FAQautism » Following Directions http://faqautism.com a resource for practical ideas Tue, 30 Nov 2010 04:01:01 +0000 en hourly 1 http://wordpress.org/?v= 2006-2010 talk@faqautism.com (Cathy Knoll) talk@faqautism.com (Cathy Knoll) 1440 http://faqautism.com/images/rssimg.png FAQautism http://faqautism.com 144 144 A resource for practical caregiving Want to enhance the quality of life of a person with autism? Want to help maximize the potential of a person with autism? Need practical tips and effective strategies for every day living? WE CAN HELP! Cathy Knoll, MA, MT-BC is a board certified music therapist with over 30 years clinical experience with children, teens, and adults diagnosed with autism. FAQAutism.com is designed to respond to specific questions from family members, teachers, therapists, employers, medical professionals, residential staff, job coaches, and others interested in the well-being of individuals with autism. autism, caregiving, hints Cathy Knoll Cathy Knoll talk@faqautism.com no no Creative Writing http://faqautism.com/2010/09/creative-writing/ http://faqautism.com/2010/09/creative-writing/#comments Fri, 24 Sep 2010 04:01:44 +0000 dwightk http://faqautism.com/?p=1839
  • Writing Practice Teachers, therapists, and families are always looking for creative ways...
  • Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals...
  • Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals...
    • ]]>     Teachers, therapists, and families are always looking for creative ways to help individuals with autism learn and practice new skills such as composing and writing sentences and paragraphs. Some students with autism find it difficult to focus on repetitive drills under the best of circumstances, so traditional teaching methods simply do not capture and hold their attention. Let us look at some creative ways to motivate reluctant youngsters to practice writing sentences and paragraphs.

    Listen Now:

    or

    continue reading

    PICTURE FOR THE DAY. Although he had very good reading and writing skills for his grade level, one of my students just sat staring into space during class writing assignments. He virtually ignored the written sentence on the board, designed to prompt students to write a sentence, paragraph, or story. But when the teacher cut a picture of a hawk out of a magazine, glued it to an index card, and put it on the student’s desk, the words started flowing. Thinking he was just focusing because the prompt was close, the teacher put a picture on the board rather than on the student’s desk the next day. Once again, the student looked at the picture and wrote an entire paragraph. The young man seemed intrigued with the “picture for the day” and began making great progress in his writing skills.

    INTERNET INTERACTION. In another classroom, teachers were looking for ways to help motivate a teen with autism practice his written communication skills. A group brainstorm resulted in the idea of having the youngster send an e-mail message summarizing events of each day to his grandparents, his speech therapist, and his favorite teacher from elementary school. Not only did his writing and typing skills improve, but also he was thrilled to receive return messages from other people occasionally.

    REAL-LIFE. Another teacher discovered the wisdom of encouraging her students to write about real-life happenings. Many of her students with autism did not connect with writing prompts about their feelings or opinions. When she asked, “What is your favorite season?” the papers remained blank. When she asked, “What did you eat for supper last night?” the students were inspired to write sentences.

    TIP FOR THE DAY. Sometimes we blame students for not trying hard, when, actually we need to make some changes.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Writing Practice Teachers, therapists, and families are always looking for creative ways...
    2. Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals...
    3. Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals...

    ]]>     http://faqautism.com/2010/09/creative-writing/feed/ 0 0:04:01 Teachers, therapists, and families are always looking for creative ways to help individuals with autism learn and practice new skills such as composing and writing sentences and paragraphs. Some students with autism find it difficult to focus on rep[...] Teachers, therapists, and families are always looking for creative ways to help individuals with autism learn and practice new skills such as composing and writing sentences and paragraphs. Some students with autism find it difficult to focus on repetitive drills under the best of circumstances, so traditional teaching methods simply do not capture and hold their attention. Let us look at some creative ways to motivate reluctant youngsters to practice writing sentences and paragraphs. Listen Now: or continue reading PICTURE FOR THE DAY. Although he had very good reading and writing skills for his grade level, one of my students just sat staring into space during class writing assignments. He virtually ignored the written sentence on the board, designed to prompt students to write a sentence, paragraph, or story. But when the teacher cut a picture of a hawk out of a magazine, glued it to an index card, and put it on the student’s desk, the words started flowing. Thinking he was just focusing because the prompt was close, the teacher put a picture on the board rather than on the student’s desk the next day. Once again, the student looked at the picture and wrote an entire paragraph. The young man seemed intrigued with the “picture for the day” and began making great progress in his writing skills. INTERNET INTERACTION. In another classroom, teachers were looking for ways to help motivate a teen with autism practice his written communication skills. A group brainstorm resulted in the idea of having the youngster send an e-mail message summarizing events of each day to his grandparents, his speech therapist, and his favorite teacher from elementary school. Not only did his writing and typing skills improve, but also he was thrilled to receive return messages from other people occasionally. REAL-LIFE. Another teacher discovered the wisdom of encouraging her students to write about real-life happenings. Many of her students with autism did not connect with writing prompts about their feelings or opinions. When she asked, “What is your favorite season?” the papers remained blank. When she asked, “What did you eat for supper last night?” the students were inspired to write sentences. TIP FOR THE DAY. Sometimes we blame students for not trying hard, when, actually we need to make some changes. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Writing Practice Teachers, therapists, and families are always looking for creative ways... Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals... Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals... The following posts may also be helpful: Writing Practice Teachers, therapists, and families are always looking for creative ways... Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals... Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals... Communication Cathy Knoll no no     Daily Chores http://faqautism.com/2010/09/daily-chores-2/ http://faqautism.com/2010/09/daily-chores-2/#comments Mon, 20 Sep 2010 04:01:02 +0000 dwightk http://faqautism.com/?p=1458
  • Daily Chores So, should children with limited skills be required to help...
  • Pitching In Sometimes families and teachers inadvertently fall into the trap of...
  • Daily Living Skills We usually think of self-help skills as being able to...
    • ]]>     In the midst of the hustle and bustle of daily life, it is certainly easier to just take care of every detail of the lives of our friends with autism. In reality, all children and teens, whether they have autism or not, benefit from having the responsibility of daily chores.

    Listen Now:

    or

    continue reading

    BUILD ON STRENGTHS. Some of my friends with autism really thrive on daily routines and rituals. Unlike most of us, they actually enjoy mundane, routine tasks. One of my friends rather obsessively picks up lint or other small objects off the floor. Others file away books or put music instruments in their rightful places when waiting for their music therapy session. One young lady is thrilled when I give her permission to put away the clean dishes in my kitchen, and another loves swiffing my wood floors. I’ve encouraged their families, teachers, and job coaches to find daily chores that allow these individuals to lend a helping hand.

    START EARLY. Nearly every person I know with autism clings to interests and habits from their early childhood. It is important that we teach all children to help themselves as much as possible and to pitch in around the house, but autism adds urgency. Even toddlers can pitch in with daily chores around the house to some extent. Approach chores with a positive attitude, and include kids in the process.

    ENCOURAGE SELF-SUFFICIENCY. Busy schedules and looming deadlines can keep us from taking the time necessary to teach our youngster with autism to be self-sufficient. It is certainly quicker and easier to simply pick out clothes, tie shoes, gather up schoolbooks, or set the table for supper. If your life is like a pressure-cooker, relax and take just five minutes a day to focus on teaching your child just one task a week or so. Be patient, allow them time, and do not expect perfection. It is the effort that counts.

    TIP FOR THE DAY. Granted, it is certainly easier for us to do things ourselves. But we can make a real difference in the long run if we make a pledge to take time each day to allow our child to participate in daily chores.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    Nov 18, 2009

    The following posts may also be helpful:

    1. Daily Chores So, should children with limited skills be required to help...
    2. Pitching In Sometimes families and teachers inadvertently fall into the trap of...
    3. Daily Living Skills We usually think of self-help skills as being able to...

    ]]>     http://faqautism.com/2010/09/daily-chores-2/feed/ 0 0:03:57 In the midst of the hustle and bustle of daily life, it is certainly easier to just take care of every detail of the lives of our friends with autism. In reality, all children and teens, whether they have autism or not, benefit from having the respo[...] In the midst of the hustle and bustle of daily life, it is certainly easier to just take care of every detail of the lives of our friends with autism. In reality, all children and teens, whether they have autism or not, benefit from having the responsibility of daily chores. Listen Now: or continue reading BUILD ON STRENGTHS. Some of my friends with autism really thrive on daily routines and rituals. Unlike most of us, they actually enjoy mundane, routine tasks. One of my friends rather obsessively picks up lint or other small objects off the floor. Others file away books or put music instruments in their rightful places when waiting for their music therapy session. One young lady is thrilled when I give her permission to put away the clean dishes in my kitchen, and another loves swiffing my wood floors. I’ve encouraged their families, teachers, and job coaches to find daily chores that allow these individuals to lend a helping hand. START EARLY. Nearly every person I know with autism clings to interests and habits from their early childhood. It is important that we teach all children to help themselves as much as possible and to pitch in around the house, but autism adds urgency. Even toddlers can pitch in with daily chores around the house to some extent. Approach chores with a positive attitude, and include kids in the process. ENCOURAGE SELF-SUFFICIENCY. Busy schedules and looming deadlines can keep us from taking the time necessary to teach our youngster with autism to be self-sufficient. It is certainly quicker and easier to simply pick out clothes, tie shoes, gather up schoolbooks, or set the table for supper. If your life is like a pressure-cooker, relax and take just five minutes a day to focus on teaching your child just one task a week or so. Be patient, allow them time, and do not expect perfection. It is the effort that counts. TIP FOR THE DAY. Granted, it is certainly easier for us to do things ourselves. But we can make a real difference in the long run if we make a pledge to take time each day to allow our child to participate in daily chores. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com Nov 18, 2009 The following posts may also be helpful: Daily Chores So, should children with limited skills be required to help... Pitching In Sometimes families and teachers inadvertently fall into the trap of... Daily Living Skills We usually think of self-help skills as being able to... The following posts may also be helpful: Daily Chores So, should children with limited skills be required to help... Pitching In Sometimes families and teachers inadvertently fall into the trap of... Daily Living Skills We usually think of self-help skills as being able to... Archive Cathy Knoll no no     Real Life Skills http://faqautism.com/2010/09/real-life-skills/ http://faqautism.com/2010/09/real-life-skills/#comments Mon, 13 Sep 2010 04:09:52 +0000 dwightk http://faqautism.com/?p=1826
  • Basic Job Skills What are the basics for getting a job? What skills...
  • Job-Related Skills “My daughter is entering high school next fall,” wrote the...
  • On-the-Job Skills An informal conversation with parents, teachers, and business people yielded...
    • ]]>     A new teacher in a junior high life skills classroom asked for some input into the types of skills her students with autism will need when they graduate from high school at age 18 or 22. The specific list must, of course, be individualized to each teen, but there are some general skills that everyone can use in “real life” as adults.

    Listen Now:

    or

    continue reading

    (1) Self-Care. Options for employment expand if an individual is able to take care of her basic needs independently or with minimal assistance. Teaching basic self-care skills such as toileting, lunch and snacks, washing hands, and taking care of personal items such as a backpack or nametag as independently as possible is a good place to start.
    (2) Focus. Most jobs require that an employee focus on the task at hand. It is also important that a person focuses on the directions given by a boss or supervisor and to focus on any important announcements or on safety drills. But, most importantly, a person who can focus on a task for an extended period of time without reminders will have more job opportunities.
    (3) Follow. Compliance is another critical skill in employment situations. An individual with autism will be much more productive in any job if she can and will follow directions with minimal assistance. If she has deficits in processing verbal instructions, she can be taught to use a visual schedule so employers and job coaches can successfully communicate the information she needs to complete a task or a job sequence. If she is rather strong-willed or uncooperative, we can gradually shape a more cooperative outlook and a willingness to follow directions and job procedures.
    (4) Finish. Even when jobs are broken down into a series of smaller tasks, some individuals with autism are unable to complete those tasks without prompting. A person’s employment will be much more successful if he can learn to finish tasks or job sequences with less and less prompting from a supervisor or job coach. It is up to us to help our friends with autism become less prompt-dependent.
    (5) Flexible. The nature of autism causes some individuals to be intolerant to changes in routine. Our friends will have a much more successful job experience by learning to be more flexible and to “go with the flow.”

    TIP FOR THE DAY: These are just a few of the core skills necessary for employment. It is good to start early in teaching and shaping these skills since some are rather stubborn natural characteristics of autism.

    We can also benefit from shaping our own skills so we can systematically address challenging issues that can arise in the lives of our friends with autism. Click on the Toolkit tab on our webiste for great resources; http://FAQautism.com

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Basic Job Skills What are the basics for getting a job? What skills...
    2. Job-Related Skills “My daughter is entering high school next fall,” wrote the...
    3. On-the-Job Skills An informal conversation with parents, teachers, and business people yielded...

