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Use strategies such as chunking, backward shaping (teach the last part of a skill
first), forward shaping, and role modeling.
Intermix high probability tasks (easier tasks) with lower probability tasks
(more difficult tasks).
Do not assume that the student will perform the same way today as they did
yesterday.
Ask student for input about how they learn best, and help them to be in control
of their learning.
Put all skills in context so there is a purpose for learning certain tasks.
Develop a procedure for the student to ask for help (e.g. cue card, raising
hand).
When it appears that a student needs help, discretely ask if you can help.
Be aware that a student may be treated with medications that could affect
performance and processing speed.
Consider alternate activities that would be less difficult for the student, while
maintaining the same or similar learning objectives.
Show what you mean rather than just giving verbal directions.
Demonstrate the steps in a task, and have student perform the steps, one at a
time.
Address the student and use a tone of voice consistent with their age.
Ask one question at a time and provide adequate time for student to reply.
Use heavy visual cues (e.g. objects, pictures, models, or diagrams) to promote
understanding.
Target functional academics that will best prepare student for independent
living and vocational contexts.
Socialization
Provide frequent opportunities for students to learn and socialize with typically
developing peers.
Provide many opportunities for students to interact directly with each other.
*Social Stories can be used to teach social skills to children with such disabilities as
autism or intellectual disability. A situation, which may be difficult or confusing for
the student, is described concretely. The story highlights social cues, events, and
reactions that could occur in the situation, the actions and reactions that might be
expected, and why. Social stories can be used to increase the students understanding
of a situation, make student feel more comfortable, and provide appropriate responses
for the situation. We recommend that you incorporate visuals into the stories as well.
These visuals can be drawings created by the student, imported images from Google,
picture symbols / icons, or photographs.
Communication
Ensure that the student has a way to appropriately express their wants and
needs.
If the child is non-verbal, ensure that the child has access to their
communication system across all contexts, all of the time.
If you do not understand what the student is saying, ask them to repeat what
they have just said.
Ask student to show you how they say yes and no and then ask yes/no
questions.
Develop a procedure for the student to ask for help (e.g. raising hand, signal
cards).
Be patient when the student is speaking, since rushing may result in frustration.
Use storybook sharing in which a story is read to the student and responses are
elicited (praise is given for appropriate comments about the content).
Daily Living
Teach and model personal hygiene habits such as washing hands, covering
mouth and nose when sneezing or coughing, and dental care.
Teach and model rules and practices for bus safety, safety outside, staying with
the group, and safety in the classroom.
Teach and model procedures for dealing with potentially dangerous situations,
including fire, severe weather, and strangers.
Behaviour
Model desired behaviours, and clearly identify what behaviours you expect in
the classroom.
Ensure that the student knows the day's schedule at the start of each day and
can reference schedule throughout day.
When dealing with conflict, explain what happened in as few words as possible
and use a calm, not-angry voice.
Explain your reasons for limits and rules in language that students can
understand.
Use natural consequences when possible to reinforce cause and effect involved
in a rule, request, or limit.