The programs must match the parameters/requirements of the formal IEP process.
Planning and Coordination of Transition from the Autism Transitional Classroom to Local
Schools
As the name Autism Transitional Classroom implies, the entire focus of this project is to create
a process for helping children to make this transition. The model is designed to allow educators
to practise and master the skills needed to assemble and implement the resources required by
children with Autism Spectrum Disorders. Transition planning involves the receiving school
staff visiting the classroom for training, the Autism Transitional Classroom attending at the home
school to provide support, and parent involvement in the entire process.
(continued)
The TDSBs Think Tank on Autism (May 2006)
Report of Findings
Executive Summary
Prepared for The Toronto District School Board, August 2006
by Denyse Gregory, Research & Evaluation Consultant
In May 2006, the Toronto District School Board (TDSB) conducted a Think Tank on Autism to address
issues related to the education of students with Autism Spectrum Disorders (ASD) in the TDSB. The
purpose of the Think Tank was to bring together a cross-section of people from various stakeholder
groups to gain from their collective wisdom.
The session featured representation from parents and students, parent and student advocates, the
medical profession, government, universities, agencies, the Ontario Human Rights Commission, and
a variety of staff from the TDSB and other neighbouring boards.
The agenda was designed to raise awareness, establish collaborative networks, share best practices,
improve accessibility, collaboratively problem-solve, and create positive momentum to move forward to
support student success.
The report of the findings of the event summarized the discussions that took place that day, as well as
the feedback of the participants about the Think Tank process itself. The greatest challenge in the
reporting was that the diversity of the stakeholders participating in the Think Tank naturally resulted in
a wide variety of perspectives and insights. Nevertheless, a number of themes emerged repeatedly in
the feedback provided. The key themes are summarized below.
Defining Success for Students on the Autism Spectrum
Participants defined success for students on the autism spectrum in a variety of ways. The most
prevalent were improvements in the following student outcomes:
improved social skills and relationships with peers;
enhanced emotional well-being (e.g., self-confidence, attitude toward school and comfort level);
increased academic progress;
life skills learnings (e.g., independence and communication skills); and
improved transitions to regular schooling or to post-secondary options.
Factors Contributing to Student Success
Students Strengths:
Participants identified a multitude of the strengths of students with ASD that contributed to their
success. The most prevalent of these were:
personal characteristics such as motivation, perseverance, and a strong sense of self; and
learning strengths such as effective communication skills (in particular, strong verbal skills),
strong academic skills, and an ability to work cooperatively with their peers.
Programs and Services:
Participants identified a variety of programs and services that they believed contributed to the
success of students on the autism spectrum. The most prevalent of these were:
holistic, child-centred programming, characterized by features such as the identification of
students individual needs and strengths, utilization of a variety of strategies and approaches,
and the involvement of TDSB support services;
131
12. Think Tank on Autism
(continued)
132
a supportive home environment in which the students parents are actively involved and
engaged as partners with the school;
a supportive school environment that involves the direct support and involvement of teachers,
EAs, resource teachers, and support services (e.g., psychologists and speech language
pathologists); and
partnerships with community agencies such as Surrey Place Centre and The Geneva Centre
for Autism.
Recommendations
Participants offered a variety of valuable suggestions and recommendations for next steps, both
immediate and long-term. The most predominant of these were as follows:
Expand professional development and training opportunities for teachers, EAs, support staff, and
administrators to increase awareness and understanding and to improve service delivery for all of
those working with students on the autism spectrum.
Continue the dialogue with other professionals and parents to understand autism better and to
identify ways to improve program delivery and support for students with ASD.
Employ a more coordinated, team approach to enhance program delivery in all schools by:
increasing the focus on the identification of each childs particular needs;
enhancing the in-house support available to students with ASD (e.g., EAs, occupational
therapists, language pathologists, and ABA training);
establishing PDD/ASD teams in all four quadrants and assigning a case manager to
coordinate program delivery within each family of schools or quadrant;
fostering partnerships and communication with parents; and
fostering partnerships/collaboration with community service providers or agencies to maximize
awareness and use of the available resources.
Provide greater support for families of students on the autism spectrum to empower them in the
process of educating their child. This includes informing parents about the options available to
them, providing or connecting them to outreach programs to support families, and facilitating crisis
management for families.
Promote acceptance and tolerance of diversity within the education system and within the
community as a whole. Specifically, it was suggested that the TDSB and community partners take
steps to combat the stigma of ASD and to debunk the myths of ASD.
The Think Tank Process
Participants in the Think Tank on Autism were given an opportunity to comment on the Think Tank
process via an online feedback form. In general, respondents rated the Think Tank on Autism
session as very engaging. The content was rated as helpful and very relevant. Finally, the format of
the day was thought to be conducive to dialogue and to the sharing of ideas.
Respondents comments suggested that they appreciated the opportunity to work together with the
various stakeholder groups. As articulated by one of the respondents, The session was a good example
of how it is possible for different stakeholders to work together for the common good of students with
exceptionalities.
(continued)
Brant Haldimand Norfolk Catholic District School Board
Ensuring a Successful Transition:
A Resource for Transportation Drivers
The Brant Haldimand Norfolk Catholic District School Board recognizes the many challenges students
with Autism Spectrum Disorder (ASD) face with the transition from home to school and school to home.
We appreciate the fact that the bus drive to and from school can have a direct impact on how successful
the day will be. Thus, in conjunction with the ASD School Support Program, a resource is being
developed to assist transportation drivers with this very important transition.
After consultation with the transportation department, drivers were asked to identify their needs when
transporting students with ASD. Areas of greatest concern included strategies to assist with difficult
behaviours, prevention of bullying, communication techniques between home/school/bus, and a
heightened understanding of the disorder.
The transportation resource initiative will include a teaching component and the creation of a resource
based on drivers needs. The teaching component will include in-service training that will provide an
overview of ASD, specifically focusing on the characteristics that might lead to difficulties on the bus.