    ]]>     http://faqautism.com/2010/09/real-life-skills/feed/ 0 0:05:10 A new teacher in a junior high life skills classroom asked for some input into the types of skills her students with autism will need when they graduate from high school at age 18 or 22. The specific list must, of course, be individualized to each t[...] A new teacher in a junior high life skills classroom asked for some input into the types of skills her students with autism will need when they graduate from high school at age 18 or 22. The specific list must, of course, be individualized to each teen, but there are some general skills that everyone can use in “real life” as adults. Listen Now: or continue reading (1) Self-Care. Options for employment expand if an individual is able to take care of her basic needs independently or with minimal assistance. Teaching basic self-care skills such as toileting, lunch and snacks, washing hands, and taking care of personal items such as a backpack or nametag as independently as possible is a good place to start. (2) Focus. Most jobs require that an employee focus on the task at hand. It is also important that a person focuses on the directions given by a boss or supervisor and to focus on any important announcements or on safety drills. But, most importantly, a person who can focus on a task for an extended period of time without reminders will have more job opportunities. (3) Follow. Compliance is another critical skill in employment situations. An individual with autism will be much more productive in any job if she can and will follow directions with minimal assistance. If she has deficits in processing verbal instructions, she can be taught to use a visual schedule so employers and job coaches can successfully communicate the information she needs to complete a task or a job sequence. If she is rather strong-willed or uncooperative, we can gradually shape a more cooperative outlook and a willingness to follow directions and job procedures. (4) Finish. Even when jobs are broken down into a series of smaller tasks, some individuals with autism are unable to complete those tasks without prompting. A person’s employment will be much more successful if he can learn to finish tasks or job sequences with less and less prompting from a supervisor or job coach. It is up to us to help our friends with autism become less prompt-dependent. (5) Flexible. The nature of autism causes some individuals to be intolerant to changes in routine. Our friends will have a much more successful job experience by learning to be more flexible and to “go with the flow.” TIP FOR THE DAY: These are just a few of the core skills necessary for employment. It is good to start early in teaching and shaping these skills since some are rather stubborn natural characteristics of autism. We can also benefit from shaping our own skills so we can systematically address challenging issues that can arise in the lives of our friends with autism. Click on the Toolkit tab on our webiste for great resources; http://FAQautism.com NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Basic Job Skills What are the basics for getting a job? What skills... Job-Related Skills “My daughter is entering high school next fall,” wrote the... On-the-Job Skills An informal conversation with parents, teachers, and business people yielded... The following posts may also be helpful: Basic Job Skills What are the basics for getting a job? What skills... Job-Related Skills “My daughter is entering high school next fall,” wrote the... On-the-Job Skills An informal conversation with parents, teachers, and business people yielded... Communication Cathy Knoll no no     Be Quiet http://faqautism.com/2010/09/be-quiet-2/ http://faqautism.com/2010/09/be-quiet-2/#comments Thu, 02 Sep 2010 04:01:58 +0000 dwightk http://faqautism.com/?p=1761
  • Be Quiet What exactly do we mean when we tell someone to...
  • Quiet and Withdrawn When considering the loud, disruptive, or explosive behavior challenges that...
  • Peace and Quiet Occasionally I have an opportunity to visit an individual with...
    • ]]>     What exactly do we mean when we tell someone to be quiet? Do we mean that they must be totally silent, making not a tiny sound? When we say, “be quiet,” do we mean to talk softly so they don’t interrupt a conversation? Or do we say “be quiet” just when we get irritated or have a headache? Sometimes our friends with autism interpret phrases very literally, so it would probably help them if we would tell them exactly what we mean when we say, “be quiet.”

    Listen Now:

    or

    continue reading

    In reality, there are different tiers of loudness and quietness in our lives. Most of the time, we can tolerate a bit of talking and other noise at home, at school, and in the community. Sometimes we simply need people to talk softly when we are listening to the news or conversing with other people. In a few select situations, it is necessary for people to be very quiet and to make very few, if any, sounds. For example, testing situations at school usually require total silence. Because some people with autism will not pick up on social cues in different settings, they may need help learning what levels of noise are appropriate for different situations.

    It is more helpful to specifically describe what level of conversation is required rather than just generally saying, “be quiet.” For example, if people just need to lower the volume a bit, we can say something like, “Please talk softly while I talk on the telephone.” On the other hand, if we are at a concert or other event that requires total silence, we can say, “Please listen very quietly. Make no sounds until we stand up at the end of the concert. No sounds, please.”

    We must, of course, make certain our expectations are reasonable. If a friend with autism murmurs or hums repetitively, it is unreasonable to expect them to be totally quiet. The same is true with individuals with autism who tend to repeat phrases or to occasionally shout out or make random sounds. Under those circumstances, we cannot expect a person to be totally silent for an extended period of time, so we need to either avoid those situations or to be prepared to tolerate some verbalizations and sounds.

    Keep in mind that we only make matters worse by reacting to sounds with a loud “shhhhh.” It is usually better to develop a quiet, unobtrusive system for reminding folks to be quiet. For example, I use a small card printed with the words, “Quiet, please” or a picture symbol of a person signing “quiet” to use as a reminder during a sermon at church or while at plays or concerts. Some teachers and parents use the “red, yellow, green” symbols of a traffic light to help children know if they can make noises freely (green), or if they should keep the noise level down (yellow), or if they should be totally silent (red).

    We welcome your ideas for helping communicate different levels of loudness. Just click on the comments button or send us an e-mail to talk@FAQautism.com.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    Published on: Jun 23, 2010

    The following posts may also be helpful:

    1. Be Quiet What exactly do we mean when we tell someone to...
    2. Quiet and Withdrawn When considering the loud, disruptive, or explosive behavior challenges that...
    3. Peace and Quiet Occasionally I have an opportunity to visit an individual with...

    ]]>     http://faqautism.com/2010/09/be-quiet-2/feed/ 0 0:05:04 What exactly do we mean when we tell someone to be quiet? Do we mean that they must be totally silent, making not a tiny sound? When we say, “be quiet,” do we mean to talk softly so they don’t interrupt a conversation? Or do we say “be quiet” just w[...] What exactly do we mean when we tell someone to be quiet? Do we mean that they must be totally silent, making not a tiny sound? When we say, “be quiet,” do we mean to talk softly so they don’t interrupt a conversation? Or do we say “be quiet” just when we get irritated or have a headache? Sometimes our friends with autism interpret phrases very literally, so it would probably help them if we would tell them exactly what we mean when we say, “be quiet.” Listen Now: or continue reading In reality, there are different tiers of loudness and quietness in our lives. Most of the time, we can tolerate a bit of talking and other noise at home, at school, and in the community. Sometimes we simply need people to talk softly when we are listening to the news or conversing with other people. In a few select situations, it is necessary for people to be very quiet and to make very few, if any, sounds. For example, testing situations at school usually require total silence. Because some people with autism will not pick up on social cues in different settings, they may need help learning what levels of noise are appropriate for different situations. It is more helpful to specifically describe what level of conversation is required rather than just generally saying, “be quiet.” For example, if people just need to lower the volume a bit, we can say something like, “Please talk softly while I talk on the telephone.” On the other hand, if we are at a concert or other event that requires total silence, we can say, “Please listen very quietly. Make no sounds until we stand up at the end of the concert. No sounds, please.” We must, of course, make certain our expectations are reasonable. If a friend with autism murmurs or hums repetitively, it is unreasonable to expect them to be totally quiet. The same is true with individuals with autism who tend to repeat phrases or to occasionally shout out or make random sounds. Under those circumstances, we cannot expect a person to be totally silent for an extended period of time, so we need to either avoid those situations or to be prepared to tolerate some verbalizations and sounds. Keep in mind that we only make matters worse by reacting to sounds with a loud “shhhhh.” It is usually better to develop a quiet, unobtrusive system for reminding folks to be quiet. For example, I use a small card printed with the words, “Quiet, please” or a picture symbol of a person signing “quiet” to use as a reminder during a sermon at church or while at plays or concerts. Some teachers and parents use the “red, yellow, green” symbols of a traffic light to help children know if they can make noises freely (green), or if they should keep the noise level down (yellow), or if they should be totally silent (red). We welcome your ideas for helping communicate different levels of loudness. Just click on the comments button or send us an e-mail to talk@FAQautism.com. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com Published on: Jun 23, 2010 The following posts may also be helpful: Be Quiet What exactly do we mean when we tell someone to... Quiet and Withdrawn When considering the loud, disruptive, or explosive behavior challenges that... Peace and Quiet Occasionally I have an opportunity to visit an individual with... The following posts may also be helpful: Be Quiet What exactly do we mean when we tell someone to... Quiet and Withdrawn When considering the loud, disruptive, or explosive behavior challenges that... Peace and Quiet Occasionally I have an opportunity[...] Archive, Communication Cathy Knoll no no     Transition to New School http://faqautism.com/2010/08/transition-to-new-school/ http://faqautism.com/2010/08/transition-to-new-school/#comments Fri, 27 Aug 2010 04:01:39 +0000 dwightk http://faqautism.com/?p=731
  • Transition to a New School “I’m a bit concerned about my son entering a new...
  • School Glitches Many of my friends with autism are a bit lost...
  • Look At Me “It seems to me that my students with autism and...
    • ]]>     Even if youngsters with autism get along pretty well in school, the transition to a new school can be challenging. For example, when moving from elementary to middle school, students are expected to listen to and remember about various procedures and rules given to an assembly of the whole student body on the first day of school. They will hear dozens of rules about recess, procedures for dressing out in gym class, expected behavior in the hallways, tips for organizing their schedule and locker and backpack, steps to follow in an emergency drill, and on and on. Yikes! How can we help with transition to a new school?

    Listen Now:

    or

    continue reading

    At least a week before school starts, parents of a youngster with autism who is attending a different school this fall might want to ask a counselor or other staff member to give their child an informal, low-key, personalized “welcome tour” helping them learn the location of their book locker and gym locker and classes. It would be good to help them pre-plan their daily route so they can get from class to class on time with all the necessary supplies and books.

    Purposeful, casual, one-to-one instruction about some of the school traditions, procedures, and expected behaviors would certainly make transition MUCH smoother for individuals with autism, many of whom are visual learners and simply may not process all the verbal instructions given during orientation in a large all-school assembly.

    So, before the first day of school, make arrangements for a “welcome tour” to help students with autism learn about (1) emergency drills and procedures, (2) expected behavior during morning announcements, (3) location of restrooms, (4) expected behavior in the hallways between classes and during classes (5) procedure for riding the school bus, (6) lunchroom procedures, (7) expected behavior during pep rally and other group gatherings, (8) procedures for dressing out in gym class, and (9) who to contact with questions or problems. I encourage parents to tag along if appropriate so they can help remind their youngster of the new routines if needed.

    We welcome your input. Share challenges and ideas based on your experiences or intuition. Just click on the comments button or send an e-mail to talk@FAQautism.com.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Transition to a New School “I’m a bit concerned about my son entering a new...
    2. School Glitches Many of my friends with autism are a bit lost...
    3. Look At Me “It seems to me that my students with autism and...

    ]]>     http://faqautism.com/2010/08/transition-to-new-school/feed/ 0 0:04:47 Even if youngsters with autism get along pretty well in school, the transition to a new school can be challenging. For example, when moving from elementary to middle school, students are expected to listen to and remember about various procedures an[...] Even if youngsters with autism get along pretty well in school, the transition to a new school can be challenging. For example, when moving from elementary to middle school, students are expected to listen to and remember about various procedures and rules given to an assembly of the whole student body on the first day of school. They will hear dozens of rules about recess, procedures for dressing out in gym class, expected behavior in the hallways, tips for organizing their schedule and locker and backpack, steps to follow in an emergency drill, and on and on. Yikes! How can we help with transition to a new school? Listen Now: or continue reading At least a week before school starts, parents of a youngster with autism who is attending a different school this fall might want to ask a counselor or other staff member to give their child an informal, low-key, personalized “welcome tour” helping them learn the location of their book locker and gym locker and classes. It would be good to help them pre-plan their daily route so they can get from class to class on time with all the necessary supplies and books. Purposeful, casual, one-to-one instruction about some of the school traditions, procedures, and expected behaviors would certainly make transition MUCH smoother for individuals with autism, many of whom are visual learners and simply may not process all the verbal instructions given during orientation in a large all-school assembly. So, before the first day of school, make arrangements for a “welcome tour” to help students with autism learn about (1) emergency drills and procedures, (2) expected behavior during morning announcements, (3) location of restrooms, (4) expected behavior in the hallways between classes and during classes (5) procedure for riding the school bus, (6) lunchroom procedures, (7) expected behavior during pep rally and other group gatherings, (8) procedures for dressing out in gym class, and (9) who to contact with questions or problems. I encourage parents to tag along if appropriate so they can help remind their youngster of the new routines if needed. We welcome your input. Share challenges and ideas based on your experiences or intuition. Just click on the comments button or send an e-mail to talk@FAQautism.com. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Transition to a New School “I’m a bit concerned about my son entering a new... School Glitches Many of my friends with autism are a bit lost... Look At Me “It seems to me that my students with autism and... The following posts may also be helpful: Transition to a New School “I’m a bit concerned about my son entering a new... School Glitches Many of my friends with autism are a bit lost... Look At Me “It seems to me that my students with autism and... Archive, Communication Cathy Knoll no no     School Glitches http://faqautism.com/2010/08/school-glitches/ http://faqautism.com/2010/08/school-glitches/#comments Thu, 26 Aug 2010 04:01:12 +0000 dwightk http://faqautism.com/?p=746
  • Transition to a New School “I’m a bit concerned about my son entering a new...
  • Transition to New School Even if youngsters with autism get along pretty well in...
  • School Glue Sometimes very simple, everyday substances can solve complex, challenging issues...
    • ]]>     Many of my friends with autism are a bit lost during the first few weeks in a new school. Sometimes we assume that all students are soaking in the flood of information – school traditions, procedures, rules, and routines – presented to youngsters in an assembly on the first day of school.

