Talk Autism by Debbie
Let's talk about Autism. The ups and downs for guiding an individual that is on the spectrum. Let's not forget about the parents and other children during out talks.
Talk Autism by Debbie
Unlocking Calm and Cultivating Growth: Guiding Children with Autism to Thrive
Navigating the world of autism can be like trying to solve a complex puzzle, but imagine if you had the right pieces to help those special kids thrive. On our latest episode, I'm thrilled to share some of the most effective strategies I've learned from personal experience and hands-on practice for engaging children on the autism spectrum. You'll discover the magic of visual aids, such as timers and checklists, and how they can provide comfort and structure for kids needing a sense of order. From the power of visual schedules to the engaging touch of Velcro in interactive learning, we explore techniques that are as beneficial in a homeschooling environment as they are after school. The art of balancing work with play is also dissected, shining a light on the importance of integrating a child's interests to fuel their motivation and the significance of well-deserved breaks.
Sometimes, the storm of anger in a little one can seem insurmountable, yet in this episode, I recount a heartwarming story where the scent of pizza and the power of visualization quelled a child's frustrations. It's about finding that key to unlock calmness, a challenge I invite you to navigate as we discuss the importance of individualized approaches. Amidst these discussions, I take a moment to reflect on personal joys—celebrations and milestones like my granddaughter's baptism—that remind me why community and support are the bedrock of everything we do. So join me as we embrace these stories and strategies, which are not just shared with love but also with the hope that they will resonate with you and the children in your life.
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Hi, everyone, hope you're having a great day today. Today I'm going to talk about something that I did with my very first podcast, and it didn't come out quite as great as far as the sound. I was learning a lot still am learning a lot but I'm going to talk about working with kids that are on the spectrum, and I'm going to talk about a couple different things. One is how you can get your kids to do the activity that you want them to do, and we're talking I'm talking about, you know, educational stuff, that if you're homeschooling or doing after school, you know homework with them how you can help you to get them to do what you want them to do. So the first thing is, I find that the kids have to be able to see the end results before they start. They have to know okay, we begin here, we're going to end there. So how do you do that? One way is to use a timer and make sure it's visible for them, and that can be different kinds of timers. So you just kind of have to play around Some kids like the sand timers, some kids like the sand timers and some kids like you know where you set it on your, on your phone or or another device that you have that you set where they can see the time go, and they have to be able to see it. I know the kid that I work with one of them. I work with several of them, but one of them, he has to see it on my phone. If my phone goes, you know he taps it and he has to see that. So those are some of the things Sometimes you can do. Another student that I work with he wants you to write it down. So we've got it like on a whiteboard and put okay, we're going to do this, this and this. You know three, four, five things that you want them to do and as they do each one, they get to check it off and that makes him happy and he knows that when I get these things done, then I get to do something I want to do or get a break. The other thing you can do too, it depends on what you're doing that they know that when they're done like, let's say, they did a paper on some math problems and you tell them okay, when we get these done, we only have like 10 of them to do when we get them all done, and then, as he's going through them, say, okay, four more, three more, or whatever the case may be. That is another technique you can use to help them see the end and they know that. Okay, when I get this done, then I get to do what I want to do. Another thing is, if you have parts to something, I use a lot of Velcro where they put the letters where they go along. I do a lot of that kind of stuff. So as they get it done, then they get to put them in the bag, and so that helps them too. So those are some really good techniques that you can use.
Speaker 1:Also, like when you get this done, first work, then break time. Or you can have the pecs where they take everything off and move it to one side as they're working, and that's another idea that you can use to help them. But they need to be able to, like I said, be able to see through what is being asked of them, what needs to be done. But they need to be able to, like I said, be able to see through what is being asked of them, what needs to be done, and because if they feel like this is a never ending, they're going to, they're not going to want to come to the table and do their work. Now, when you do that, you need to implement break time or a preferred task.