Scenarios describing frequently observed behaviours on the bus and specific strategies to assist the
student with ASD will also be presented. Strategies to be discussed include:
Prearranged visits with the school
Social narratives and schedules
Recognizing anxious behaviour and how to deal with it
The use of visuals
Reinforcement systems
Buddy system
Identifying the behavioural triggers of a student with ASD
Home/school/busschool/home communication sheet
Consistent seating
Rules on the bus
Sameness and predictability
Tangible activities that can occupy students on the bus
Creation of an emergency plan
Three possible resources are currently being created for transportation drivers. The resources, which will
be introduced at an in-service, are as follows:
1. A chart-style resource, which can be laminated and posted on the bus, that includes essential
information such as:
an overview of ASD;
a list of behaviours that may occur on the bus; and
a list of strategies to assist the ASD student with these behaviours.
2. A smaller version of the chart that can be laminated and placed on the visor above the drivers
seat. Information will include a list of behaviours with accompanying strategies. The driver simply
flips down the visor and has quick reference to strategies.
3. Small laminated cards that can be placed on a key ring so that transportation drivers can wear it
on their belt loop as a quick reference guide to behavioural strategies.
A simple communication sheet has also been developed to facilitate communication between parents,
transportation drivers, and school staff. This resource would provide essential information to ensure
successful transitions from setting to setting.
133
13. Resources for Drivers
134
14. Transportation Visuals
Brant Haldimand Norfolk Catholic District School Board
Avon Maitland District School Board
Autism Demonstration Site
In 20032004 the Avon Maitland District School Board established an Autism Demonstration
Site. The goal of this site is to provide classroom teachers, educational assistants, principals,
and vice-principals access to personnel with hands-on experience dealing with students who
have been diagnosed within the Autism Spectrum.
Visitors to the site interact with specially trained Autism Demonstration Site staff via
a tour of individual classrooms and a small-group presentation format.
The purpose of the tour is to model the creation of appropriate environments,
implementation of specialized teaching strategies, and successful, research-based
behaviour management techniques. This is achieved through direct observation of
students and teachers in action. The observation includes students in regular
primary classroom settings as well as specialized classroom settings.
The small-group presentation primarily includes an overview of the essential
aspects of a students profile within the autism spectrum and related educational
implications, a description of available district resource materials, and a Q&A
session.
On each tour date, the site is supported by the schools assigned speech and
language pathologist, the special education consultant, and an ASD consultant
from the Thames Valley Children's Centre.
Since its inception, approximately 40 people a year have taken advantage of the
opportunity to visit the site.
Participants have commented on the extensive knowledge base of the Autism
Demonstration Site staff, the opportunity to see appropriate materials and
resources, the benefits of first-hand viewing of specialized teaching strategies, and
practical sensory room ideas on a budget!
135
15. Autism Demonstration Site
136
STUDENT:__________________________ DATE:______________________________
Strategies List
Environmental Communication Instructional
intensive support
study carrel/alternative
space
small-group support
limit adults involved
modified schedule/day
consistent daily routine
minimize transitions
keep familiar, acquired
activities in the program as
new ones are added
visual organizers
priming
prepare for changes
alter physical arrangement
of room
provide adaptive
equipment
strategic seating
preferential coat
hook/locker position
chair/mat/seating
visual timer
reduce distraction and
sensory overloads
sensory breaks
supervision during
unstructured events
use concrete and specific
language
clarify idioms, words with
double meanings
slow down language one
command at a time, short,
clear phrases
break tasks into smaller
steps
use gestures, modelling,
and demonstrations with
verbalizations
write down requests,
instructions
engage attention visually,
verbally, and physically
before giving information
watch and listen to
response attempt respond
positively to any attempt
model correct format
provide alternative forms of
communication
use visual cues to support
understanding
provide scripts for
language
use the students
strengths
apply learning to real
situations
rote learning
visual supports
maintain context, vary
content
present new concepts in a
concrete manner
divide instruction into
small, sequential steps
reduce/chunk information
written instructions
highlight key information
colour code materials
indicate start and stop of
activity
preteach vocabulary, skills
duplicated notes
computer assisted learning
timer/time management
aids
graphic organizers
structured cooperative
experiences
instructor proximity
Motivational Self-Regulation Assessment
visual cues
meaningful experiences
ensure comprehension
utilize students interests
immediate feedback
first then strategy
naturally occurring
reinforcers
vary reinforcers and
provide choice of reinforcers
reinforce any attempt
towards goals and objectives
encourage, accept, and
teach choice making
invite and encourage
natural initiation of tasks
visual timer
direct instruction
safe person
communication book
tracking sheet
teach relaxation strategies
redirection
distraction
tangible rewards
praise
immediate feedback
first ... then strategy
red green strategy
social narratives
comic strip conversations
an item a day
apply learning to real
situations
shorten or alter activities
provide choice of activity
for assessment
teach format ahead of time
through rehearsal
wait time for processing or
task completion
allow oral responses
scribe answers for student
provide visual cues as a
way to teach how to
summarize or write
break the assessment into
smaller chunks and spread
out testing
editing support
calculator/matrix
alternative setting
incidental assessment
16. Strategies Checklist
Waterloo Region District School Board
Creating an Autism-Friendly Classroom:
The Classroom Layout
The classroom itself can be set up to support the students learning and minimize
challenging behaviours. A visually organized classroom can support the learner
in orienting himself or herself and can help the learner navigate the learning
environment.
Furniture Placement:
Lay out furniture to create boundaries that support learning, minimize
distractions, and facilitate transitions.
Use furniture, carpets, tape, shelving units, filing cabinets, etc., to make
activity areas clearly visible and regulate traffic flow.
Minimize wide open areas to reduce running in physically active students
who have difficulty with transitions.
Locate free choice and leisure time areas away from exits.
Be consistent about the location of workstations and learning centres.
Clearly mark different areas with meaningful visual cues.
Initially use learning centres only for their designated purposes to teach
relevance and provide predictable structure.
Plan for multiple activities occurring simultaneously with the least
distraction.
Provide a quiet place for students to get away from distractions and
stimulation and take a break if they need to.
Traffic Patterns:
Mark traffic flow of students and staff clearly to meet the learners needs
by reducing wait times.
Mark arrows or footprints on the floor to show students how to get from
one area to another.
Try to match the flow of traffic in the room to the daily routines.
Storage:
Make instructional and reward items easily and immediately accessible
without being inadvertently distracting.
Consider labelling work/activity bins on the outside with pictures, the item,
or symbols that the student will understand.
137
17. Classroom Layout
Surrey Place Centre, Toronto Region
(continued)
138
Visual Supports:
Present visuals at the students eye level.