    Listen Now:

    or

    continue reading

    I remember one young lady who did not understand the implications of a “Traditions Rally” on the first day of high school. In keeping with one of the long-standing school traditions, everyone walked around the school seal on the floor in the lobby in memory of fallen soldiers from their high school. Needless to say, everyone was horrified the next morning when they saw this young freshman standing in the middle of the school seal the next day, holding her back pack, and looking up at the sky light in the dome high above the seal.

    This attentive young lady was an honor student with normal receptive language and an excellent memory. But she was missing the executive function required to translate the information about the memorial seal from a hypothetical discussion to an expected behavior. Fortunately, she didn’t pick up on the disapproval of her peers, and a teacher quietly helped her understand that she needed to stand outside the decorated area on the floor, but that could have easily turned into a disaster.

    Some elementary schools use a “traffic light” system to monitor noise in the lunchrooms. When the light is green, people are free to talk to their neighbors. A yellow light is a warning to talk softly, and a red light is a signal for complete silence. Because many youngsters with autism think in concrete terms, their literal interpretation of the traffic light makes it difficult to generalize the rules from car traffic to the noise level in the cafeteria.

    A young teen was embarrassed when she stood up in gym class. The coach had said, “All the boys, pay attention. You need to stand up.” The female student focused on the coach’s words when he said, “pay attention” and “stand up,” so she missed that key phrase, “all the boys.”

    Miscommunication results when we assume youngsters know the meaning of symbolic words. For example, some of my young friends with autism have taken the phrase “moment of silence” literally during the morning announcements, leading to problems with talking during that very long “moment.”

    One of my pre-teen friends with autism took the principal’s instructions very literally when she said, “Everyone will sit with their homeroom during lunch.” So, after getting his lunch tray, the young student walked to his homeroom to eat! ☺

    We hope you will share your experiences about communication glitches at school, home, or work. Just click on the comments button or send an e-mail to talk@FAQautism.com.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Transition to a New School “I’m a bit concerned about my son entering a new...
    2. Transition to New School Even if youngsters with autism get along pretty well in...
    3. School Glue Sometimes very simple, everyday substances can solve complex, challenging issues...

    ]]>     http://faqautism.com/2010/08/school-glitches/feed/ 0 0:05:17 Many of my friends with autism are a bit lost during the first few weeks in a new school. Sometimes we assume that all students are soaking in the flood of information – school traditions, procedures, rules, and routines – presented to youngst[...] Many of my friends with autism are a bit lost during the first few weeks in a new school. Sometimes we assume that all students are soaking in the flood of information – school traditions, procedures, rules, and routines – presented to youngsters in an assembly on the first day of school. Listen Now: or continue reading I remember one young lady who did not understand the implications of a “Traditions Rally” on the first day of high school. In keeping with one of the long-standing school traditions, everyone walked around the school seal on the floor in the lobby in memory of fallen soldiers from their high school. Needless to say, everyone was horrified the next morning when they saw this young freshman standing in the middle of the school seal the next day, holding her back pack, and looking up at the sky light in the dome high above the seal. This attentive young lady was an honor student with normal receptive language and an excellent memory. But she was missing the executive function required to translate the information about the memorial seal from a hypothetical discussion to an expected behavior. Fortunately, she didn’t pick up on the disapproval of her peers, and a teacher quietly helped her understand that she needed to stand outside the decorated area on the floor, but that could have easily turned into a disaster. Some elementary schools use a “traffic light” system to monitor noise in the lunchrooms. When the light is green, people are free to talk to their neighbors. A yellow light is a warning to talk softly, and a red light is a signal for complete silence. Because many youngsters with autism think in concrete terms, their literal interpretation of the traffic light makes it difficult to generalize the rules from car traffic to the noise level in the cafeteria. A young teen was embarrassed when she stood up in gym class. The coach had said, “All the boys, pay attention. You need to stand up.” The female student focused on the coach’s words when he said, “pay attention” and “stand up,” so she missed that key phrase, “all the boys.” Miscommunication results when we assume youngsters know the meaning of symbolic words. For example, some of my young friends with autism have taken the phrase “moment of silence” literally during the morning announcements, leading to problems with talking during that very long “moment.” One of my pre-teen friends with autism took the principal’s instructions very literally when she said, “Everyone will sit with their homeroom during lunch.” So, after getting his lunch tray, the young student walked to his homeroom to eat! ☺ We hope you will share your experiences about communication glitches at school, home, or work. Just click on the comments button or send an e-mail to talk@FAQautism.com. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Transition to a New School “I’m a bit concerned about my son entering a new... Transition to New School Even if youngsters with autism get along pretty well in... School Glue Sometimes very simple, everyday substances can solve complex, challenging issues... The following posts may also be helpful: Transition to a New School “I’m a bit concerned about my son entering a new... Transition to New School Even if youngsters with autism get along pretty well in... School Glue Sometimes very simple, everyday substances can solve complex, challenging issues... Archive, Communication Cathy Knoll no no     Pre-School Chaos http://faqautism.com/2010/08/pre-school-chaos/ http://faqautism.com/2010/08/pre-school-chaos/#comments Tue, 24 Aug 2010 04:01:18 +0000 dwightk http://faqautism.com/?p=722
  • Ready for Pre-School At the tender young age of three, youngsters with autism...
  • Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects...
  • Transition to New School Even if youngsters with autism get along pretty well in...
    • ]]>     More and more pre-school teachers are encountering youngsters diagnosed with autism in their classrooms. From the perspective of a child with autism, the group pre-school experience can seem chaotic, even under the leadership of the most extraordinary teacher. The youngster is having to process all the sounds, songs, colorful decorations, activities, people, and events swirling around them. Let’s take a look at some of the challenges encountered by little ones in a pre-school classroom.

    Listen Now:

    or

    continue reading

    TRANSITION. Our friends tend to focus on one activity and to resist changing to a new activity. Even when heading for a favorite activity, individuals with autism struggle with transition. Inflexibility and transition issues often lead to severe emotional meltdowns, resulting in pre-schoolers with autism being viewed as difficult, stubborn, and disruptive.
    BOUNDARIES. Many early childhood group activities are on the floor with no visible boundaries. The lack of a defined sitting space leads most pre-schoolers to lie on their backs, lean on their neighbors, and kick their feet. These and other wiggly, squirmy actions interfere with their participation in the group. The squirmy issue is often magnified with a child with autism.
    CHANGE OF RULES. During free time and play time, pre-schoolers are encouraged to run and shout and throw balls and talk to their friends. All of a sudden, the rules change when they come to circle time. Even very cooperative, compliant kids have trouble sorting out different rules for different places in the same classroom.
    FOCUS. The teacher must be somewhat of an entertainer in order to capture and hold the attention of the students during group time. Circle time usually consists of singing songs, using puppets, telling stories, and displaying pictures and interesting objects. When teaching youngsters with autism, there is a fine line between these two principles: (1) making things interesting enough to capture and maintain attention, and (2) making things too bright and too noisy and too fast, leading to sensory overload.
    PARTICIPATION. Social interaction, receptive language, expressive language, and reciprocal communication are all skills necessary for successful participation in most group activities. ALL of these areas are inherently challenging for individuals with autism.

    Given these factors, it is easy to see how a youngster with autism might perceive a pre-school classroom as chaotic. lWe invite you to share your observations and experiences. Just click on the comments button or send an e-mail to talk@FAQautism.com.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Ready for Pre-School At the tender young age of three, youngsters with autism...
    2. Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects...
    3. Transition to New School Even if youngsters with autism get along pretty well in...

    ]]>     http://faqautism.com/2010/08/pre-school-chaos/feed/ 0 0:04:44 More and more pre-school teachers are encountering youngsters diagnosed with autism in their classrooms. From the perspective of a child with autism, the group pre-school experience can seem chaotic, even under the leadership of the most extraordina[...] More and more pre-school teachers are encountering youngsters diagnosed with autism in their classrooms. From the perspective of a child with autism, the group pre-school experience can seem chaotic, even under the leadership of the most extraordinary teacher. The youngster is having to process all the sounds, songs, colorful decorations, activities, people, and events swirling around them. Let’s take a look at some of the challenges encountered by little ones in a pre-school classroom. Listen Now: or continue reading TRANSITION. Our friends tend to focus on one activity and to resist changing to a new activity. Even when heading for a favorite activity, individuals with autism struggle with transition. Inflexibility and transition issues often lead to severe emotional meltdowns, resulting in pre-schoolers with autism being viewed as difficult, stubborn, and disruptive. BOUNDARIES. Many early childhood group activities are on the floor with no visible boundaries. The lack of a defined sitting space leads most pre-schoolers to lie on their backs, lean on their neighbors, and kick their feet. These and other wiggly, squirmy actions interfere with their participation in the group. The squirmy issue is often magnified with a child with autism. CHANGE OF RULES. During free time and play time, pre-schoolers are encouraged to run and shout and throw balls and talk to their friends. All of a sudden, the rules change when they come to circle time. Even very cooperative, compliant kids have trouble sorting out different rules for different places in the same classroom. FOCUS. The teacher must be somewhat of an entertainer in order to capture and hold the attention of the students during group time. Circle time usually consists of singing songs, using puppets, telling stories, and displaying pictures and interesting objects. When teaching youngsters with autism, there is a fine line between these two principles: (1) making things interesting enough to capture and maintain attention, and (2) making things too bright and too noisy and too fast, leading to sensory overload. PARTICIPATION. Social interaction, receptive language, expressive language, and reciprocal communication are all skills necessary for successful participation in most group activities. ALL of these areas are inherently challenging for individuals with autism. Given these factors, it is easy to see how a youngster with autism might perceive a pre-school classroom as chaotic. lWe invite you to share your observations and experiences. Just click on the comments button or send an e-mail to talk@FAQautism.com. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Ready for Pre-School At the tender young age of three, youngsters with autism... Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects... Transition to New School Even if youngsters with autism get along pretty well in... The following posts may also be helpful: Ready for Pre-School At the tender young age of three, youngsters with autism... Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects... Transition to New School Even if youngsters with autism get along pretty well in... Archive Cathy Knoll no no     Ready for Pre-School http://faqautism.com/2010/08/ready-for-pre-school/ http://faqautism.com/2010/08/ready-for-pre-school/#comments Mon, 23 Aug 2010 04:01:29 +0000 dwightk http://faqautism.com/?p=739
  • Ready for Preschool “After my son’s third birthday next month, he will be...
  • Pre-School Chaos More and more pre-school teachers are encountering youngsters diagnosed with...
  • Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects...
    • ]]>     At the tender young age of three, youngsters with autism often embark on an exciting and challenging adventure: pre-school. By its very nature, pre-school requires youngsters to function in three different spheres – group time, free time, and transition from one to another. Each sphere requires different skills, many of which are foreign to little ones diagnosed with autism.

    Listen Now:

    or

    continue reading

    CIRCLE TIME. Teacher-directed group activities require youngsters to come to the area of the activity and to stay in the area of the activity. Participation requires a child to pay attention to the teacher’s words and actions as well as multiple visual and social cues. Circle Time activities also call for some measure of impulse control – waiting for the teacher, taking turns, keeping hands to self, following directions, and tolerating lots of sounds, sights, and people.

    FREE TIME. Many children love recess, but sometimes our friends with autism really struggle with the lack of structure inherent in free-time play. Free time requires them to make decisions about filling that time, to share space and objects with other kids, to play cooperatively or at least tolerate the presence of other kids, and to play independently with minimal supervision and direction from adults. To some extent, the popular technique of having independent play centers or independent learning centers in early childhood classrooms can raise some of the same challenges for youngsters with autism.

    TRANSITION. Dealing with the transition between self-directed and teacher-directed activities is a fine art that requires some expertise. A youngster needs to learn to stop what they are doing and come when called, to stand and wait in line, to follow classroom routines without much supervision, to deal with multiple directions, to follow the social cues of their fellow students and of their teachers, and to focus on a task and complete it with minimal assistance.

    Yikes! This list makes it sound more challenging to start pre-school than to start graduate school! We will discuss some fun and effective ways to help your pre-schooler with autism learn these classroom survival skills in upcoming podcasts. Meanwhile, just relax and remember that pre-school can be a great adventure in spite of some rocky paths and landslides. A wise person once said, “If a mountain were smooth, you couldn’t climb it.”

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Ready for Preschool “After my son’s third birthday next month, he will be...
    2. Pre-School Chaos More and more pre-school teachers are encountering youngsters diagnosed with...
    3. Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects...