Speaker 1:So let's say that the first session, I do three things that I really want them to get done, and then they get a break. They get to pick their what activity that they want to do, and maybe you can do even like pictures of that. Okay, first we're going to work and then we get to play in the play area if you're at school, or go to my room or some type of activity that they prefer to do. So that is one thing that you could do with them. The other thing is that sometimes, like, let's say, you did one session and they took a small break. Then you did another session and they took another break. Then maybe the third session, make it three things that they like to do. There's going to be no problem getting them back at the table. They're going to want to paint or color or put something together, and that's okay. It's okay to do that too, Especially if you're homeschooling and you're trying to do this all two, three hours. You need to have that break for them, Something that they can look forward to, because we all like that in what we're doing.
Speaker 1:So what you want to do during breaks and coming back to the table, is you want to incorporate special interest, whatever they like. You want to have a visual support, make sure if it's pecs, however you want to set it up. I've seen different ways where it's long and they just go by one. I've just seen it where it's just a small card and they take I'm working for this to that. First work, then whatever activity they picked and repeat what you're doing as you're working. Make sure they understand what you're doing, Plan, structure, play dates and go to the park or zoos.
Speaker 1:There's other things you can do for them to give them a break. And if you're homeschooling like let's say, okay, Monday we're going to work on this and this and this, and then we're going to go to the park or we're going to go do that. That is something else that they can work for and it depends on your child. They may need a little gratification right away and they may be able to work a half hour, an hour, and then go for a walk or do something, go to a park, and then don't be afraid to give them choices. Let them feel like they are a little bit in control, that they can choose, okay, this or that. And it may be two non-preferred activities too. You don't want to make one non-preferred and one preferred, because they're always going to pick that one. So I would go with two non-preferred. Maybe they're struggling in one or the other, but they would prefer one over the other.
Speaker 1:But give them some time to have some choices and you can also get help from your ABA. They can help set up some of those things for you. If you ask them, they will set up something. Some of them do, some of them don't. And don't rush, Be patient. Okay, it may take a while. It may take an extra five or 10 minutes for them to come to the table, but they can't.
Speaker 1:Now how do we get them back is another thing I wanted to talk about real quick. They've done three, four things and it's their break time and they chose to go to the room or they chose to go outside and play for a little bit, jump around, and now you got to get them back in and get them back to the table because their break time's over, have a preferred task or, if they're interested in something, whatever their interest is trains or cars or animals. Give them one at a time and have them lead them back to the table. And then, when they get back to the table for the activity that they can do, then have them, give them one or two minutes to do that activity. Maybe they're setting up a little farm or there's a picture of the zoo and you gave them little animals to put around to the zoo. Or they like dinosaurs and they get to paint little dinosaurs. You can buy those little bitty ones for a couple of bucks and they get to paint that. Give them two, three minutes to paint that. They're back at the table. Then you go through your list or however you're setting up that they're going to work. If you set up just a timer, say we're going to work on this, this and this, I always let them know this is what we're going to work on today.
Speaker 1:Be careful of sensory overload. If there's a lot of noise or if it's too bright in the room, those things can kind of affect how they want to learn or if they're agitated. So kind of check around your environment to make sure that's okay. I know when we're homeschooling we try to get an area where it's good for them to have less distractions and don't feel I mean I know I've said this before, but don't feel like you've got to work all day long. We don't work all day long in school either. You know we time, you know specials and and speech and OTs and all that coming people coming in and out. We don't work all day with them either, like that. I mean they're doing different stuff. It's definitely different in school, but at home, if you spend two hours throughout the day doing some kind of educational activity, then you've done a good job. You know your goal is that you want them to be able to read and write and do some math. So be careful of that.
Speaker 1:If they become angry, learn how to calm them down. There's different ways. I had a little boy once that loved pizza. So every time he'd get agitated or angry or something, we'd have him like cup his hand and take a deep breath and smell and think of pizza and that would that breathing. So breathe in, breathe out, you smell that pizza and then he would calm himself down. So it just depends on your child. What techniques do you find that will help them?
Speaker 1:Okay, so that's it for today on this one. It will go out Tuesday. This is Sunday. I just went to church and had Easter dinner. I hope you guys had a great Easter weekend. It was a very good day. My granddaughter got baptized today, so that was really thrilling to see that happen. So, anyway, I really want to say to everyone out there thanks for listening. I am enjoying doing this and I hope to continue doing this. I'm hoping that I can help somebody out there and, if you don't mind sharing, I would appreciate you sharing and I just hope you all have a very, very blessed day and take care.