Make visuals available in locations that will support appropriate behaviour.
Consider both posting visuals outside the classroom and carrying them.
Make sure that images selected are specific to the event or activity you
want to depict. Students with ASD can be easily distracted by unrelated
details, so be careful about what is accidentally in your picture.
Make sure that rules are posted in problem areas. If there is not a specific
location, either post rules at eye level in central locations of the class or
carry them.
Limit clutter in the classroom. Limit materials in areas where the student
with ASD is required to concentrate (e.g., behind the teacher at circle
time) so that the student can focus on your instructions and not on
background distractions.
Limit materials on bulletin boards. Try to remove materials as themes
finish so that the current themes are most prominent, rather than keeping
them on display for the school year.
(continued)
Put toy in box
Show toy to teacher
Hang up coat
and backpack
Ready to work!
Morning Routine
139
18. Morning Routine
Pathways for Children and Youth, South East Region
140
ASD Resource Team
Safety Plan: Crisis Protocol
Ensuring Positive School Environments
Name: Date Developed:
Parent Contact: Review Dates:
Emergency Contact:
Unsafe
Behaviour(s)
Staff Expectation: Reduce talking, planned proximity (tone/volume/control)
Escalating Behavioural Signals (Observable signs of increased anxiety/agitation)
Behaviour Strategy
1.
2.
3.
Stage 1:
Escalation
4.
Crisis Response
Adults to be called:
If Then
1.
2.
3.
Stage 2:
Crisis
4.
Supported Self-Control (soothe and redirect)
1.
2.
Stage 3:
Coping
3.
Staff Training
Other:
First Aid:
Parent Signature: Date:
Principal Signature: Date:
Psychologist Signature: Date:
19. Safety Plan: Crisis Protocol
CONFIDENTIAL
Student Information for Occasional Teachers
One of my students, ___________________________, has a neurological condition
known as Autistic Spectrum Disorders (ASD). As a result, certain things in the school
setting are difficult for this student. Students with ASD typically have trouble in social
situations and when their routine is changed.
The following is a list of situations that might be difficult for this student to handle:
The following is a list of behaviours the student might exhibit when feeling overwhelmed
or under stress:
The following is a list of strategies you can use when you see the student exhibiting these
behaviours:
Anxiety can be a serious problem for children with ASD, and it can escalate rapidly. If you
notice this student doing any of the following:
________________________________________________________________________
________________________________________________________________________
immediately ask ______________________________________ in room number _______
to help you.
Please do not try to handle this type of behaviour on your own because there are specific
methods for doing so.
141
20. Information for Occasional Teachers
Waterloo Region District School Board
142
Suggestions to Support Transitions
The following are suggestions that may offer additional support to students who
have a difficult time with transitions. The goal of these suggestions is to make the
transition process a positive experience for all involved.
Suggestions:
Have the student meet all of the teachers that will be teaching the student
in the upcoming year.
Take pictures of each of the teachers to put into a mini photo album. Label
the pictures with the teachers names and the subjects they teach.
Create checklists for each subject (e.g., what tools are needed to be
successful in class).
Create a map of the school that includes routes to each class.
Assign a locker to the student.
Have a support person in place to greet the student upon arrival at the
classroom. Have the support person accompany the student en route to
the next class.
Have the student follow a few days of the school cycle. Ideally, over a few
days the student would have the opportunity to attend each class at least
one time.
21. Suggestions to Support Transitions
Kinark Child and Family Services, Central East Region
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VISUAL SUPPORTS (Task Sequence)
Home Time
1 I put my headset into my brown bag.
2 I line up.
3 I walk quietly into the hallway with my teacher.
4 I put my headset into my backpack.
5 I put on my coat.
6 I put on my boots.
7 I put on my hat and scarf.
8 I put on my gloves.
9 I put on my backpack.
10 I line up and wait for the bell to ring.
11 I walk with my teacher to the front door.
12 I wait for my mom to pick me up.
13 I walk to the car and say, Hi, Mom.
Have the student check off each box on completion of
each sequence.
23. Task Sequence for Home Time
Durham District School Board
Transition Tasks School to Home
home time get ready tidy up
open locker get dressed backpack
close locker line up leave school
leave school good-bye school bus
145
24. Visuals for Transition from School to Home
Toronto Catholic District School Board
146
Workout Room
workout room
1. Go to the workout room. __
exercise ball
2. Roll on the exercise ball. __
bag & weights
3. Squeeze bag and lift
weights.
__
treadmill
4. Walk on the treadmill. __
bicycle
5. Ride the bicycle. __
25. Visual Steps for Using Workout Room
School Activities
walk in hall walk classroom
work workout room gym
school library computer computer work
field tidy up calendar
147
26. Visuals for School Activities
148
Going to Work
make lunch lunch in backpack dress for outside
lets go to work TTC bus check in with boss
building boss
jobs break eat lunch
more jobs see boss pay
buy snack TTC bus
school
27. Visuals for Going to Work
BUS
2.Keep your hands
inside the bus.
3.Walk in the
aisle.
4.Use a quiet
voice on the
bus.
5.Keep your hands
and feet to
yourself.
1.Sit in your seat
when the
bus is moving.
149
28. Bus Rules
Erinoak, Central West Region
150
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At a Glance
Individualized Daily Schedule
Students with ASD may have events that occur in their daily school life that might not be
part of the typical schedules of many of their peers, yet these events are very important
for the involved students. Such events might include a special transportation arrival
time, medication times, or times devoted to work with educators other than the
classroom teacher. This individualized daily schedule of what will happen most school
days includes times, events, and locations, as well as any notes.
Schedule
Time Event Location Important Information
151
30. Individualized Daily Schedule
152
3
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Research has shown that there are links between the behaviour of a student with
PDD and the environment within which the behaviour is exhibited. Inappropriate
behaviour can be reduced or eliminated by making changes and/or adjustments
to the environment. When setting up your classroom, do not forget that each
student with PDD is different, and take into consideration their strengths and
needs before making changes.
Classroom/environment adaptations:
Be aware of any sensory stimuli within the areas and the possible effects
on the student.
Designate areas for individual/group learning.
Designate a break area for the student to go to when he/she feels
anxiety building up.
Create clear boundaries (e.g., use bookshelves, filing cabinets, carpets,
tape on the floor).