    ]]>     http://faqautism.com/2010/08/ready-for-pre-school/feed/ 0 0:04:35 At the tender young age of three, youngsters with autism often embark on an exciting and challenging adventure: pre-school. By its very nature, pre-school requires youngsters to function in three different spheres – group time, free time, and transi[...] At the tender young age of three, youngsters with autism often embark on an exciting and challenging adventure: pre-school. By its very nature, pre-school requires youngsters to function in three different spheres – group time, free time, and transition from one to another. Each sphere requires different skills, many of which are foreign to little ones diagnosed with autism. Listen Now: or continue reading CIRCLE TIME. Teacher-directed group activities require youngsters to come to the area of the activity and to stay in the area of the activity. Participation requires a child to pay attention to the teacher’s words and actions as well as multiple visual and social cues. Circle Time activities also call for some measure of impulse control – waiting for the teacher, taking turns, keeping hands to self, following directions, and tolerating lots of sounds, sights, and people. FREE TIME. Many children love recess, but sometimes our friends with autism really struggle with the lack of structure inherent in free-time play. Free time requires them to make decisions about filling that time, to share space and objects with other kids, to play cooperatively or at least tolerate the presence of other kids, and to play independently with minimal supervision and direction from adults. To some extent, the popular technique of having independent play centers or independent learning centers in early childhood classrooms can raise some of the same challenges for youngsters with autism. TRANSITION. Dealing with the transition between self-directed and teacher-directed activities is a fine art that requires some expertise. A youngster needs to learn to stop what they are doing and come when called, to stand and wait in line, to follow classroom routines without much supervision, to deal with multiple directions, to follow the social cues of their fellow students and of their teachers, and to focus on a task and complete it with minimal assistance. Yikes! This list makes it sound more challenging to start pre-school than to start graduate school! We will discuss some fun and effective ways to help your pre-schooler with autism learn these classroom survival skills in upcoming podcasts. Meanwhile, just relax and remember that pre-school can be a great adventure in spite of some rocky paths and landslides. A wise person once said, “If a mountain were smooth, you couldn’t climb it.” NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Ready for Preschool “After my son’s third birthday next month, he will be... Pre-School Chaos More and more pre-school teachers are encountering youngsters diagnosed with... Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects... The following posts may also be helpful: Ready for Preschool “After my son’s third birthday next month, he will be... Pre-School Chaos More and more pre-school teachers are encountering youngsters diagnosed with... Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects... Archive Cathy Knoll no no     Cooking Over a Campfire http://faqautism.com/2010/08/cooking-over-a-campfire/ http://faqautism.com/2010/08/cooking-over-a-campfire/#comments Mon, 16 Aug 2010 04:01:38 +0000 dwightk http://faqautism.com/?p=1810
  • Summer Campfire There are few experiences more enjoyable than watching the flames...
  • Campfire Gathering “I always enjoyed campfires when I was little, and I...
  • Summer Campfire Gathering around a campfire is a traditional summertime experience that...
    • ]]>     Over the years, many of my friends of all ages with autism have been intrigued with the process of cooking over a fire. Even people who have never shown much interest in eating have taken bites of food they have helped prepare over the colorful glowing embers and dancing flames.

    Listen Now:

    or

    continue reading

    Take a look at our podcast, “Summer Campfires” for some tips about building a fire. Then try some of the recipes below, adapting them as needed for special dietary restrictions and very selective eaters.

    S’mores. It is always fun to give your friend with autism a chance to help out by making a list of items needed for s’mores and shopping for them at the store – with your assistance only as needed. So, for example, if he is able to do so, let him find the ingredients in the grocery store without your help. Traditional s’mores use graham crackers, Hershey chocolate bars, and marshmallows. You can also try a less messy version by using the chocolate flavored graham crackers and marshmallows.

    Bread on a Stick. Just stretch a canned butter biscuit into a long thin shape and spiral it around the end of a long stick. Wait until the flames have died down into glowing coals and slowly “bake” the biscuit over the fire, turning the stick slowly until your Bread on a Stick is golden on all sides. Slip it off the stick, let it cool a few minutes, then enjoy this delicious treat. I’ve seen some of my rather impatient friends with autism cook their bread very patiently.

    Tip for the day. Many different snacks can be adapted for the campfire without too much special equipment. No need to cook the whole meal over the fire – just enjoy simple foods with one or two aspects cooked on the fire. It is an intriguing process for all. Enjoy!

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Summer Campfire There are few experiences more enjoyable than watching the flames...
    2. Campfire Gathering “I always enjoyed campfires when I was little, and I...
    3. Summer Campfire Gathering around a campfire is a traditional summertime experience that...

    ]]>     http://faqautism.com/2010/08/cooking-over-a-campfire/feed/ 0 0:03:21 Over the years, many of my friends of all ages with autism have been intrigued with the process of cooking over a fire. Even people who have never shown much interest in eating have taken bites of food they have helped prepare over the colorful glow[...] Over the years, many of my friends of all ages with autism have been intrigued with the process of cooking over a fire. Even people who have never shown much interest in eating have taken bites of food they have helped prepare over the colorful glowing embers and dancing flames. Listen Now: or continue reading Take a look at our podcast, “Summer Campfires” for some tips about building a fire. Then try some of the recipes below, adapting them as needed for special dietary restrictions and very selective eaters. S’mores. It is always fun to give your friend with autism a chance to help out by making a list of items needed for s’mores and shopping for them at the store – with your assistance only as needed. So, for example, if he is able to do so, let him find the ingredients in the grocery store without your help. Traditional s’mores use graham crackers, Hershey chocolate bars, and marshmallows. You can also try a less messy version by using the chocolate flavored graham crackers and marshmallows. Bread on a Stick. Just stretch a canned butter biscuit into a long thin shape and spiral it around the end of a long stick. Wait until the flames have died down into glowing coals and slowly “bake” the biscuit over the fire, turning the stick slowly until your Bread on a Stick is golden on all sides. Slip it off the stick, let it cool a few minutes, then enjoy this delicious treat. I’ve seen some of my rather impatient friends with autism cook their bread very patiently. Tip for the day. Many different snacks can be adapted for the campfire without too much special equipment. No need to cook the whole meal over the fire – just enjoy simple foods with one or two aspects cooked on the fire. It is an intriguing process for all. Enjoy! NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Summer Campfire There are few experiences more enjoyable than watching the flames... Campfire Gathering “I always enjoyed campfires when I was little, and I... Summer Campfire Gathering around a campfire is a traditional summertime experience that... The following posts may also be helpful: Summer Campfire There are few experiences more enjoyable than watching the flames... Campfire Gathering “I always enjoyed campfires when I was little, and I... Summer Campfire Gathering around a campfire is a traditional summertime experience that... Communication Cathy Knoll no no     Summer Campfire http://faqautism.com/2010/08/summer-campfire-2/ http://faqautism.com/2010/08/summer-campfire-2/#comments Fri, 13 Aug 2010 04:01:57 +0000 dwightk http://faqautism.com/?p=1808
  • Summer Campfire There are few experiences more enjoyable than watching the flames...
  • Campfire Gathering “I always enjoyed campfires when I was little, and I...
  • Cooking Over a Campfire Over the years, many of my friends of all ages...
    • ]]>     Gathering around a campfire is a traditional summertime experience that can be enjoyed by people of all ages and interests. There are few experiences more enjoyable than watching the flames of a campfire leap up from the logs, cooking s’mores with family and friends, singing some silly songs, then watching the embers glow and fade. Let us look at some ideas based on long experience to help make the campfire a safe, enjoyable, stress-free experience for all.

    Listen Now:

    or

    continue reading

    One of the keys to helping make campfires – or any experience, for that matter – is for individuals with special needs to participate actively in the preparation. By helping with advance preparations for a campfire, your friend can enjoy anticipating the upcoming event while at the same time learning first hand about fire safety, a critical bit of knowledge.

    So, for example, your friend with autism could collect sticks to use in the fire or gather rocks to make the fire ring. She could help clear leaves and debris from around the fire ring, and help bring out the lawn chairs or drag up logs for people to sit on outside the fire ring. She can help as she is able to fill the water bucket, stretch the water hose to the site, and put a shovel close to the fire.

    Other advance preparations include inviting family and friends to participate, plan the snack menu, pick some fun campfire songs, and welcome people as they arrive.

    TIP FOR THE DAY: The key ingredients to a successful campfire are these: (1) SAFETY FIRST, and (2) encouraging your friend with autism to be actively involved in all aspects of the preparation.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Summer Campfire There are few experiences more enjoyable than watching the flames...
    2. Campfire Gathering “I always enjoyed campfires when I was little, and I...
    3. Cooking Over a Campfire Over the years, many of my friends of all ages...

    ]]>     http://faqautism.com/2010/08/summer-campfire-2/feed/ 0 0:03:29 Gathering around a campfire is a traditional summertime experience that can be enjoyed by people of all ages and interests. There are few experiences more enjoyable than watching the flames of a campfire leap up from the logs, cooking s’mores with f[...] Gathering around a campfire is a traditional summertime experience that can be enjoyed by people of all ages and interests. There are few experiences more enjoyable than watching the flames of a campfire leap up from the logs, cooking s’mores with family and friends, singing some silly songs, then watching the embers glow and fade. Let us look at some ideas based on long experience to help make the campfire a safe, enjoyable, stress-free experience for all. Listen Now: or continue reading One of the keys to helping make campfires – or any experience, for that matter – is for individuals with special needs to participate actively in the preparation. By helping with advance preparations for a campfire, your friend can enjoy anticipating the upcoming event while at the same time learning first hand about fire safety, a critical bit of knowledge. So, for example, your friend with autism could collect sticks to use in the fire or gather rocks to make the fire ring. She could help clear leaves and debris from around the fire ring, and help bring out the lawn chairs or drag up logs for people to sit on outside the fire ring. She can help as she is able to fill the water bucket, stretch the water hose to the site, and put a shovel close to the fire. Other advance preparations include inviting family and friends to participate, plan the snack menu, pick some fun campfire songs, and welcome people as they arrive. TIP FOR THE DAY: The key ingredients to a successful campfire are these: (1) SAFETY FIRST, and (2) encouraging your friend with autism to be actively involved in all aspects of the preparation. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Summer Campfire There are few experiences more enjoyable than watching the flames... Campfire Gathering “I always enjoyed campfires when I was little, and I... Cooking Over a Campfire Over the years, many of my friends of all ages... The following posts may also be helpful: Summer Campfire There are few experiences more enjoyable than watching the flames... Campfire Gathering “I always enjoyed campfires when I was little, and I... Cooking Over a Campfire Over the years, many of my friends of all ages... Communication Cathy Knoll no no     Swimming Pools, Part 2 http://faqautism.com/2010/08/swimming-pools-part-2/ http://faqautism.com/2010/08/swimming-pools-part-2/#comments Thu, 12 Aug 2010 04:01:38 +0000 dwightk http://faqautism.com/?p=1806
  • Swimming Pools, part 1 Just as with more typical kids, some youngsters with autism...
  • Water World Although some individuals with autism do not like swimming or...
  • Water Games I think some of my friends with autism are actually...
    • ]]>     In part 1 of our discussions about swimming pools, we looked at one example of water safety rules a family implements every time their youngster with autism goes swimming. Safety is, of course, the first consideration when it comes to our friends with autism and water. In part 2 of this discussion, we will take a brief look at other issues related to swimming and water activities.

    Listen Now:

    or

    continue reading

    1. PROBLEMS WITH A PUBLIC SWIMMING POOL. For a variety of reasons, even the most avid swimmer with autism may not be able to swim in a public pool. Among other things, a person with autism may not be able to tolerate crowds or may not follow the rules and comply with the lifeguard. Several of my friends with autism are overly obsessed with rules, so they become very agitated when another person at the pool doesn’t follow the rules immediately and to the “letter of the law.” Some individuals with autism are oblivious to other people or to danger, so they may swim under the diving board or may jump in the water right on top of another swimmer. These issues, along with others, make swimming in a public pool very challenging.

    2. ALTERNATIVES TO A PUBLIC SWIMMING POOL. Since some youngsters with autism simply cannot tolerate swimming in a public pool, or because their public pool behavior or interaction with people in public places is inappropriate or unsafe, let us look at some other fun water activities.

    + Water sprinkler. The traditional water hose has expanded to some very sophisticated water sprinklers that many of my friends of all ages with autism find intriguing. One young adult loves to sit in a lawn chair under a water sprinkler that shoots randomly in all directions. Another loves the “on and off” rhythm of a traditional lawn sprinkler that sways back and forth.

    + Backyard pool. It may be that a backyard pool is the best solution if a public pool is not an option. One of my friends will not wear a swim suit, but insists on wearing sweats for swimming. That wouldn’t work in a public pool with deep water, but is fine for a backyard pool that is only waist deep. And sunburn isn’t a problem ☺

    + Year-round swimming. One of my buddies with autism who is typically very agitated with life in general, is just enthralled with swimming, finding is very relaxing. His parents have installed an above ground heated pool in their garage so he can swim all year long! Another parent fills up the bathtub in the winter and encourages her water-loving daughter to put on her swimsuit so she can play in the “winter swimming pool.”

