Visual Classroom Instructions
The issue:
Having too long, or complicated instructions will confuse individuals with Autism. Christopher sometimes gets into trouble because he forgets what he has to do when the instructions are not clear, specific and short.
Having too long, or complicated instructions will confuse individuals with Autism. Christopher sometimes gets into trouble because he forgets what he has to do when the instructions are not clear, specific and short.
The Artefact:
Having instructions around the room to remind students what to do and where is important. The instructions should be short and precise, and include step-by-step pictures of what to do. Example: In the bathroom- turn on tap, wet hands, soap hands, rinse hands, turn off tap, wipe hands. These instructions would be all over the classroom- at floor area, at desks, school bag area, when lining up etc. Anywhere where a specific behavior is required.
Having instructions around the room to remind students what to do and where is important. The instructions should be short and precise, and include step-by-step pictures of what to do. Example: In the bathroom- turn on tap, wet hands, soap hands, rinse hands, turn off tap, wipe hands. These instructions would be all over the classroom- at floor area, at desks, school bag area, when lining up etc. Anywhere where a specific behavior is required.
Visual cues by Debbie Clement: http://rainbowswithinreach.blogspot.com.au/2012/06/visual-prompts-schedules-and-supports.html
How the Artefact will help the issue:
Once again visual aids are used- so that the individual with Autism will not only hear the instructions, but be able to refer to them throughout the day and when given the instructions. Vague instructions could mean that students will have trouble with cooperating, because they are unclear about what they are supposed to do. (Raising children network, 2013). As a result, it is important that instructions given are explicit, and never to assume that meaning will be clarified by the context. "Keep language simple and relevant to the situation and use visual supports to explain difficult concepts." (Dodd, 2005, p.141). Therefore having visual prompts for the rules and instructions will definitely help the issue of misinterpretation and lack of cooperation. Also, "Give one instruction at a time rather than a string of instructions that require advanced processing skills and keep facial expressions and gestures clear and simple." (Dodd, 2005, p.141).