Arrange the desks in the classroom so the student can easily navigate:
Make a clear path to the door, teacher, and all needed items that the
student can access.
Have the student sit in front of or facing the teacher and schedules,
but away from high-traffic areas, windows, and doors to reduce
distractions.
Avoid having the student sit in the middle of a group that may cause
conflicts and/or feelings of personal space invasion.
Place desks in groups to encourage social interactions.
Provide a clear and predictable schedule.
Use a colour-coding system (e.g., math is green).
Provide choices for the student.
Alternate more difficult and demanding tasks with easier and more
enjoyable ones, and adapt tasks and materials to prevent student
frustration.
School-wide considerations:
Think about the classroom location in relation to potential distractions or
sensory stimulations (e.g., cafeteria, gymnasium, washrooms).
Prepare the student in advance for changes in routines (e.g., assembly,
fire alarms, concerts).
Define all other locations by clearly labelling them (e.g., library,
gymnasium).
Allow some flexibility in the schedule to reduce the student's anxiety (e.g.,
walk through the hallway between classes before the other students, go
early to the locker room to get ready to go home).
Take into consideration the safety of the student in the hallways and
outside on the playground.
153
32. Classroom/Environment
Child Care Resources, Northern Region
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Considerations for Selecting Student Organizers

Calendars/Schedules Checklists Day Planners
1. What is the purpose of this tool?
2. How will the tool be used?
3. What is the skill level of the student?
4. Is the tool age-appropriate?
5. What type of visuals will support the student (pictures, words, or both)?
6. Is the size of the tool appropriate?
7. Is the tool simple, clear, and concrete?
8. Can the student participate in developing this tool?
9. How will I evaluate whether the tool is working?
155
34. Selecting Student Organizers
156
How to Prompt
Children with PDD can become very prompt dependent. When prompting, it is
important to consider the level of prompting required and quickly try to fade
prompting. Generally, it is best to prompt from least to most. In addition, verbal
prompting is the hardest to fade, so it is best to consider using other prompting
techniques. The following prompts are hierarchical from least to most intrusive:
Least try these first:
Gesture
o Adult motions the child to respond
o Adult points to the task to be initiated (e.g., points to visual schedule)
Partial physical prompt
o Adult provides touch cue such as touching arm, shoulder, elbow to
partially assist the initiation (e.g., give elbow a nudge to prompt
student to reach for visual schedule)
Full physical prompt
o Adult physically assists the child
o Full hand-over-hand prompt
Most try last:
Verbal
o Adult gives verbal direction (e.g., Check your schedule.)
35. How to Prompt
Dufferin-Peel Catholic District School Board
PROMPT TRACKING SHEET
INSTRUCTIONS: Staff is to track the number and type of prompts
required for the student to complete a task during a specific period of
the school day.
TARGET STUDENT: __________________________________
SUBJECT/PERIOD: __________________________________
TASK/TRANSITION VERBAL
PROMPT
PHYSICAL
PROMPT F/P
(FULL OR
PARTIAL)
GESTURE INDEPENDENT
e.g., silent reading
(unfamiliar book)
/
F F P
/
e.g., computer
(preferred activity)
//
TOTAL
Additional Information:
157
36. Prompt Tracking Sheet
158
Initiating Play Statement
TASK: Initiating Play with a Peer
Preparation: two toy trains, train track
1. Verbal prompt
2. Hand-over-hand prompt
3. Physical prompt
4. Independently
1 2 3 4
Walks up to peer who is playing with toy train on track.
Gets peers attention.
Asks, Can I play with you?
Hears response, Okay.
Picks up another toy train (not being used by peer).
Places train on same track.
Plays with train in shared space.
TASK:
Preparation:
1. Verbal prompt
2. Hand-over-hand prompt
3. Physical prompt
4. Independently
1 2 3 4
37. Prompts Used in Initiating Play
Grand Erie District School Board
Following Directions
Listen for the signal.
Stop what you are doing.
Listen to the teachers directions.
Do it!
Number of times I did it:
159
38. Following Directions
160
Interest Inventory
Name:
_____________________________________
School:
_____________________________________
Grade: ______________ Age: ____________
Favourite food/snack:
Sports you play:
Sports you like to watch:
Favourite subjects at school:
Who do you hang around with?
Games you like to play:
Music:
TV shows that you like to watch:
Computer/Internet:
39. Interest Inventory
York Region District School Board
Parent/Guardian Reinforcement Inventory
Students name:_______________________________________________
Date completed:________________________________________________
Completed by:_________________________________________________
Please check ( ) on a scale from 1 to 10.
Least preferred Somewhat Most preferred
List what your child is
willing to work for.
1 2 3 4 5 6 7 8 9 10
Toys and Trinkets
1.
2.
3.
Sports/Physical
1.
2.
3.
Food
1.
2.
3.
Social
1.
2.
3.
Recreation/Entertainment
1.
2.
3.
Community
1.
2.
3.
Domestic
1.
2.
3.
Other reinforcers
1.
2.
3.
See the following page for examples.
161
40. Reinforcement Inventory by Parent
(continued)
162
Toys and Trinkets
Balloons, cars, dolls, windup toys, spinning tops, drums, horns,
book, pacifier, mirror, fan, plastic bottle filled with coloured water
and sparkles, string of beads, squishy balls, elastic putty, silk scarf,
computer, stickers, blocks, modelling dough, interlocking building
blocks, and so on
Sports/Physical
Flips, twirls, spins (on chairs), tickles, hugs, high-fives, low-fives, pat
on the back, jump on a trampoline, piggy back rides, water table,
sand table, crawl on the floor, basketball, soccer, skipping, running,
and so on
Food
Small candies (jelly beans, etc.), pop, juice, ice cream, frozen treats,
cookies, cupcakes, pizza, fruit, veggies, chips, pretzels, popcorn,
cereal, french fries, crackers, and so on
Social
Enthusiastic verbal praise, smiles, thumbs-up, applause, wink, sing a
song, nod, blow a kiss, raise your arms and shout Hooray, giggle
hysterically, be surprised, helping others (teacher, parent, friend), and
so on
Recreation/Entertainment
Watch a video, play a board game, play cards, matching, hide-and-
seek, puzzles, colouring, musical chairs, freeze dance, blow bubbles,
listen to music, ride a bike, and so on
Community
Go to a movie, go to a restaurant, go shopping, go swimming, visit
friends and/or family, go to the park, go for a walk, and so on
Domestic
Baking, cooking, sweeping, wiping tables, washing windows, washing
dishes, and so on
(continued)