    TIP FOR THE DAY: The idea to think out of the box. With careful planning we can help our friends with autism enjoy swimming and other water activities while minimizing challenging behaviors and other difficult issues. Hope you will click on our website http://FAQautism.com to find hundreds more helpful tips and resources.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Swimming Pools, part 1 Just as with more typical kids, some youngsters with autism...
    2. Water World Although some individuals with autism do not like swimming or...
    3. Water Games I think some of my friends with autism are actually...

    ]]>     http://faqautism.com/2010/08/swimming-pools-part-2/feed/ 0 0:05:22 In part 1 of our discussions about swimming pools, we looked at one example of water safety rules a family implements every time their youngster with autism goes swimming. Safety is, of course, the first consideration when it comes to our friends wi[...] In part 1 of our discussions about swimming pools, we looked at one example of water safety rules a family implements every time their youngster with autism goes swimming. Safety is, of course, the first consideration when it comes to our friends with autism and water. In part 2 of this discussion, we will take a brief look at other issues related to swimming and water activities. Listen Now: or continue reading 1. PROBLEMS WITH A PUBLIC SWIMMING POOL. For a variety of reasons, even the most avid swimmer with autism may not be able to swim in a public pool. Among other things, a person with autism may not be able to tolerate crowds or may not follow the rules and comply with the lifeguard. Several of my friends with autism are overly obsessed with rules, so they become very agitated when another person at the pool doesn’t follow the rules immediately and to the “letter of the law.” Some individuals with autism are oblivious to other people or to danger, so they may swim under the diving board or may jump in the water right on top of another swimmer. These issues, along with others, make swimming in a public pool very challenging. 2. ALTERNATIVES TO A PUBLIC SWIMMING POOL. Since some youngsters with autism simply cannot tolerate swimming in a public pool, or because their public pool behavior or interaction with people in public places is inappropriate or unsafe, let us look at some other fun water activities. + Water sprinkler. The traditional water hose has expanded to some very sophisticated water sprinklers that many of my friends of all ages with autism find intriguing. One young adult loves to sit in a lawn chair under a water sprinkler that shoots randomly in all directions. Another loves the “on and off” rhythm of a traditional lawn sprinkler that sways back and forth. + Backyard pool. It may be that a backyard pool is the best solution if a public pool is not an option. One of my friends will not wear a swim suit, but insists on wearing sweats for swimming. That wouldn’t work in a public pool with deep water, but is fine for a backyard pool that is only waist deep. And sunburn isn’t a problem ☺ + Year-round swimming. One of my buddies with autism who is typically very agitated with life in general, is just enthralled with swimming, finding is very relaxing. His parents have installed an above ground heated pool in their garage so he can swim all year long! Another parent fills up the bathtub in the winter and encourages her water-loving daughter to put on her swimsuit so she can play in the “winter swimming pool.” TIP FOR THE DAY: The idea to think out of the box. With careful planning we can help our friends with autism enjoy swimming and other water activities while minimizing challenging behaviors and other difficult issues. Hope you will click on our website http://FAQautism.com to find hundreds more helpful tips and resources. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Swimming Pools, part 1 Just as with more typical kids, some youngsters with autism... Water World Although some individuals with autism do not like swimming or... Water Games I think some of my friends with autism are actually... The following posts may also be helpful: Swimming Pools, part 1 Just as with more typical kids, some youngsters with autism... Water World Although some individuals with autism do not like swimming or... Water Games I think some of my friends with autism are actually... Cathy Knoll no no     Swimming Pools, part 1 http://faqautism.com/2010/08/swimming-pools-part-1/ http://faqautism.com/2010/08/swimming-pools-part-1/#comments Wed, 11 Aug 2010 04:01:39 +0000 dwightk http://faqautism.com/?p=1804
  • Swimming Pools, Part 2 In part 1 of our discussions about swimming pools, we...
  • Water World Although some individuals with autism do not like swimming or...
  • Water Games I think some of my friends with autism are actually...
    • ]]>     Just as with more typical kids, some youngsters with autism love the water. Let’s take a look at some creative ideas and some serious factors related to autism and water. First and foremost, we must consider water safety.

    Listen Now:

    or

    continue reading

    Whether in a swimming pool, lake, river, or even a kiddy pool, our first obligation to our friends with autism is water safety. Except in rare incidences, we simply must assume that a teen or adult with autism needs supervision around water.

    No one should swim alone, of course, but sometimes individuals with autism, even those who are very bright and thoughtful, simply do not comprehend the concept of danger. While we should not make our friends fearful of water, we need to teach and enforce basic water safety. Warnings like “You’d better not do that or you could get hurt” or “If you go in the deep water, you might drown” have little meaning to many individuals with autism and will not deter potentially dangerous behavior.

    Rather than showering our friends with dire warnings and constant nagging about water safety, it might work better to develop a “Water Safety Routine” that you follow every single time you go swimming, boating, or even wading in a stream that may have an unexpected drop-off or other unseen danger. Let’s take a look at a water safety routine one family developed for their 10-year-old with autism who is fearless and rather obsessed with water.
    Step 1: The family decided against a pool in the yard since 24/7 supervision is impossible. They have also quietly contacted families in the neighborhood who do have pools, politely telling them of their son’s autism and his obsession with water, and requesting they fence the pools and keep the gates locked.
    Step 2: Because swimming is their son’s primary interest, the family takes him swimming as often as possible.
    Step 3: Family pool rules are strictly reinforced for this youngster. He is reminded before going swimming and upon arrival at the pool to “Stop, look, and listen.” “Stop” means to freeze on the side of the pool. “Look” means to look at his personalized life-guard and wait for a nod to get in the water. “Listen” means to stop and look if he hears a certain whistle sound, waiting to see what his personal lifeguard has to say, then to follow that instruction right away. If he breaks any of the rules, his swimming time is immediately over.

    This safety routine, of course, will not work for everyone, but it is an example of a consistent procedure that, over time, helps a youngster anticipate the hard and fast rules so he can relax and enjoy swimming to his heart’s content.

    In part 2 of our swimming pools podcast, we will look at some alternatives to public pools and some ideas for moderating a perseverative person’s obsession with water. Tune in tomorrow for Swimming Pools, Part 2.

    And, don’t forget to click on the Toolkit tab on our website – http://FAQautism.com – to find some great resources to help us systematically address other challenges that arise as a result of autism.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Swimming Pools, Part 2 In part 1 of our discussions about swimming pools, we...
    2. Water World Although some individuals with autism do not like swimming or...
    3. Water Games I think some of my friends with autism are actually...

    ]]>     http://faqautism.com/2010/08/swimming-pools-part-1/feed/ 0 0:05:34 Just as with more typical kids, some youngsters with autism love the water. Let’s take a look at some creative ideas and some serious factors related to autism and water. First and foremost, we must consider water safety. Listen Now: or continue [...] Just as with more typical kids, some youngsters with autism love the water. Let’s take a look at some creative ideas and some serious factors related to autism and water. First and foremost, we must consider water safety. Listen Now: or continue reading Whether in a swimming pool, lake, river, or even a kiddy pool, our first obligation to our friends with autism is water safety. Except in rare incidences, we simply must assume that a teen or adult with autism needs supervision around water. No one should swim alone, of course, but sometimes individuals with autism, even those who are very bright and thoughtful, simply do not comprehend the concept of danger. While we should not make our friends fearful of water, we need to teach and enforce basic water safety. Warnings like “You’d better not do that or you could get hurt” or “If you go in the deep water, you might drown” have little meaning to many individuals with autism and will not deter potentially dangerous behavior. Rather than showering our friends with dire warnings and constant nagging about water safety, it might work better to develop a “Water Safety Routine” that you follow every single time you go swimming, boating, or even wading in a stream that may have an unexpected drop-off or other unseen danger. Let’s take a look at a water safety routine one family developed for their 10-year-old with autism who is fearless and rather obsessed with water. Step 1: The family decided against a pool in the yard since 24/7 supervision is impossible. They have also quietly contacted families in the neighborhood who do have pools, politely telling them of their son’s autism and his obsession with water, and requesting they fence the pools and keep the gates locked. Step 2: Because swimming is their son’s primary interest, the family takes him swimming as often as possible. Step 3: Family pool rules are strictly reinforced for this youngster. He is reminded before going swimming and upon arrival at the pool to “Stop, look, and listen.” “Stop” means to freeze on the side of the pool. “Look” means to look at his personalized life-guard and wait for a nod to get in the water. “Listen” means to stop and look if he hears a certain whistle sound, waiting to see what his personal lifeguard has to say, then to follow that instruction right away. If he breaks any of the rules, his swimming time is immediately over. This safety routine, of course, will not work for everyone, but it is an example of a consistent procedure that, over time, helps a youngster anticipate the hard and fast rules so he can relax and enjoy swimming to his heart’s content. In part 2 of our swimming pools podcast, we will look at some alternatives to public pools and some ideas for moderating a perseverative person’s obsession with water. Tune in tomorrow for Swimming Pools, Part 2. And, don’t forget to click on the Toolkit tab on our website – http://FAQautism.com – to find some great resources to help us systematically address other challenges that arise as a result of autism. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Swimming Pools, Part 2 In part 1 of our discussions about swimming pools, we... Water World Although some individuals with autism do not like swimming or... Water Games I think some of my friends with autism are actually... The following posts may also be helpful: Swimming Pools, Part 2 In part 1 of our discussions about swimming pools, we... Water World Although some individu[...] Cathy Knoll no no     Come Join Us http://faqautism.com/2010/08/come-join-us/ http://faqautism.com/2010/08/come-join-us/#comments Thu, 05 Aug 2010 04:01:23 +0000 dwightk http://faqautism.com/?p=561
  • Circle Time-Part 3 How can a teacher help a non-verbal 5-year-old diagnosed with...
  • Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects...
  • Classroom Circle Time “The students with autism in my early childhood classroom really...
    • ]]>     For a variety of reasons, children with autism are often reluctant to participate in group activities, and may resist joining “circle time” in an early childhood classroom, a play group, Sunday School class, or other setting. Short of picking them up and physically moving them to the circle, how can we encourage a youngster to come join the fun?

    Listen Now:

    or

    continue reading

    There are many reasons why a child does not readily join group activities. He may not hear the direction or may not understand what it means. He may not want to leave what he is doing or he may have an aversion to group activities. He may be distracted by noises or activity in the room or he may have difficulty transitioning from one place in the room to another.

    No matter the reason for failure to move to a group activity with the other kids, it is still to the child’s advantage to learn to follow directions to gather in circle time, to tolerate groups of kids and adults, and to participate in group activities.

    One of the most effective strategies for helping a youngster tolerate groups is the “Sneak-In Strategy.” Especially when a child strongly resists change and transition, it helps to plan for a seamless transition from a preferred activity, gradually inserting some components of circle time into his daily routine.
    (1) Rather than making a big production of putting away an independent play activity and “officially” beginning circle time, consider allowing the youngster to stay in the learning center where he is working. This helps alleviate his transition anxieties (an inherent characteristic of autism), and you avoid getting into a power play about “moving to circle time.”
    (2) Consider allowing him to stay put while you gradually introduce the calendar, weather, and other familiar circle time songs and activities. After 5 minutes of circle time activities, allow the youngster to continue with the previous activity.
    (3)) Follow the same routine and sing the same songs every day so he becomes familiar with the circle time activities. Gradually introduce new activities and ease one or two students into the area. But proceed slowly and calmly to avoid raising red flags that magnify his transition anxiety, his aversion to group activities, or other issues related to his autism. Eventually he will probably be able to tolerate – and even enjoy – circle time with his new-found friends.

    Each student, of course, has different needs, but this is one example of a strategy to help ease a pre-schooler diagnosed with autism into small group activities. He may adapt to the change in a week or two, or it may take years. No matter the time frame, patient work in this area pays rich rewards that will most likely significantly impact his social skills, communication skills, and tolerance for transition and change.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    Published on: May 16, 2008

    The following posts may also be helpful:

    1. Circle Time-Part 3 How can a teacher help a non-verbal 5-year-old diagnosed with...
    2. Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects...
    3. Classroom Circle Time “The students with autism in my early childhood classroom really...

