Parents that are facing the issue of teaching a special child to clean their bedroom need to take a complete different approach. It is very important for parents to understand that a bedroom with all the toys will become a very distracting issue. Every child will face some type of handicap within their life time. Some issues will be larger than others, but will only overcome with the training and teaching them how to clean their bedroom. parents whose children are a bit too young to be of much help realize that they'll have to venture into the kids' bedrooms sooner or later to do some serious cleaning especially if you're expecting guests, or you're putting your house on the market and your realtor will be showing your home. * Here are some of the guidelines how to clean their bedroom* 1. Let them know that they'll have to sort through their belongings (toys, stuffed animals, etc.) and store half of them in their closets, the other half in their bedrooms. - This process can also help your kids assess what they use most often and what they might consider giving to charity at a later date. If your young children become upset at the request to place their toys out of view, assure them that they'll have access to them whenever they'd like; they just need to place them back in their proper place when they're finished using them. 2. Encourage your child to personalize the containers in any way they wish, using tape and construction paper, ribbons, crayons and markers, etc- You'll be giving your child control not only over which toys go where, but also the way in which they choose to identify them. 3. Purchased shelves for your child already, now is a good time to do it. They make the prospect of cleaning considerably easier for your children (and you), and allow your kids to have their favorite toys at their disposal. And if you're getting ready to show your house, shelves are a godsend for quick and easy cleanups. The idea is to make clean-ups easy for your child. 4. Place hampers or laundry bags in the kids' bedrooms or bathrooms, and require your children to bring their clothes to the laundry room once or twice a week - Teach them how to change their bed sheets weekly, and assign your kids one bath towel each week to keep laundry loads within reasonable amounts. 5. Establish with your children a day or evening each week during which they'll straighten up their rooms and move everything back to its "spot." You may want to choose Sunday afternoon or Sunday evening, for example, in order to start your weeks off on the right note. Praise your kids for observing this schedule.. 6. Expand your children's household responsibilities beyond their bedrooms, of course. The best approach is to introduce them to such chores gradually. Make a chart that outlines each child's responsibilities, and establish a reasonable deadline for their completion. Keep the conversation fun and help them realize the value of time spent with Mom or Dad. 7. Introducing fun into the equation whenever possible helps you to get the results you want from your child. Above all, remember that the job doesn't have to be perfect; it just needs to be done reasonably. Treat your children as adults, giving them the flexibility to decide when and where to store items. 8. Establishing rigid rules is the recipe for disaster. Offering small incentives (not money) if and only if they get the job done and not giving them when the job doesn't meet your satisfaction will help your family keep a clean house without starting World War III. Conclusion: Remember all children can be taught, some take longer than others. Repeating the same routine time after time will help you to reach this goal faster than breaking the routine. It might be easier to give in and do it yourself, but then you have taught your child not to behave. References: Getting your ADD child to clean his room withoutbattle http://www.helium.com/items/ Cleaning Your Child's Bedroom the Fun WayBy Shauna Hanus Teaching Your Kids to Clean Up - It Can be Done by Courtney Ronan: http://realtytimes.com/

 Home program is very important for development of a special child. Home is very comfortable playing games’ place and it’s also good for working tasks because he’s familiar with the place already. However; there are things to be considered in setting up the work area of the child.

 

Structural Organization

·        Set up a specific work area for your child in a room away from distractions.

·        The work area should consist of a comfortable chair and desk at the correct height of the child.

·        A bookshelf or cupboard should be placed on one side of the desk to access equipment.

·        A box should be located on the other side of the desk to place of the materials needed.

·        Good light and minimal noise distraction should be taken into account.

·        Activities and equipment on the shelf should be orderly and clearly defined. Avoid too many clutter and too many pieces of equipment.

·        Work with one activity at a time.

·        Have the equipment/activities ready before commencing the work session. Being prepared and organized in advance is essential.

·        Establish a regular structured work schedule. Your child will respond positively to the structure, predictability and familiarity.

 

Conclusion:

     The things on how to set up the proper work place of the child must be put in mind so that; we could expect a good feedback from him/her. A working place that is comfortable and less distraction gives good atmosphere to the learner.

 

References:

1.     Individualized Assessment and Treatment for Autistic and Developmentally Disabled Children, pp.148; by Eric Schopler,Ph.D.

2.     Method of Teaching: Giant Step Sydney, Australia

 

GOD BLESS!

                Teaching children is a difficult enough endeavor on its own. Throw in an autistic child with learning disabilities, and the task can seem overwhelming. However, the task is not impossible. By following some simple guidelines, you may be able to see a marked improvement. Whether you’re a parent home schooling your child or a teacher with an autistic student in your class, these tips should prove helpful.