ELEMENTARY STUDENT REINFORCEMENT INVENTORY
Name: _________________________________________
School: ________________________________________
Grade: ______________ Age: ______________
1. What are your favourite foods?
a) _________________________________________
b) ________________________________________
c) _________________________________________
2. What do you like to do at recess?
a) _________________________________________
b) _________________________________________
c) _________________________________________
3. What do you like to do at home?
a) ___________________________________________
b) ___________________________________________
c) ___________________________________________
163
41. Reinforcement Inventory for Elementary Student
(continued)
164
4. What are your favourite games?
a)_________________________________________
b)_________________________________________
c)_________________________________________
5. What sports do you like to play? ______________________
6. What sports do you like to watch?_______________________
7. What are your favourite subjects at school?
a)____________________________________________
b)_____________________________________________
c)_____________________________________________
8. Who do you like to play with?
a) ________________________________________
b) ________________________________________
(continued)
INCREASING DESIRABLE BEHAVIOUR IN CHILDREN WITH ASD
POSITIVE BEHAVIOURAL STRATEGIES
Giving Praise Effectively
Wow! You sat quietly during circle!
Great! You are ready to do your work!
Beautiful colouring!
Work finished! You can choose a toy.
Praise the completion of each task on
a schedule.
Use descriptive words and focus on the
specific task.
Follow up by rewarding with
preferred activity.
165
42. Giving Praise Effectively
166
INCREASING DESIRABLE BEHAVIOUR IN CHILDREN WITH ASD
POSITIVE BEHAVIOURAL STRATEGIES
I Am Working For
Place picture of reinforcer here
(Represents the number of tokens/stickers to be earned before
receiving reward)
43. Reinforcer Chart
TEN RECOMMENDATIONS FOR WORKING WITH AN AUTISTIC CHILD
Working with an autistic child requires special qualities and skills.
1. Be motivated.
In order to work with an autistic child, you must be highly motivated. In the words of
Tho Peeters, you have to be bitten by the autism bug.
2. Gather information.
Motivation alone isnt enough. You will need specific training that is both theoretical and
practical. Theoretical training will provide an understanding of the fundamental problems
related to autism. Practical training will teach you how to implement strategies for
working effectively with an autistic child.
Publications, articles, and research findings are an ongoing source of information.
Reading works by writers with autism, notably Temple Grandin, Georges Huard, and
Gunilla Gerland, will provide insight into the daily lives of people with autism.
3. Gain a new perspective on children with autism.
Forget the myths about autism. Every child is different. Its not because he or she does
not WANT to; its because he or she CANT.
4. Think like an autistic child.
As much as you can, think like an autistic child. Question yourself, be flexible, and allow
yourself to adapt to the autistic child, without forcing him or her to see the world through
your eyes.
5. Adapt the school environment.
The school environment must be adapted to the autistic child so that it provides consistent
reference points that make him or her feel safe and increase his or her ability to function
autonomously. An autistic child needs an environment that has been adapted to make it
easier for him or her to learn and, to the extent possible, make generalizations and open
up to the outside world.
167
44. Ten Recommendations
(continued)
168
6. Perform appropriate assessments.
In order to create an effective educational program, you must understand the strengths,
weaknesses, and interests of the autistic child. In order to do this, you will need
evaluation tools that have been adapted for autism, such as the psycho-educational
profile. You must use the findings to create a relevant individualized education plan
(IEP).
7. Adapt learning to the individual.
Autistic children learn differently. They behave differently. They have different interests.
To implement individualized strategies, you must start with the child.
8. Use your imagination.
You must use a lot of imagination in order to meet the needs of an autistic child. You will
also need to construct, create, and improvise, using your imagination and a lot of manual
dexterity in order to communicate with the child.
9. Cooperate with the school team.
You will need to cooperate very closely with the school staff and the parents. Without
them, nothing can be accomplished. You will need to listen to the parents; they are a very
important source of information about the child. Cooperation will encourage the sharing
of information about difficulties and successes. The well-being of the autistic child and
his or her family must always be a central concern.
10. Grow as the autistic child grows.
You must evolve as the autistic child evolves. While remaining vigilant and flexible, you
will be constantly learning. Do not settle into a comfortable routine; keep your work with
the autistic child dynamic, warm, and lively.
Conseil scolaire de district catholique Centre-Sud
(continued)
Lotto
teddy bear tree tiger
teeth toes tent
television toothbrush telephone
SKILL: Lotto Match: (Word) to (Picture + Word)
INSTRUCTIONS: Print this page. Laminate using card stock paper. Place Velcro at the top of each box. Use as the main Lotto page.
169
45. Visual Lotto Game
(continued)
170
Lotto
teddy bear tree tiger
teeth toes tent
television toothbrush telephone
SKILL: Lotto - Match: (Word) to (Picture + Word)
INSTRUCTIONS: Print this page. Cut boxes of individual items and laminate each item using card stock paper. Place Velcro on the back of each box. Student then plays Lotto by
matching the individual items onto the main Lotto page.
(continued)
VOCABULARY: Vocabulary Template for Filling in the Blanks
INSTRUCTIONS: Print this page as many times as required. Use as template for cutting and pasting. OR Cut boxes of items and laminate each item using card stock paper.
Place Velcro on the back of each item and use to complete matching tasks.
Book T: Sentence Strip Templates
I like __ (T Pictures+Words)
I like
teddy bears
I like
teeth
I like
telephones
171
46. Visual Sentence Strip
172
Behavioural Assessments
Important Information to Record
What to record on the data sheet:
1. A description of the behaviour in observable and measurable terms.
2. The time and date of the incident and the initials of the person recording
the behaviour.
3. A description of the onset and ending of the behaviour/occurrence.
4. The setting and surrounding event(s) immediately prior to the occurrence.
5. The details of the response implemented by the caregiver (also known as
the consequence).