    ]]>     http://faqautism.com/2010/08/come-join-us/feed/ 0 0:04:50 For a variety of reasons, children with autism are often reluctant to participate in group activities, and may resist joining “circle time” in an early childhood classroom, a play group, Sunday School class, or other setting. Short of picking them u[...] For a variety of reasons, children with autism are often reluctant to participate in group activities, and may resist joining “circle time” in an early childhood classroom, a play group, Sunday School class, or other setting. Short of picking them up and physically moving them to the circle, how can we encourage a youngster to come join the fun? Listen Now: or continue reading There are many reasons why a child does not readily join group activities. He may not hear the direction or may not understand what it means. He may not want to leave what he is doing or he may have an aversion to group activities. He may be distracted by noises or activity in the room or he may have difficulty transitioning from one place in the room to another. No matter the reason for failure to move to a group activity with the other kids, it is still to the child’s advantage to learn to follow directions to gather in circle time, to tolerate groups of kids and adults, and to participate in group activities. One of the most effective strategies for helping a youngster tolerate groups is the “Sneak-In Strategy.” Especially when a child strongly resists change and transition, it helps to plan for a seamless transition from a preferred activity, gradually inserting some components of circle time into his daily routine. (1) Rather than making a big production of putting away an independent play activity and “officially” beginning circle time, consider allowing the youngster to stay in the learning center where he is working. This helps alleviate his transition anxieties (an inherent characteristic of autism), and you avoid getting into a power play about “moving to circle time.” (2) Consider allowing him to stay put while you gradually introduce the calendar, weather, and other familiar circle time songs and activities. After 5 minutes of circle time activities, allow the youngster to continue with the previous activity. (3)) Follow the same routine and sing the same songs every day so he becomes familiar with the circle time activities. Gradually introduce new activities and ease one or two students into the area. But proceed slowly and calmly to avoid raising red flags that magnify his transition anxiety, his aversion to group activities, or other issues related to his autism. Eventually he will probably be able to tolerate – and even enjoy – circle time with his new-found friends. Each student, of course, has different needs, but this is one example of a strategy to help ease a pre-schooler diagnosed with autism into small group activities. He may adapt to the change in a week or two, or it may take years. No matter the time frame, patient work in this area pays rich rewards that will most likely significantly impact his social skills, communication skills, and tolerance for transition and change. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com Published on: May 16, 2008 The following posts may also be helpful: Circle Time-Part 3 How can a teacher help a non-verbal 5-year-old diagnosed with... Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects... Classroom Circle Time “The students with autism in my early childhood classroom really... The following posts may also be helpful: Circle Time-Part 3 How can a teacher help a non-verbal 5-year-old diagnosed with... Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects... Classroom Circle Time “The students with autism in my early childhood classroom really... [...] Archive Cathy Knoll no no     Constant Nagging http://faqautism.com/2010/08/constant-nagging/ http://faqautism.com/2010/08/constant-nagging/#comments Wed, 04 Aug 2010 04:01:35 +0000 dwightk http://faqautism.com/?p=560
  • Nagging and Empty Threats “I often catch myself just nagging my son,” said a...
  • Nagging When we are dealing with multiple behavior issues day in...
  • Nagging vs Nudging I was talking to a parent and an after-school teacher...
    • ]]>     Although we may have the best intentions, we can certainly fall into the trap of constantly nagging our family members or students with autism. It can be helpful to take an inventory of the words we speak every day and to move toward gentle nudging rather than constant nagging.

    Listen Now:

    or

    continue reading

    At the risk of sounding judgmental, I would venture to say that most adults could be diagnosed with a condition called “nag-itis.” If we could review a video of our actions every day, we would probably find that we tend to nag children and teens, and that we jump on a behavior almost before it occurs.

    We can fall into the habit of constantly reminding kids to put things away, drink their milk, feed the dog, put away their backpack, pick up dropped items, put their clothes in the laundry, clean their plate, put away their toys, brush their teeth, flush the toilet, and use a tissue rather than picking their nose.

    I hear adults spurting out reminders to say goodbye or to say thank you, often before a youngster has had a chance to initiate greetings or thanks on their own. We can also spend a great deal of time and energy reprimanding youngsters, jumping on every move they make and telling them what we want them to do or what we don’t want them to do. Then we keep talking about their missteps long after the deed.

    Because our nagging tends goes right over the top of a child’s head, we might want to change our habits. When a youngster really needs a reminder, consider following these steps: (1) capture their attention, (2) state firmly and specifically what needs to happen, and (3) give them plenty of time to process the information and follow the direction. Use visual reminders like pointing, signs, or picture cues instead of words when giving the direction and for silent reminders.

    It is usually best to avoid constant nagging when talking to children with autism. Our goal isn’t to raise perfect kids – just to give them nudges every single day toward being pleasant, cooperative, friendly, content people.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    Published on: May 15, 2008

    The following posts may also be helpful:

    1. Nagging and Empty Threats “I often catch myself just nagging my son,” said a...
    2. Nagging When we are dealing with multiple behavior issues day in...
    3. Nagging vs Nudging I was talking to a parent and an after-school teacher...

    ]]>     http://faqautism.com/2010/08/constant-nagging/feed/ 0 0:03:30 Although we may have the best intentions, we can certainly fall into the trap of constantly nagging our family members or students with autism. It can be helpful to take an inventory of the words we speak every day and to move toward gentle nudging[...] Although we may have the best intentions, we can certainly fall into the trap of constantly nagging our family members or students with autism. It can be helpful to take an inventory of the words we speak every day and to move toward gentle nudging rather than constant nagging. Listen Now: or continue reading At the risk of sounding judgmental, I would venture to say that most adults could be diagnosed with a condition called “nag-itis.” If we could review a video of our actions every day, we would probably find that we tend to nag children and teens, and that we jump on a behavior almost before it occurs. We can fall into the habit of constantly reminding kids to put things away, drink their milk, feed the dog, put away their backpack, pick up dropped items, put their clothes in the laundry, clean their plate, put away their toys, brush their teeth, flush the toilet, and use a tissue rather than picking their nose. I hear adults spurting out reminders to say goodbye or to say thank you, often before a youngster has had a chance to initiate greetings or thanks on their own. We can also spend a great deal of time and energy reprimanding youngsters, jumping on every move they make and telling them what we want them to do or what we don’t want them to do. Then we keep talking about their missteps long after the deed. Because our nagging tends goes right over the top of a child’s head, we might want to change our habits. When a youngster really needs a reminder, consider following these steps: (1) capture their attention, (2) state firmly and specifically what needs to happen, and (3) give them plenty of time to process the information and follow the direction. Use visual reminders like pointing, signs, or picture cues instead of words when giving the direction and for silent reminders. It is usually best to avoid constant nagging when talking to children with autism. Our goal isn’t to raise perfect kids – just to give them nudges every single day toward being pleasant, cooperative, friendly, content people. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com Published on: May 15, 2008 The following posts may also be helpful: Nagging and Empty Threats “I often catch myself just nagging my son,” said a... Nagging When we are dealing with multiple behavior issues day in... Nagging vs Nudging I was talking to a parent and an after-school teacher... The following posts may also be helpful: Nagging and Empty Threats “I often catch myself just nagging my son,” said a... Nagging When we are dealing with multiple behavior issues day in... Nagging vs Nudging I was talking to a parent and an after-school teacher... Archive, Communication Cathy Knoll no no     Touching Strangers http://faqautism.com/2010/07/touching-strangers/ http://faqautism.com/2010/07/touching-strangers/#comments Tue, 27 Jul 2010 04:01:37 +0000 dwightk http://faqautism.com/?p=549
  • Approaching Strangers “One of my students touches the hair of nearly everyone...
  • Picking Your Nose Sally, a student in an elementary classroom, has a rather...
    • ]]>     For whatever reason, many of my friends with autism impulsively touch other people, including strangers. For example, the dad of a teenager with autism was horrified recently when his son reached out to straighten the bottom of the jacket of a stranger in the grocery store. When the gentleman felt someone’s hand in an inappropriate spot, he turned around abruptly and spoke curtly to the youngster. The gentleman had no way of knowing, of course, that the tall teenager was non-verbal and diagnosed with autism. The dad just froze and was unable to think of anything to say.

    Listen Now:

    or

    continue reading

    When we have a mortifying experience like this dad, we are tempted to just keep our youngster with autism at home so we aren’t embarrassed and so he doesn’t face arrest someday. This youngster is rather obsessed with having a symmetrical world, so he frequently reaches out to straighten objects, to put items in the correct place, and to adjust clothing that is out of place. His receptive language is somewhat limited, and he has a processing delay that makes responses to directions rather slow, even when paired with signs or cue cards or other cues. He does not seem able to generalize social stories nor to model the behavior issues. Although this youngster seems content and is usually compliant, it is difficult to break his train of thought once he notices something is out of place and works obsessively to straighten things out.

    So, what can this dad do to prevent confrontations with strangers in the future? Of course, one option is to simply keep his son at home where he can stay out of trouble. But, that leads to isolation for both father and son. Here are few ideas.

    (1) Out of reach. When I’m shopping with friends with autism who are compulsive touchers, I try to keep their hands occupied and to keep things out of reach. One strategy that works pretty well is to have them push the shopping cart. We stand side by side pushing the cart and I always monitor hands. I just quietly keep saying things like, “Thanks for keeping your hands to yourself” and “Good job keeping hands down.” If he begins to reach out to a person or an item, I gently put his hands back on the cart handle and say, “Remember, quiet hands.” If the person responds to visual cues, I take a picture of someone holding the handle of a shopping cart and put it on a cue card with the words “Quiet hands” at the bottom.

    (2) Keep a card. Family members and others who take non-verbal folks with autism into public may want to keep some small business cards in their pocket for passing out to by-standers in the event of a meltdown or behavior incident in public. The card can say something like, “Thank you for your patience with my son. He is a wonderful young man who is non-verbal and diagnosed with autism. To find out more about autism, please check out this website: http://www.autism-society.org”

    Have you ever encountered embarrassing situations in public? Send us your input and ideas for dealing with similar situations. Just click on the comments button or send an e-mail to talk@FAQautism.com

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    Published on: May 8, 2008

    The following posts may also be helpful:

    1. Approaching Strangers “One of my students touches the hair of nearly everyone...
    2. Picking Your Nose Sally, a student in an elementary classroom, has a rather...

    ]]>     http://faqautism.com/2010/07/touching-strangers/feed/ 0 0:04:52 For whatever reason, many of my friends with autism impulsively touch other people, including strangers. For example, the dad of a teenager with autism was horrified recently when his son reached out to straighten the bottom of the jacket of a stran[...] For whatever reason, many of my friends with autism impulsively touch other people, including strangers. For example, the dad of a teenager with autism was horrified recently when his son reached out to straighten the bottom of the jacket of a stranger in the grocery store. When the gentleman felt someone’s hand in an inappropriate spot, he turned around abruptly and spoke curtly to the youngster. The gentleman had no way of knowing, of course, that the tall teenager was non-verbal and diagnosed with autism. The dad just froze and was unable to think of anything to say. Listen Now: or continue reading When we have a mortifying experience like this dad, we are tempted to just keep our youngster with autism at home so we aren’t embarrassed and so he doesn’t face arrest someday. This youngster is rather obsessed with having a symmetrical world, so he frequently reaches out to straighten objects, to put items in the correct place, and to adjust clothing that is out of place. His receptive language is somewhat limited, and he has a processing delay that makes responses to directions rather slow, even when paired with signs or cue cards or other cues. He does not seem able to generalize social stories nor to model the behavior issues. Although this youngster seems content and is usually compliant, it is difficult to break his train of thought once he notices something is out of place and works obsessively to straighten things out. So, what can this dad do to prevent confrontations with strangers in the future? Of course, one option is to simply keep his son at home where he can stay out of trouble. But, that leads to isolation for both father and son. Here are few ideas. (1) Out of reach. When I’m shopping with friends with autism who are compulsive touchers, I try to keep their hands occupied and to keep things out of reach. One strategy that works pretty well is to have them push the shopping cart. We stand side by side pushing the cart and I always monitor hands. I just quietly keep saying things like, “Thanks for keeping your hands to yourself” and “Good job keeping hands down.” If he begins to reach out to a person or an item, I gently put his hands back on the cart handle and say, “Remember, quiet hands.” If the person responds to visual cues, I take a picture of someone holding the handle of a shopping cart and put it on a cue card with the words “Quiet hands” at the bottom. (2) Keep a card. Family members and others who take non-verbal folks with autism into public may want to keep some small business cards in their pocket for passing out to by-standers in the event of a meltdown or behavior incident in public. The card can say something like, “Thank you for your patience with my son. He is a wonderful young man who is non-verbal and diagnosed with autism. To find out more about autism, please check out this website: http://www.autism-society.org” Have you ever encountered embarrassing situations in public? Send us your input and ideas for dealing with similar situations. Just click on the comments button or send an e-mail to talk@FAQautism.com NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com Published on: May 8, 2008 The following posts may also be helpful: Approaching Strangers “One of my students touches the hair of nearly everyone... Picking Your Nose Sally, a student in an elementary classroom, has a rather... The following posts may also be helpful: Approaching Strangers “One of my students touches the hair of nearly everyone... Picking Your Nose Sal[...] Archive Cathy Knoll no no     Processing Delay http://faqautism.com/2010/07/processing-delay/ http://faqautism.com/2010/07/processing-delay/#comments Mon, 26 Jul 2010 04:01:50 +0000 dwightk http://faqautism.com/2008/02/processing-delay/
  • Unwilling or Unable? “My daughter rarely follow directions,” commented the dad of a...
  • Uncooperative Sometimes it is difficult to discern whether our friends with...
  • Detective Work When a person diagnosed with autism is having a problem...
    • ]]>     Sometimes youngsters with autism are slow to follow directions, even when told to do something they enjoy. We can certainly expect nearly every kid to respond reluctantly when we ask them to finish an unpopular chore or to go to bed early. But, some of our friends with autism are very slow to respond even when being asked to do something they really want to do. For example, sometimes a youngster appears to be reluctant when a teacher says, “Everybody line up for recess,” or a grandmother says, “Let’s go sit on the swing and read this book.” That apparent reluctance may actually be due to a processing delay.

