Visual supports can help reduce frustration by giving non verbal students a way to Communicate. Having a variety of activities that are available in class and being able to ask for what is wanted can help reduce behavior throughout the day.
This is why I always keep a selection of visual choices handy in my calm down area, ready for when problems arise! Struggling students are able to find the visual displayed on a board that will help them reduce these emotions to carry on learning.
I display only the visuals that are available to the students on given days and a wider choice throughout the week.
Id like to share some of the behaviour strategies I use with my young learners with Autism/Special needs. They provide support and structure in my behaviour support plans and run in conjunction with ABA management’. My students use these on a daily basis!
Behavior Reflection – For students to recognise their feelings and how it effects their behavior
Calm Down schedule – For students to remember the tools they can use to calm themselves.
Social Stories – To read and learn social skills do and don’ts!
Classroom Rules – To follow and remember what behavior is expected
Keeping an organised class has been much easier since I created My daily planner for my young learners.
On Page 1,2 – About me
Pages 3-4 include days of the week and seasons
pg. 5-6 schedules
pg. 7-8 working for
pg. 9 -10 When I’m feeling angry
Once laminated I gave out dry wipe markers for my students to jot down their name, grade and class, followed by teachers name, their friends name, things they like and things they don’t.
There are pages with the days of the week for my student to practice and tick off what day it is and same for seasons.
I’ve added pages for them to write out their daily schedule and tick off as they go though it.
Working for cards and reward choice were a exciting addition!
What to remember when you feel angry, “first and then” when frustrations grow and what I need visuals has made “My Daily Planner” a valuable resource for any pre school, Autism or Special Ed Classroom.
My Centres are the tables that my students rotate around to learn, practice and master skills. I’ve colour coordinated each table and in this post I’ve listed some resources I use for these Independent work areas.
Binder Games
Binder Games have become popular in my Math Center stations, they provided the extra support to students with the practice they need with new skills and working independently . I use 2 types of Binders, both are valuable resources.
Binders with detachable visuals were quick and easy to make up, I laminated, added Velcro to the visuals and placed them in a binder.
Printable Binders that I printed off and put in plastic sheets as a drywipe activity.
I listed what my students needed to practice in maths and came up with these skills to concentrate on and make the resources I needed. Matching numbers to 10, Count and Match numbers to10 , Ordering numbers to 10, Order numbers to 10, Find the missing number to 10, Find the missing number to 10, Counting to 10, Sequencing summer items.
At the moment we’re Practicing counting forward beginning from a given number within a sequence and adding more to find the amount. My students use a dry wipe marker at their station to access this activity and like that they can wipe off any mistakes and start again.
Matching File Folders
These games are quick and easy to make up, Print out, laminate and Velcro and pop in a file folder and you will have great number games to use over and over again.
Task Boxes
I’ve broken these type of activities down with one question to answer on each card as not to overload the learner. They enable the child to focus not only on the basic academic skills in front of them but strengthen fine motor skills, help the student develop self esteem and promote the independence of the task.
These type of activities can be easily made up from classroom resources and stored in individual boxes ready to use as a Task Box activity on any centre.
Having Behavior Management strategies are an essential part of having a successful Special Ed classroom! I knew I needed a more visual approach to achieve this and having a learning environment that my students could become more independent and less frustrated would lead me to succeed.
I began by listing the most important strategies I used in my classroom!
Schedules – Visually set out to reflect the order of the day.
Timers – For giving a break, to tell students how long they need to work and how long left on free time!
Routines – Keep Break, Lunch and free choice the same time each day!
Consistency – Ensure all staff are using the same strategies and are following behaviour plans!
Positive Reinforcers – Use Token Economy Systems, First and Then, Self- Regulation tools and Reward systems tailored to individual interests and likes!
Communication – Critical skills for Functional Communication, a means in which my non verbal student is able to request a “break” “help” or asked to “wait”
I was pleased that it offered all these strategies and all visuals were kept in one handy place for my students to access through out the school day. There’s a place for the daily schedule to be displayed and a section for the schedule symbols. A token reward system was incorporated plus reward visuals, critical communication cards I added so students could ask for a Break or Help, all while maintaining a consistent approach that my staff could follow!