Types of Data
Frequency (Exact count)
Example: frequency of out-of-seat behaviour, number of spitting
incidents, number of times the student talked out of turn
Duration (Length of time)
Example: duration of social interactions; time spent on daily living
skills such as mopping, sweeping floors, and setting tables; time
spent engaging in inappropriate behaviours such as thumb or finger
sucking and behaviours associated with a temper tantrum; amount
of time the student was out of his or her seat; time spent completing
bathroom routine
Additional Tips
1. When there is a day free of the behaviour, this should be indicated on the
data sheet so that other data collectors are aware that data was not
missed.
2. When the frequency of the behaviour is high, the data collector can have a
second person record the behaviour, choose a time interval to collect
data, and choose different time periods throughout the week to collect
data. This is considered to be a time sample of behaviour.
3. When the frequency of the behaviour is moderate, choose a time interval
to collect data, and choose different time periods throughout the week to
represent your interval.
4. Remember that the data sheet should be purposeful, relevant, and simple.
47. Behavioural Assessments
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174
ASD Resource Team
Behaviour Frequency Checklist
Name:
Dates:
Check = [list behaviour(s), specific, observable, measurable]
Time Period Monday Tuesday Wednesday Thursday Friday
1.
8:10 8:20
Entry
2.
8:20 8:32
Homeroom
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4.
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5.
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Departure
Notes:
49. Behaviour Frequency Checklist
Peel District School Board
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ASD POSITIVE BEHAVIOURAL INTERVENTION PLAN
Name of Student: Date:
Sex: Grade:
Date of Birth: School:
ASD Resource Team Members:
School-Based Team Members:
Functional Behaviour Assessment/Evaluation Section:
Behaviour(s) in need of change:
1.
2.
3.
Perceived functions of behaviour(s):
1.
2.
3.
Target replacement behaviours:
1.
2.
3.
Hypothesis statement(s):
1.
2.
3.
Strategies to prevent the problem behaviour(s):
1. Strategy 1 and rationale
a)
b)
c)
a)
b)
c)
a)
b)
c)
53. Positive Behavioural Intervention Plan
Strategies to deal with the problem behaviour(s)
a)
b)
c)
a)
b)
c)
a)
b)
c)
Next review date:
179
Peel District School Board
180
Communication Observation Form Requests
Name: _____________________
Date: _____________________
Context: _____________________
Column A = physical manipulation Column I = tantrum
Column B = giving/showing Column J = crying/whining/screaming
Column C = pointing Column K = vocalizing
Column D = gaze shift Column L = verbal (echo)
Column E = proximity Column M = verbal (creative)
Column F = head nod/shakes Column N = other
Column G = facial expressions Column O = other
Column H = aggression
REQUEST A B C D E F G H I J K L M N O
food/drink
objects/toys
action
help
permission
attention
comfort
interaction (games, social routines)
information/questions
others
Observations about feelings/emotions:
General observations:
54. Communication Observation Form
DEVELOPING COMMUNICATION SKILLS IN PRIMARY-SCHOOL-AGED CHILDREN
WITH AUTISM SPECTRUM DISORDERS
Checklist for Higher-Level Communication Skills
1 Establishes joint attention
2 Initiates and responds to greetings
3 Responds to questions within an appropriate response time
4 Follows three-step directions without prompts
5 Understands forms of language (WH questions, pronouns,
word order, possessives, etc.)
6 Understands classroom routines and adjusts to changes in
routines/activities appropriately
7 Understands non-verbal cues (facial cues, body language, and
voice tone changes)
8 Incorporates non-verbal cues appropriately when
communicating
9 Uses adequate verbal language (with questions, pronouns,
word order, possessives, etc.)
10 Requests clarification/repetition as needed
11 Responds to the speakers request for clarification as needed
12 Understands language used in his/her peer group (jargon,
slang)
13 Uses peer group language
14 Interrupts appropriately
15 Gets attention appropriately
16 Understands jokes/humour
17 Uses jokes/humour appropriately
18 Requests permission as needed
19 Accepts advice/help/reminders appropriately
20 Requests actions from others appropriately (e.g., asks others to
be quiet or stop pushing)
21 Reacts appropriately when told to change own actions (e.g., be
quiet, stop shifting the desk, move)
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181
55. Checklist for Communication Skills
(continued)
182
2
22 Responds to expressions of affection
23 Offers expressions of affection
24 Understands social situations and responds appropriately
25 Understands apologies appropriately
26 Uses apologies appropriately
27 Initiates and ends conversations appropriately
28 Maintains appropriate body distance/position when conversing
29 Maintains topics using appropriate verbal/non-verbal skills (uses
Oh, Mm; nods)
30 Takes turns and changes language style appropriately during
conversation
31 Uses appropriate topics during conversations
32 Tries to repair verbal messages when aware of errors
33 Presents with a match between verbal and non-verbal message
production
34 Uses language appropriately to agree/disagree with
conversational partners
35 Responds to teasing appropriately
36 Responds to disappointments appropriately
37 Follows and gives directions appropriately
38 Follows and gives reasons for actions and choices
appropriately
39 Communicates verbally with ease and confidence
40 Other
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Sample Communicative Functions
Practice Observations Sheet
Who:
Where:
When:
Additional Information:
Function Example and Tally
Greeting
Requesting
Commenting
Refusing
Labelling
Asking
questions
Answering
questions
Joking
Negotiating
Other
183
56. Communicative Functions Observation Sheet
184
Answering the Telephone
When I am at home, sometimes the phone rings. I can
answer it.
I pick up the receiver and say, Hello.
The person calling will say, Hello, can I speak to
The person will ask to speak to my Mom or Dad.
I answer, I will get them. I put the receiver on the desk
beside the phone and go to get Mom or Dad.
I tell Mom or Dad that someone wants to talk to them on
the phone.
57. Answering the Telephone
Algonquin Child and Family Services, North East Region
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59. Joining a Conversation
JOINING A CONVERSATION
When I want to join a conversation that people are already having,
I should briefly stand nearby to listen to what they are talking about.
Then I should join in the conversation when I have something to say about
what it is they are talking about and there is a break in the conversation.
When joining the conversation, I should;
1. remember NOT to interrupt the person who is already talking; and
2. talk about what everyone else is talking about, NOT what I want to
talk about when it is not related to the conversation.
Topic = school dance
Topic = dinosaurs
Turn Taking
Turn taking is an important skill for children to learn. It is the beginning of social
interaction between the child and another person. Children learn about taking turns
in play. Later, children understand taking turns when they speak with others.