    Listen Now:

    or

    continue reading

    If we notice a delay in these situations, we might want to make certain we are allowing our friends enough time to process the directions and to formulate a response. Even a person with very sophisticated language comprehension can have a processing delay. Several different factors can contribute to a delay in processing the words of a direction.

    (1) Meaning of Words. Sometimes individuals with autism need a bit of extra time to sort through the meanings of words or phrases. For example, if a teacher tells the youngster to “run on out to the bus,” he might need to stop and think for a minute to determine if the teacher wants him to actually run, or if she is speaking figuratively.

    (2) Train of Thought. Without meaning to do so, we often interrupt a person’s train of thought by repeating a direction or making another comment. The most effective strategy is to state a direction in concrete, positive terms, then look expectantly at the person, remaining silent to give them time to process the direction.

    (3) Quick Response. Most of us are guilty of impatience. We expect instant responses to our directions. If a person has a processing delay, it is impossible for them to listen to the words, to decode the words, and to formulate a response within three seconds.

    Granted, there are other reasons for delays in following instructions. Individuals may not be paying attention or they may be distracted. Background noise or other conversations may keep them from hearing the direction in the first place. A person may be purposefully ignoring you or they may be openly defiant. But we need to also consider the possibility of language processing delays.

    We welcome your thoughts about this issue. Just click on the comment button or send us a message
    talk@FAQautism.com.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    Published on: Feb 25, 2008

    The following posts may also be helpful:

    1. Unwilling or Unable? “My daughter rarely follow directions,” commented the dad of a...
    2. Uncooperative Sometimes it is difficult to discern whether our friends with...
    3. Detective Work When a person diagnosed with autism is having a problem...

    ]]>     http://faqautism.com/2010/07/processing-delay/feed/ 3 0:03:57 Sometimes youngsters with autism are slow to follow directions, even when told to do something they enjoy. We can certainly expect nearly every kid to respond reluctantly when we ask them to finish an unpopular chore or to go to bed early. But, some[...] Sometimes youngsters with autism are slow to follow directions, even when told to do something they enjoy. We can certainly expect nearly every kid to respond reluctantly when we ask them to finish an unpopular chore or to go to bed early. But, some of our friends with autism are very slow to respond even when being asked to do something they really want to do. For example, sometimes a youngster appears to be reluctant when a teacher says, “Everybody line up for recess,” or a grandmother says, “Let’s go sit on the swing and read this book.” That apparent reluctance may actually be due to a processing delay. Listen Now: or continue reading If we notice a delay in these situations, we might want to make certain we are allowing our friends enough time to process the directions and to formulate a response. Even a person with very sophisticated language comprehension can have a processing delay. Several different factors can contribute to a delay in processing the words of a direction. (1) Meaning of Words. Sometimes individuals with autism need a bit of extra time to sort through the meanings of words or phrases. For example, if a teacher tells the youngster to “run on out to the bus,” he might need to stop and think for a minute to determine if the teacher wants him to actually run, or if she is speaking figuratively. (2) Train of Thought. Without meaning to do so, we often interrupt a person’s train of thought by repeating a direction or making another comment. The most effective strategy is to state a direction in concrete, positive terms, then look expectantly at the person, remaining silent to give them time to process the direction. (3) Quick Response. Most of us are guilty of impatience. We expect instant responses to our directions. If a person has a processing delay, it is impossible for them to listen to the words, to decode the words, and to formulate a response within three seconds. Granted, there are other reasons for delays in following instructions. Individuals may not be paying attention or they may be distracted. Background noise or other conversations may keep them from hearing the direction in the first place. A person may be purposefully ignoring you or they may be openly defiant. But we need to also consider the possibility of language processing delays. We welcome your thoughts about this issue. Just click on the comment button or send us a message talk@FAQautism.com. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com Published on: Feb 25, 2008 The following posts may also be helpful: Unwilling or Unable? “My daughter rarely follow directions,” commented the dad of a... Uncooperative Sometimes it is difficult to discern whether our friends with... Detective Work When a person diagnosed with autism is having a problem... The following posts may also be helpful: Unwilling or Unable? “My daughter rarely follow directions,” commented the dad of a... Uncooperative Sometimes it is difficult to discern whether our friends with... Detective Work When a person diagnosed with autism is having a problem... Archive, Communication Cathy Knoll no no     Unwilling or Unable? http://faqautism.com/2010/07/unwilling-or-unable/ http://faqautism.com/2010/07/unwilling-or-unable/#comments Tue, 20 Jul 2010 04:01:37 +0000 dwightk http://faqautism.com/2007/10/unwilling-or-unable/
  • Uncooperative Sometimes it is difficult to discern whether our friends with...
  • Detective Work When a person diagnosed with autism is having a problem...
  • Ignoring Directions A dad commented that his 12-year-old son didn’t seem to...
    • ]]>     “My daughter rarely follow directions,” commented the dad of a pre-teen diagnosed with autism. “She doesn’t have functional speech, but she is able to communicate her needs and seems to understand much of what we say to her. We don’t know if she is unwilling to follow directions or if she is unable to do so.”

    Listen Now:

    or

    What keeps this youngster from following directions? Is she unwilling to cooperate? Or is she unable to comply? Following directions is actually a complex task that involves focus, comprehension, processing, compliance, and action. Even if this youngster is willing to comply, many factors may stand in the way of her being able to follow directions.

    Focus and Attention. Is she paying attention? Does she realize the direction is
    addressed to her and not another person? Does she remember the direction long enough to formulate a response? Does she know you are talking to her? Does she know that you really mean it this time? Does she know what response you want?

    Language Processing. Does she have a hearing loss? Are other noises in the room interfering with her ability to hear what you are saying? Is she able to decode the words? Does she recognize that a response is necessary?

    Comprehension. Does she understand the words you are speaking? Does she understand the meaning of the words you are speaking? Has she learned different labels? For example, are you saying “Please go to the restroom” and she knows the room as the “bathroom.” Are you using too many words? Maybe she just focused on the end of the phrase e.g. “Put your shoes on so we can go to lunch.” All she hears is “Go to lunch,” so she heads out the door with bare feet.

    Formulating a Response. Does she know what to do? Does she have motor-planning skills necessary to initiate a response? Can she translate the desired response into action? Are you allowing enough time for her to follow through before you start nagging her with constant reminders?

    Motivation. Does she know the consequences of incompliance? Does she care about the consequences of incompliance? Is she lethargic, depressed, or distracted? Is she just content with the status quo or does she resist change?

    Because following directions is a complex task, we need to scout out all the issues that interfere with compliance and help individuals with autism learn to step over those hurdles so they can be both willing and able to follow directions.

    Note to FAQautism.com listeners and readers: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. You can click on a button to send me an email with your thoughts or challenging situations or innovative solutions. Check out our website for a wealth of ideas and a glimpse into the world of autism. www.FAQautism.com

    Originally Published: Oct 29, 2007

    The following posts may also be helpful:

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    2. Detective Work When a person diagnosed with autism is having a problem...
    3. Ignoring Directions A dad commented that his 12-year-old son didn’t seem to...

    ]]>     http://faqautism.com/2010/07/unwilling-or-unable/feed/ 0 0:04:23 “My daughter rarely follow directions,” commented the dad of a pre-teen diagnosed with autism. “She doesn’t have functional speech, but she is able to communicate her needs and seems to understand much of what we say to her. We don’t know if she is [...] “My daughter rarely follow directions,” commented the dad of a pre-teen diagnosed with autism. “She doesn’t have functional speech, but she is able to communicate her needs and seems to understand much of what we say to her. We don’t know if she is unwilling to follow directions or if she is unable to do so.” Listen Now: or What keeps this youngster from following directions? Is she unwilling to cooperate? Or is she unable to comply? Following directions is actually a complex task that involves focus, comprehension, processing, compliance, and action. Even if this youngster is willing to comply, many factors may stand in the way of her being able to follow directions. Focus and Attention. Is she paying attention? Does she realize the direction is addressed to her and not another person? Does she remember the direction long enough to formulate a response? Does she know you are talking to her? Does she know that you really mean it this time? Does she know what response you want? Language Processing. Does she have a hearing loss? Are other noises in the room interfering with her ability to hear what you are saying? Is she able to decode the words? Does she recognize that a response is necessary? Comprehension. Does she understand the words you are speaking? Does she understand the meaning of the words you are speaking? Has she learned different labels? For example, are you saying “Please go to the restroom” and she knows the room as the “bathroom.” Are you using too many words? Maybe she just focused on the end of the phrase e.g. “Put your shoes on so we can go to lunch.” All she hears is “Go to lunch,” so she heads out the door with bare feet. Formulating a Response. Does she know what to do? Does she have motor-planning skills necessary to initiate a response? Can she translate the desired response into action? Are you allowing enough time for her to follow through before you start nagging her with constant reminders? Motivation. Does she know the consequences of incompliance? Does she care about the consequences of incompliance? Is she lethargic, depressed, or distracted? Is she just content with the status quo or does she resist change? Because following directions is a complex task, we need to scout out all the issues that interfere with compliance and help individuals with autism learn to step over those hurdles so they can be both willing and able to follow directions. Note to FAQautism.com listeners and readers: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. You can click on a button to send me an email with your thoughts or challenging situations or innovative solutions. Check out our website for a wealth of ideas and a glimpse into the world of autism. www.FAQautism.com Originally Published: Oct 29, 2007 The following posts may also be helpful: Uncooperative Sometimes it is difficult to discern whether our friends with... Detective Work When a person diagnosed with autism is having a problem... Ignoring Directions A dad commented that his 12-year-old son didn’t seem to... The following posts may also be helpful: Uncooperative Sometimes it is difficult to discern whether our friends with... Detective Work When a person diagnosed with autism is having a problem... Ignoring Directions A dad commented that his 12-year-old son didn’t seem to... Archive, Communication Cathy Knoll no no     Say What you Mean http://faqautism.com/2010/07/say-what-you-mean-2/ http://faqautism.com/2010/07/say-what-you-mean-2/#comments Tue, 13 Jul 2010 04:01:30 +0000 dwightk http://faqautism.com/?p=1790
  • Say What You Mean “Our son seems to always do the opposite of what...
  • What Did I Say? The father of a young adult with autism who has...
  • “Go pee-pee?” “My son is 10 years old and still says ‘Go...
    • ]]>     “Our son seems to always do the opposite of what we ask him to do,” said parents of an 11-year-old diagnosed with autism. “This is becoming quite a problem at home and at school. Last week, both of us told him very clearly not to go out the door, and out he went, right into the street.”

    Listen Now:

    or continue reading:

    SUGGESTED STRATEGIES. It is quite possible that your son is not picking up on the first word of your sentences. For example, when you say, “Don’t go out the door,” he may just be hearing “Go out the door.” And if you say, “Don’t get up from the table yet,” he may be hearing “Get up from the table.” Because of deficits in auditory processing, many individuals with autism hear just parts of sentences. Several months ago, a dad wrote about his son running out to play with his dog immediately after the dad said, “Son, you need to put your clothes in the dryer first, then you can go out and play with the dog.” In this case, the youngster only heard, “You can go out and play with the dog.”

    For a variety of reasons, individuals with autism do not always process language in the same way as their more typical peers. They may not be paying attention to the speaker or they may simply not process every word in a sentence. Sometimes the miscommunication is due to the fact that many individuals with autism translate words very literally. For example, a young kindergarten student with autism followed his teacher’s instructions to the letter earlier this week. She said to the class, “Get your snack from the counter, then sit down and eat.” So, the youngster picked up a little sack of animal crackers and promptly sat down right in the middle of the floor and started eating. The teacher, of course, actually meant for the students to take their snack to the group table to eat. But her actual words were, “Get your snack from the counter, then sit down and eat.” So, that is what he did! Fortunately, the teacher didn’t add to the confusion by fussing at the youngster. But it did take her some time to figure out why he sat on the floor, blocking all the other students from the snack basket on the counter.

    All of this is to say that your son may be misunderstanding your directions or he may simply pushing the limits and choosing not to follow directions. But, no matter the cause, the best strategy is to avoid saying “don’t” and to state exactly what you want him to do in clear, concise, firm tones. Then stand and wait for him to follow those direction. When you actually say what you mean, your son might cooperate.

    NOTE TO LISTENERS AND READERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. You can click on a button to send me an email with your thoughts or challenging situations or innovative solutions. Check out our website for a wealth of ideas and a glimpse into the world of autism. www.FAQautism.com

    The following posts may also be helpful:

    1. Say What You Mean “Our son seems to always do the opposite of what...
    2. What Did I Say? The father of a young adult with autism who has...
    3. “Go pee-pee?” “My son is 10 years old and still says ‘Go...

