Transitioning
One issue faced by many students with Autism is effectively managing transition according Special Education Educator Sue Larkey (2005), ‘many children have difficulties accepting change and transition from one thing to another’. A key related issue in the classroom is when student Mike transitions from Mathematics subject to English subject, when students are asked to take their handwriting books out it is normally at that point that Mike begins his meltdown, many of times he has pushed the desk to the ground, he has run out of the classroom and yelling, ‘I don’t want to’ and screaming. This behavior is becoming more and more evident when Mike is asked to change from one subject to another and considerably worse when Mike is asked to complete any handwriting or English activities. It is manifest that Mike is comfortable completing his mathematics work, art work and science work as Mike enjoys these subjects and thrives in these areas of school work. It is recorded that Mikes meltdowns are associated with the anxiety, as many students with ASD their anxiety level rise when there is something they are not prepared for or comfortable with (Morris, 2008). If the work expected and the possibility that Mike feels as though he cannot complete the activity as it is an area that he is not comfortable in completing then Mike anxiety and stress levels are manifestly the problem causing the meltdowns. When Mike has meltdown and his anxiety and stress levels are high it causes disruption to Mike learning and school work as well as his fellow students and the assistance and attention of the teacher and teacher aide especially in ensuring the other students safety initially, calming Mike down and making him feel more comfortable is crucial in Mike learning and classroom attendance for the remainder of the day, a simple meltdown can affect Mike behaviour for the remaining school day. If the meltdown is not dealt with appropriately and in an appropriate manner than it may then have an effect on the parents, siblings and the students overall anxiety levels and well being.
Strategy and Artefact
It is evident that majority of students with autism spectrum disorder (ASD) have strengths in visual areas as opposed to other areas including hearing and speech, even though students can hear they can’t process verbal language. Students can remember a symbol or a picture long after the word or sign has been completed (Larkey, 2015). A well-known autistic American lady Temple Grandin stated “I think in pictures, words are like a second language to me’ (Grandin, 2006) this quote is a powerful statement it gives us educators and insight into Autism and the way they learn. We as educator need to teach students to their learning styles not all students are the same and we all learn in different ways whether it is kinaesthetic, auditory, visual or tactile learner, if the student does not understand than we need to teach them the way that they will understand (Carter, 1990).
Visual aids include real objects, parts of objects or remnants or photographs of an actual object, drawings, computer generated symbols (Larkey, 2015). A student’s ability and age is the determining factor on which support would be best suited for the child. When using a visual then name of the visual should be printed on the bottom left hand corner in lower case letters to ensure that everyone calls the visual the same thing. The student needs adequate time to process the visual or object and it may take the child several trials before he makes the connection between the visual and real object and the visual needs to be accompanied by speech even after the child is able to talk.
In regards to Mikes issue with transitioning with from one subject to another with the incorporation of visual aids and timers enforces what Mike is expected to do in given amount of time. It is evident that Mike likes the mathematics egg timers and has worked well with using them in the past for different things by incorporating the timer and visuals together it will allow Mike the given time and the visual aide of what he is expected to do in 1, 3, 5 or 10 minutes having the time written on all timers as they currently do. Initially starting with a 5 minute timer especially when transitioning from mathematics to handwriting and as it becomes more frequently familiar with Mike then the timer may be then shortened to 3 minutes and then eventually 1 minute. The intervention needs to be accurate and used everytime in order for the visual aids and timer be effective and if the change of subject is still an issue as well as the safety of Mike, the educators and the students is important than the change of scenario could be included this may mean taking the egg timer for a walk whether it is to the water bubblers or somewhere close allowing Mike time to adjust to the changes but also knowing that at the end of the egg timer he needs to be in class ready to go, it is a manner of what works best for Mike.
The use of the break cards between subjects and using the egg timers will give Mike the opportunity to be able to ask for a break before he has a meltdown or he experiences anxious feeling. According to educator Sue Larkey (2015), anxiety can look like:
Visual aids include real objects, parts of objects or remnants or photographs of an actual object, drawings, computer generated symbols (Larkey, 2015). A student’s ability and age is the determining factor on which support would be best suited for the child. When using a visual then name of the visual should be printed on the bottom left hand corner in lower case letters to ensure that everyone calls the visual the same thing. The student needs adequate time to process the visual or object and it may take the child several trials before he makes the connection between the visual and real object and the visual needs to be accompanied by speech even after the child is able to talk.
In regards to Mikes issue with transitioning with from one subject to another with the incorporation of visual aids and timers enforces what Mike is expected to do in given amount of time. It is evident that Mike likes the mathematics egg timers and has worked well with using them in the past for different things by incorporating the timer and visuals together it will allow Mike the given time and the visual aide of what he is expected to do in 1, 3, 5 or 10 minutes having the time written on all timers as they currently do. Initially starting with a 5 minute timer especially when transitioning from mathematics to handwriting and as it becomes more frequently familiar with Mike then the timer may be then shortened to 3 minutes and then eventually 1 minute. The intervention needs to be accurate and used everytime in order for the visual aids and timer be effective and if the change of subject is still an issue as well as the safety of Mike, the educators and the students is important than the change of scenario could be included this may mean taking the egg timer for a walk whether it is to the water bubblers or somewhere close allowing Mike time to adjust to the changes but also knowing that at the end of the egg timer he needs to be in class ready to go, it is a manner of what works best for Mike.
The use of the break cards between subjects and using the egg timers will give Mike the opportunity to be able to ask for a break before he has a meltdown or he experiences anxious feeling. According to educator Sue Larkey (2015), anxiety can look like:
- Avoiding a new situation
- Insisting on same rules/ routine
- Social withdrawal
- anger
- meltdowns
Let the child choose their reward and put it on the card in the bottom square with visual aids, possible things that interest Mike, whether it is a feather, balloon, 10 minutes play in the sandpit but a variety of rewards that he can choose everytime he starts a new card. Starting the counters on the left side, each time Mikey completes a task or there is a good model of communication then one token can be moved from the left side to the right-side. Each time there is a negative behaviour then the token will be move back to the left side. Once all the tokens are on the right side then Mike is able to get the reward. Students at a younger age will benefit and have more motivation with 3-5 successes rather than 10 (Larkey, 2015).
Egg timers that are used in the classroom and are familiar with Mike and all students.
The visual aid of Mikes English book, math book, sport teacher and area, having the visual to match the written word.