Choose games in which the child has to wait for a turn before taking one. You can
start by having a really fast turn and then letting him have his turn for longer. Be
sure to label with gestures and pointing to let him know whose turn it is, for
example, Your turn (point to him) and My turn (point to yourself). These
activities can be tried at home and at school. Remember, having only one item
necessitates sharing and taking turns!
Activity Making It Interactive Use Words to Label
Ball Play catch, roll/bounce
back and forth, throw ball
into a box or pail
ball, throw, bounce, catch
Music (use one
drumstick, musical
toy)
Take turns hitting the
drum, shaking the bell,
pushing buttons to
activate music
bang, music, drum
Stacking rings Take turns stacking and
removing rings
ring, on, off
Blocks Build one tower together;
take blocks off one at a
time
on, block, off, down
Shape sorter Take turns putting one
shape in/taking one shape
out
in, out, shape
Craft activities Use one crayon, one
paintbrush, one marker
Take turns colouring,
painting, etc.
on, colour, paint
Doll and accessories Take turns with one doll,
one brush, one spoon, one
bottle, etc.
brush, eat, hug, dolly, eat,
drink, bottle, milk
Cars/trucks Take turns driving one car
down a ramp, along a road
car, drive, on, down
Sand play Take turns using toys in
the sand: one shovel, one
strainer, one pail, one
scoop
in, sand, shovel, pail, pour
60. Activities to Promote Turn Taking
188
189
Turn Taking
Initally, adult to child.
Adult selects activity that student enjoys.
Activity: Modelling dough
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1. Gets modelling dough
2. Brings to desk
3. Opens container
4. Takes out modelling dough and
tools
5. Places bin on floor beside desk;
teacher says, My turn
6. Takes modelling dough
7. Rolls modelling dough; after a few
minutes, teacher says, My turn
8. Hands tools and modelling dough
to teacher
9. Waits several minutes; teacher
says, Your turn
REPEAT PROCESS
3
OR
4
TIMES
10. Picks up bin
11. Places it on desk
12. Helps teacher place items in bin
13. Returns bin to shelf
My turn. Your turn.
61. Prompts Used in Turn Taking
Play Checklist
Name: Date:
In what type of play activity does your student engage?
Plays alone
Observes peers playing
Imitates peer play
Parallel play
Adult-directed peer play
Plays with another student
Plays with a group of students
Seeks out play partner
Interacts only with primary caregiver
How does your student play/use toys?
To explore
For self-stimulation
For sensory stimulation
To experience cause and effect
Plays with the same toy all the time
Indicates interest in simple toys
Uses simple toys incorrectly
Uses simple toys correctly
Describe your students social communication skills during play.
Initiates play
Shares materials with direction
Shares materials independently
Resists intrusion
Tolerates intrusion
Describe your students social turn-taking skills.
Takes turns with direction
Take turns independently
How does your student focus during play?
Demonstrates the capacity for joint attention
Shifts from one toy to the next frequently
Requires constant adult support
Requires occasional adult support
Is disruptive
Operates independently
62. Play Checklist
190
191
Fitness Friends
The Fitness Friends program was developed cooperatively by the Durham Catholic
District School Board, the Durham District School Board, EMT Energize, Motivate,
Train, and Variety Village. This free program is designed to encourage students of all
abilities to get involved in sports and be active.
Schools enter as many teams as they wish, with each team consisting of one student
with a disability, one peer, and a staff member. Teams participate in as many sport
and recreational activities as possible within a specified time period (e.g., 1012
weeks). Teams record and submit the type and duration of activities to earn Fitness
Friends points.
A monthly Fitness Friends newsletter is distributed to highlight success stories
submitted by teams, fitness tips, nutrition facts, and other active-living ideas.
Achievements of all of the participants are celebrated with a region-wide Fitness
Friends Festival at the end of the program.
Objectives
The Fitness Friends program aims to promote an active lifestyle, especially for
students with a disability, and increase opportunities for students to participate in
sports and recreation activities outside the school curriculum and physical education
classes.
The program encourages students of all abilities to:
Participate in inclusive sport and recreation activities
Embrace ability, diversity, inclusion, and physical fitness
Focus on friendship, everyones ability, and personal achievement
The program further provides:
Resources for adapted equipment and adapted programs to support physical
activity, health, and nutrition
Recognition for participation and a venue for celebrating everyones
achievements
Activity Examples
Walk/Jog/Wheel
Simon Says
Relay
Baseball
Floor Hockey/Sledge
Hockey
Obstacle Course
Hiking
Tai Chi
Stretching
Target Games
Swimming
Activity Recording Example
Date Activity Duration of
Activity
Points to Date Staff
Initial
Feb. 8 Walk/wheel 20 minutes 20 CH
Feb. 10 Relay 30 minutes 50 CH
Feb. 13 Target games 15 minutes 65 CH
63. Fitness Friends Program
Durham Catholic District School Board
______________________________________________________________________
Date: ___________
Dear parents or guardians,
My name is (team member). I work in the special education department of Education Services on
the team providing specialized interventions for children with an Autism Spectrum Disorder. This
year, the special education department wants to set up a pilot project for integrated games groups.
The project will run at (name of school) public elementary school.
Your child has been selected to take part as a novice player in the integrated games groups
program. This program is intended to develop communication and social skills through game
playing. The objective of this program is to encourage children to learn to play in a functional
manner while having fun with the other children in their group. The novice player also has a model,
called the expert player, so that he or she can imitate the skills required to interact with another
person.
I would like to invite your child to take part in the games groups with three children from his or her
class. This play group will be held twice a week for 30 to 40 minutes a session.
If you agree to have your child take part in the integrated games groups, please sign below. If you
have any questions or if you would like further information about the games groups, you can
contact me at ___________________ , or you can contact the principal at ________.
Thank you for your cooperation,
(team member)
Parents signature ______________________________
Adapted from a letter published in Peer Play and the Autism Spectrum: The Art of Guilding
Childrens Socialization and Imagination, by Pamela J. Wolfberg (2003).
64. Integrated Games Group
192
193
Integrated Games Groups
Participant Sheet
Students name:
Date:
Theme:
Objective(s):
Objective(s): Observation(s):
1-
2-
3-
Conseil des coles publiques de lEst de lOntario
194
Education Services
Special Education Department
Social Scenario
A social scenario helps an autistic student to learn the underlying rules of social exchanges or
interactions and to choose the behaviour that is desirable in a social situation.