    ]]>     http://faqautism.com/2010/07/say-what-you-mean-2/feed/ 0 0:03:49 “Our son seems to always do the opposite of what we ask him to do,” said parents of an 11-year-old diagnosed with autism. “This is becoming quite a problem at home and at school. Last week, both of us told him very clearly not to go out the door, an[...] “Our son seems to always do the opposite of what we ask him to do,” said parents of an 11-year-old diagnosed with autism. “This is becoming quite a problem at home and at school. Last week, both of us told him very clearly not to go out the door, and out he went, right into the street.” Listen Now: or continue reading: SUGGESTED STRATEGIES. It is quite possible that your son is not picking up on the first word of your sentences. For example, when you say, “Don’t go out the door,” he may just be hearing “Go out the door.” And if you say, “Don’t get up from the table yet,” he may be hearing “Get up from the table.” Because of deficits in auditory processing, many individuals with autism hear just parts of sentences. Several months ago, a dad wrote about his son running out to play with his dog immediately after the dad said, “Son, you need to put your clothes in the dryer first, then you can go out and play with the dog.” In this case, the youngster only heard, “You can go out and play with the dog.” For a variety of reasons, individuals with autism do not always process language in the same way as their more typical peers. They may not be paying attention to the speaker or they may simply not process every word in a sentence. Sometimes the miscommunication is due to the fact that many individuals with autism translate words very literally. For example, a young kindergarten student with autism followed his teacher’s instructions to the letter earlier this week. She said to the class, “Get your snack from the counter, then sit down and eat.” So, the youngster picked up a little sack of animal crackers and promptly sat down right in the middle of the floor and started eating. The teacher, of course, actually meant for the students to take their snack to the group table to eat. But her actual words were, “Get your snack from the counter, then sit down and eat.” So, that is what he did! Fortunately, the teacher didn’t add to the confusion by fussing at the youngster. But it did take her some time to figure out why he sat on the floor, blocking all the other students from the snack basket on the counter. All of this is to say that your son may be misunderstanding your directions or he may simply pushing the limits and choosing not to follow directions. But, no matter the cause, the best strategy is to avoid saying “don’t” and to state exactly what you want him to do in clear, concise, firm tones. Then stand and wait for him to follow those direction. When you actually say what you mean, your son might cooperate. NOTE TO LISTENERS AND READERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. You can click on a button to send me an email with your thoughts or challenging situations or innovative solutions. Check out our website for a wealth of ideas and a glimpse into the world of autism. www.FAQautism.com The following posts may also be helpful: Say What You Mean “Our son seems to always do the opposite of what... What Did I Say? The father of a young adult with autism who has... “Go pee-pee?” “My son is 10 years old and still says ‘Go... The following posts may also be helpful: Say What You Mean “Our son seems to always do the opposite of what... What Did I Say? The father of a young adult with autism who has... “Go pee-pee?” “My son is 10 years old and still says ‘Go... Archive, Communication Cathy Knoll no no     Unwritten Group Rules http://faqautism.com/2010/06/unwritten-group-rules-2/ http://faqautism.com/2010/06/unwritten-group-rules-2/#comments Thu, 24 Jun 2010 04:01:43 +0000 dwightk http://faqautism.com/?p=1764
  • Unwritten Group Rules Because most of us just join into group activities naturally,...
  • Group Skills Some individuals with autism simply do not participate in group...
  • Recess Rules Sometimes individuals with autism are inattentive to people around them....
    • ]]>     Because most of us just join into group activities naturally, we are not aware of the vast array of prerequisite skills necessary to do so. In addition to dealing with issues surrounding transition, compliance, peer interaction, and sensory overload, individuals with autism must be aware of and follow commonly understood unwritten group rules.

    Listen Now:

    or

    continue reading

    For whatever reason, many people on the spectrum of autism do not naturally pick up on social cues and unwritten group rules. We can help our friends learn to cope with these challenging social issues, but, first, we need to be aware of the list of rules.

    Stay in the area of the activity. Don’t just stand up in the middle of a conversation and wander off. Don’t sit too close to someone. Don’t sit far away from the group. Wait your turn. Don’t grab. Don’t eat all the food. Don’t eat food off other people’s plates. Don’t pick all the red jelly beans out of the dish. Keep your hands to yourself. Don’t touch things that belong to other people. Don’t bite or scratch or scream if someone touches your stuff. Don’t bite or scratch or scream if someone touches you or invades your space or sits in your chair. Don’t interrupt. Speak when spoken to. Don’t echo what other people say. Don’t talk too much. Don’t laugh too loud. Don’t cover your ears when others talk. Don’t recite the script of your favorite television show. Don’t tell someone they are getting bald Don’t flap your hands. Don’t rock and hum loudly. Don’t rearrange objects in the room. Don’t announce loudly, “I need to go pee-pee.” Don’t forget to say thank you. Follow the leader.

    Whew! And that is just a partial list of the commonly understood group rules! But it is very important that we are aware of all these social cues and nuances so we can systematically shape group skills rather than constantly running interference and saying “don’t.” Taking purposeful, pro-active steps helps our friends with autism eventually enjoy hanging around with other people.

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Unwritten Group Rules Because most of us just join into group activities naturally,...
    2. Group Skills Some individuals with autism simply do not participate in group...
    3. Recess Rules Sometimes individuals with autism are inattentive to people around them....

    ]]>     http://faqautism.com/2010/06/unwritten-group-rules-2/feed/ 0 0:04:02 Because most of us just join into group activities naturally, we are not aware of the vast array of prerequisite skills necessary to do so. In addition to dealing with issues surrounding transition, compliance, peer interaction, and sensory overload[...] Because most of us just join into group activities naturally, we are not aware of the vast array of prerequisite skills necessary to do so. In addition to dealing with issues surrounding transition, compliance, peer interaction, and sensory overload, individuals with autism must be aware of and follow commonly understood unwritten group rules. Listen Now: or continue reading For whatever reason, many people on the spectrum of autism do not naturally pick up on social cues and unwritten group rules. We can help our friends learn to cope with these challenging social issues, but, first, we need to be aware of the list of rules. Stay in the area of the activity. Don’t just stand up in the middle of a conversation and wander off. Don’t sit too close to someone. Don’t sit far away from the group. Wait your turn. Don’t grab. Don’t eat all the food. Don’t eat food off other people’s plates. Don’t pick all the red jelly beans out of the dish. Keep your hands to yourself. Don’t touch things that belong to other people. Don’t bite or scratch or scream if someone touches your stuff. Don’t bite or scratch or scream if someone touches you or invades your space or sits in your chair. Don’t interrupt. Speak when spoken to. Don’t echo what other people say. Don’t talk too much. Don’t laugh too loud. Don’t cover your ears when others talk. Don’t recite the script of your favorite television show. Don’t tell someone they are getting bald Don’t flap your hands. Don’t rock and hum loudly. Don’t rearrange objects in the room. Don’t announce loudly, “I need to go pee-pee.” Don’t forget to say thank you. Follow the leader. Whew! And that is just a partial list of the commonly understood group rules! But it is very important that we are aware of all these social cues and nuances so we can systematically shape group skills rather than constantly running interference and saying “don’t.” Taking purposeful, pro-active steps helps our friends with autism eventually enjoy hanging around with other people. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Unwritten Group Rules Because most of us just join into group activities naturally,... Group Skills Some individuals with autism simply do not participate in group... Recess Rules Sometimes individuals with autism are inattentive to people around them.... The following posts may also be helpful: Unwritten Group Rules Because most of us just join into group activities naturally,... Group Skills Some individuals with autism simply do not participate in group... Recess Rules Sometimes individuals with autism are inattentive to people around them.... Archive Cathy Knoll no no     Selecting A Piano http://faqautism.com/2010/06/selecting-a-piano-2/ http://faqautism.com/2010/06/selecting-a-piano-2/#comments Mon, 21 Jun 2010 04:01:36 +0000 dwightk http://faqautism.com/?p=1755
  • Selecting a Piano An elementary teacher commented that several youngsters diagnosed with autism...
  • That’s MY Arm I have the good fortune of spending time every week...
  • Emerging Language When he was three years old, my friend Tyler communicated...
    • ]]>     An elementary teacher commented that several youngsters diagnosed with autism in her classroom seemed to be very interested in music, especially the piano. “I would like to have an electronic piano in my classroom,” said the teacher. Now that electronic pianos are less expensive and more readily accessible, more people are interested in having keyboards at school or home. Teachers, parents, and therapists might want to consider several factors before purchasing a piano or keyboard.

    Listen Now:

    or

    continue reading

    Electronic pianos are often called “keyboards.” As with any electronics, shop carefully so you get a good value as well as a durable electronic piano. Compare different features, then purchase a keyboard that fits in the budget and meets the needs of your friend with autism.

    SOUND QUALITY. It is counterproductive to purchase a piano with poor sound quality. Because many individuals with autism have auditory sensitivities, it is probably best to take your friend along to “test-drive” different models. You are looking for a keyboard with a decent amplifier and a pleasant sound. Compare different volumes and check the upper and lower register of the keyboard so you can make certain you don’t end up with a model that has irritating timbres or frequencies.

    KEY SIZE. The keys on many less expensive keyboards are much smaller than those of a standard piano. Even if your friend with autism has fairly small fingers and hands, select the model with the largest keys. This eases the transition to a regular piano in the future, and it makes this keyboard easier to play.

    EXTRA FEATURES. Most of the “automatic” music on electronic keyboards is rather irritating, poor quality music. Select a model with as few extra features as possible, especially pre-programmed songs.

    DURABILITY. Select an electronic piano with a durable case and keys. A battery-powered keyboard is most practical.

    HEADPHONES. If the piano will be used in a classroom or other “public” place, make certain the keyboard has a jack for headphones.

    AVAILABILITY. In order to maximize the use of the new electronic piano, consider having it available only at specific times during the day. Even if it is an inexpensive model, a piano should be considered an official “music instrument” rather than a toy.

    MAKE CONNECTIONS. If you don’t know how to do so already, learn to play a few songs on the piano. Then take a bit of time each day to enjoy playing piano with your friend with autism. It is a great instrument for encouraging interaction and communication, even with individuals who typically avoid social contact. You can also offer the keyboard at selected times for free time or in the car for travel time.

    If you have other questions, just zip me an e-mail to talk@FAQautism.com

    NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

    The following posts may also be helpful:

    1. Selecting a Piano An elementary teacher commented that several youngsters diagnosed with autism...
    2. That’s MY Arm I have the good fortune of spending time every week...
    3. Emerging Language When he was three years old, my friend Tyler communicated...

    ]]>     http://faqautism.com/2010/06/selecting-a-piano-2/feed/ 0 0:04:50 An elementary teacher commented that several youngsters diagnosed with autism in her classroom seemed to be very interested in music, especially the piano. “I would like to have an electronic piano in my classroom,” said the teacher. Now that electr[...] An elementary teacher commented that several youngsters diagnosed with autism in her classroom seemed to be very interested in music, especially the piano. “I would like to have an electronic piano in my classroom,” said the teacher. Now that electronic pianos are less expensive and more readily accessible, more people are interested in having keyboards at school or home. Teachers, parents, and therapists might want to consider several factors before purchasing a piano or keyboard. Listen Now: or continue reading Electronic pianos are often called “keyboards.” As with any electronics, shop carefully so you get a good value as well as a durable electronic piano. Compare different features, then purchase a keyboard that fits in the budget and meets the needs of your friend with autism. SOUND QUALITY. It is counterproductive to purchase a piano with poor sound quality. Because many individuals with autism have auditory sensitivities, it is probably best to take your friend along to “test-drive” different models. You are looking for a keyboard with a decent amplifier and a pleasant sound. Compare different volumes and check the upper and lower register of the keyboard so you can make certain you don’t end up with a model that has irritating timbres or frequencies. KEY SIZE. The keys on many less expensive keyboards are much smaller than those of a standard piano. Even if your friend with autism has fairly small fingers and hands, select the model with the largest keys. This eases the transition to a regular piano in the future, and it makes this keyboard easier to play. EXTRA FEATURES. Most of the “automatic” music on electronic keyboards is rather irritating, poor quality music. Select a model with as few extra features as possible, especially pre-programmed songs. DURABILITY. Select an electronic piano with a durable case and keys. A battery-powered keyboard is most practical. HEADPHONES. If the piano will be used in a classroom or other “public” place, make certain the keyboard has a jack for headphones. AVAILABILITY. In order to maximize the use of the new electronic piano, consider having it available only at specific times during the day. Even if it is an inexpensive model, a piano should be considered an official “music instrument” rather than a toy. MAKE CONNECTIONS. If you don’t know how to do so already, learn to play a few songs on the piano. Then take a bit of time each day to enjoy playing piano with your friend with autism. It is a great instrument for encouraging interaction and communication, even with individuals who typically avoid social contact. You can also offer the keyboard at selected times for free time or in the car for travel time. If you have other questions, just zip me an e-mail to talk@FAQautism.com NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Selecting a Piano An elementary teacher commented that several youngsters diagnosed with autism... That’s MY Arm I have the good fortune of spending time every week... Emerging Language When he was three years old, my friend Tyler communicated... The following posts may also be helpful: Selecting a Piano An elementary teacher commented that several youngsters diagnosed with autism... That’s MY Arm I have the good fortune of spending time every week... Emerging Language When he was three years old, my friend Tyler communicated... Archive Cathy Knoll no no