Communication {Products & Resources}

Can you believe we are on the last day of the Seven Steps for Setting Up a Stellar Autism Room. We soared through organization, classroom structure, schedules, visuals, data, work tasks, and now communication. I hope this summer series has been helpful to you! I have loved seeing all of your comments and hearing all of your feedback and anecdotes. I hope these posts will be a resource for you to refer to throughout the next few whirlwind months of classroom setup. Good luck, thanks for reading, and as always feel free to contact me with any questions!

Time to finish up communication. I really write about communication all the time! I think I was a speech therapist in a prior life. But that goes to show how essential communication training is. It is a major component of a special education teacher’s life! Really – every task and lesson in your class should have a communication twist or aspect. That’s why communication made it into the Seven Steps for Setting Up a Stellar Autism!

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The Autism Helper - Communication

The Autism Helper - Communication

The Autism Helper - Communication

The Autism Helper - Communication

The Autism Helper - Communication

The Autism Helper - Communication

The Autism Helper - Communication

Communication products:

What? How Many? What Color? Adapted Book

The Autism Helper - Communication

Sandwich Ordering Booklet

The Autism Helper - Communication

Visual Recipes for Children with Autism 

The Autism Helper - Communication

How Do You Do It? Adapted Book for Children with Autism

The Autism Helper - Communication

What’s Bugging You? Adapted Book

The Autism Helper - Communication

Fast Food Ordering Visual 

The Autism Helper - Communication

Froggy Fill Ins {teaching verbal responding}

The Autism Helper - Communication

The Seven Steps for Setting Up a Stellar Autism Class are over but there are more great resources on the way. Check out the calendar for the rest of the month:

Seven Steps for Setting Up a Stellar Autism Room

4 Comments

  1. Sasha,I have a few questions. How do you handle the first 1/2 of school with new, incoming students? Do you begin your program or so you make sure there is a visual schedule of what the shorten day looks like.

    Many Thanks, Jeannette

    Reply
  2. Hi Jeannette! The first few weeks are spent solidifying the routine and expectations. We still do work but I like to keep most of the work simple and easy. No need to cause additional behavior problems! This helps for paraprofessionals too because they can also get used to the schedule. So with my returning kids – they pretty much know expectations/routine, so I can focus on my new kids. For whatever type of schedule they are using, I focus on getting them independent on following the schedule first. I use prompt fading (start with highest level of prompts and fade to lowest level) to show them how to follow the schedule. I don’t let everyone transition at once – I do it more individually so we are able to really follow through on teaching the schedule. This can take time – but you will be happy later in the year that you spent the time making sure schedule following is independent. In the start of the year use TONS of positive reinforcement towards the behaviors you want to see. This will help reiterate what they should be during. You can fade it out later – but it’s helpful to really stress that to start. With my less verbal students – it’s pretty much the same. But basically being really consistent on providing reinforcement for the positive behaviors and providing a punishing consequence for negative behaviors (ignoring behaviors that are to try to get attention, etc.). Hope this helps! Will be doing more posts on this soon!

    Reply
  3. I totally agree with everything you said. For my returning students I set up a time for their parent(s) to bring them in for 15-30 minutes. We go over their summer, I take a look at their summer work, and I administer a quick reading assessment. That way we are ready to go on day 1. For new students I also meet and discuss child’s interests, school experiences, etc. that way I have a clear motivator to use on day 1. This leaves Open House for paperwork, etc. as well as time for parents to visit.

    Reply
  4. Love this set up! Thanks for sharing, Becky!

    Reply

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