In a social scenario, the adult describes to the child in detail the way he or she should behave,
explaining what is expected in the particular situation, and telling the student that if he/she
behaves in this way, the adult will be proud of the child and the adults around him/her will
be pleased.
The adult can read the story to the student or the student can read it him/herself. It is suggested
that the story be read at least twice a day for at least three weeks. For example, if the student is
having problems in the schoolyard, the teacher will read the story to the child before he/she
goes out for recess and then read it again after recess.
We believe that it is very important to personalize the story so that it is related to each
students emotional experiences, because each child is unique.
A social scenario helps a student reduce his/her level of anxiety because he/she knows what is
expected in the environment when faced with a particular social situation.
Everybody Makes Mistakes
Students are tested in the classroom. There are tests for mathematics, French,
English, science, and so on.
A test tells a student whether or not he or she has clearly understood what the
teacher has shown him/her.
If he/she has clearly understood, the student may do very well on the test.
Sometimes, if he/she has not understood as well, the student may make mistakes
in his/her test. It is normal to make mistakes. All students make mistakes. When
we are learning, we make mistakes. The teacher will help the student to
understand clearly.
65. Social Scenario
195
I sometimes do very well on a test. But sometimes I make mistakes in my test.
It is normal for me to make mistakes. I make mistakes because I am learning.
This is not serious; the teacher will help me to understand clearly and to correct
my mistakes.
I am proud that I can correct my mistakes when I have a test.
The adult is pleased that I correct my mistakes when I have a test.
Conseil des coles publiques de lEst de lOntario
My Morning Routine
Maureen Cox Page 1 7/27/2007
I play in the school yard with my friends.
I come to school on the school bus.
I go to my locker. I hang up my coat, I change my shoes,
and I get my agenda.
I show my toy to my teacher. I tell her why I
brought it to school.
I put my toy in the box. I can play with it at recess time.
I am ready to work.
66. My Morning Routine
196
197
Steps to
Reading Body Language
1 Look for clues:
a) the face
b) gestures
c) what the body does
2 Recognize the clue.
3 Understand the clue.
4 Respond to the clue.
67. Steps to Reading Body Language
Directions: Cut each row out and place in a jar or envelope. Ask a student to
take a paper from the jar and act out the body and facial gestures; have the
other students guess what the student is feeling.
Body and Facial Gestures Feeling
You have a bad stomachache. Hold your
stomach, bend over, and look like you
are in pain.
In pain
You have lost your book report. Look
worried.
Worried
You hear a loud noise behind you. Turn
around and look afraid.
Afraid
Your team won. Jump up and down.
Clap your hands and look excited.
Excited
Your homework is too hard. Look
frustrated.
Frustrated
Your parents brought you a present when
they returned from a trip. Look
surprised.
Surprised
The movie is boring. Turn away and look
bored.
Bored
Your team lost the race. Hang your head
down and look sad.
Sad
Your teacher has given you two spelling
lists. You dont know which one to study.
Look confused.
Confused
You won a prize. Stand up straight and
look happy.
Happy
You tore your favourite sweatshirt. Look
upset.
Upset
68. Body and Facial Expressions
198
199
There Are Different Kinds of Touch
When I am with other people that I know, there are some kinds of
touch that are okay and some that are not okay.
When I am with my family, it is okay to hug them.
When I am with my friends, it is okay to do high-fives.
When I am with teachers, it is okay to shake hands.
It is never okay to touch other people on their private areas.
It is not okay to hug or kiss other students or teachers at school.
69. Different Kinds of Touch
Public/Private Places
Public Private
Define what public means
A public place is:
Define what private means
A private place is:
List all the public places you can think of: List private places:
Bedroom at home
Bathroom at home
List all the things you can do in public: List all the things you can do in private:
70. Public/Private Places
200
201
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202
Stress Thermometer
Stress Signals Relaxation Techniques
72. Stress Thermometer
203
Relaxation Steps
1. Move to the quiet place.
2. Sit on a chair, beanbag, or on the floor.
3. Think about a place that is relaxing for you.
4. Breathe slowly and steadily.
5. Tense shoulders up,
relax shoulders down.
6. Tense hands, relax hands.
7. Tense toes, relax toes.
8. Breathe slowly and steadily. 1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Finished !
73. Relaxation Steps
Childrens Hospital of Eastern Ontario, Eastern Region
Tips for When the Teacher Talks
Listen carefully during class.
If you feel you are getting distracted, you can ask for a study carrel,
ask for a different seat,
Ask the teacher if you can use a tape recorder.
Listen for some cues like This is important, This will probably be on
the test, The main point is .
Tips for Taking Notes
Write headings or titles for each new topic. You will
know when it is a new topic because the teacher might say, We are going
to be doing [insert new topic here] now.
Use bullet points for ideas that relate to one topic. For example:
Leave some empty space. Leave line spaces between points.
Ask a classmate to lend you his or her notes.
Tips for Organization
Try to keep all your pens, pencils, and other school supplies
in a pencil case; the best kind is one that can fit into your
three-ring binder.
Get one binder for each subject. Each binder should be a different colour,
for example, red for history, blue for science,
North Pole:
No land
Slabs of ice
Very cold
Six months of daylight and six months of
darkness
74. Study Tips for Teens
204
205
Divide your binders into different sections: assignments, class notes,
old work, to hand in.
Label each pocket of your two-pocket file folder. One
side can be called Work to do, and the other side can
be called Work finished. You should have one two-
pocket folder per binder. Try to match the folder to the
binder.
As the year goes on, your binders will get quite full. When this happens,
remove the old work sections from your binders and put them in file
folders that match your binder. These folders can be kept at home in a
master box. This organization helps to keep all the subjects together.
Some Key Materials:
Pens (red, black, blue ).
Pencils.
Erasers.
Three-ring binders (different colours).
Dividers.
Two-pocket file folders. Try to find ones that fit
into your binder. If not, make holes so that they
do. Try to get ones that are in the same colour
group.
Notebooks Try to find colours that match
your binders.
Stickies.
Highlighters.
Index cards.
Three-hole punch one that can fit into a
binder.
Master file box (for at home).
Agenda book.

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