The first thing you may want to keep in mind is that autistic children are generally very dependent upon routine. Rather than fighting this, it is a good idea to incorporate it into the learning process. In a classroom setting, routine is already well established, but it can be more difficult in a home setting. The key, though, is to stick to a schedule, and to not deviate based on convenience or other factors whenever possible.

Visual Strategies: 

• Students with autism perform best when their daily routine is predictable, with clear expectations.
• A tangible object that is related to the class or activity it represents is attached to an icon and the printed word.
• A "check schedule" transition cue is then given to the student each time he is to transition to a new activity or class.

 

Environmental Considerations:

• Visual and auditory stimulation in the classroom must be taken into consideration.
• Their work stations should be placed away from excessive auditory stimulation and away from unnecessary movement.

 

 

Visual Structure

• The environment needs to be structured visually to help the student clearly see and understand what is expected of him. 
• The activities are designed with strong visual cues so less auditory directions are needed.

 

Alternatives to Verbal Communication

• Many students with autism have impairments in communication, particularly expressive communication. For those who are non-verbal, an augmentative communication system must be in place. The Picture Exchange Communication System (PECS) has been very effective.

 

Direct Instruction of Social Skills

• They need to learn social interaction skills in the same way they learn other academic skills. Using strong visual structure, activities can be designed to teach about identifying emotions in self and others, situations that can cause certain emotions, and how to respond in certain social situations. 

 

Sensory Opportunities

• Most students with autism have some sensory needs. Many find deep pressure very relaxing.
• Based on the profile, a sensory "diet" is created and implemented throughout the day.

 

Consistency

• All students do best when the daily program remains consistent with clear expectations.

 

Functional Curriculum

• Students with autism have a great deal of potential to live and work independently as adults. 
• Functional academics include literacy (reading and writing), basic math, and time and money skills. Self-care skills, domestics, recreation and community experiences are emphasized.

 

 

The best way to teach children with autism skills is through repeated practice in natural settings. What was taught in the classroom should also be applied at home so we’ll be able to see if the child really has balance learning and also to see if there is improvement in the child while he’s at home.

 

 

http://www.ccprograms.com/AutisticPDDNOS.aspx

http://ezinearticles.com/?Some-Ideas-For-Teaching-Autistic-Children&id=643363

 Home-made Sensorial Activities

 

I.

By this time, we are more oriented on the importance of the Sensory Integration System in the learning process of our children with Autism.

Series of sensory diet activities are implemented to enhance the sensory integration of our children. Once the sensory integration is enhanced the result will be the smoothness of training or learning that is planned as stated in the respective IEP of our children.

II.

 Sensory Diet is  planned activities that address to stimulate the “near” senses of our children namely: Tactile, Proprioceptive and Vestibular.

The following are some of the home-made activities that fuel the near sense of our children:

 

1.    Tactile Play Activities

  1. Try the following ideas for tactile stimulation. If your child or student will not touch materials with their hands and fingers – don’t push  try letting them touch with a spoon or fork or straw, try wearing dish gloves to get started. Keep soft cloths and water ready for clean up.  Provide wash cloths for frequent hand wiping as needed. If touching bath foam or finger paint is too stressful put a small amount into a zip lock bag and hold and squeeze the bag. Begin play with dry textures if wet, messy materials are too stressful.

2.  Try water play outside of demanding situations such as bathing and tooth-brushing. Use various textures of washcloths, sponges, water toys, squirters, water guns. Water plants with a spray bottle.  Clean and wipe tables or floors with sponges and a wash-up bucket of water.  Play with cool and warm temperatures.  Help wash dishes in warm water and rinse in cool.

3.  Fill large storage bins with dry beans or rice, encourage play in the bin for hands and feet.  Hide small toys for searching, use cups and coffee cans for pouring, stir with large spoons, play with funnels and other kitchen toys.  Pour beans or other textured material outside on the sidewalk and try to walk across. 

4. Use lotion for firm touch massage.  Teach self massage.  Remember that firm, deep touch is calming and organizing.

5. Consult an OT or PT familiar with skin brushing and joint compressions.  This is a technique recommended to help reduce tactile defensiveness with frequent, structured tactile and proproioceptive input. 

6. Art activities: finger paint, modeling clay, glue and glitter, glue and sand.  Make art with pasta and glue or string and glue.

7. Create feely boxes or bags with a variety of textured materials and various textured toys.  Fill with fabric swatches to feel, discriminate, label or match.  Fill with wooden puzzle shapes, beads, etc... to identify and describe.

8. For hand fidgets, keep a fanny pack available with a variety of textured items inside.  For squeezing try stress balls, thera-band, thera-tube, and stretch toys.  Use auditory squeeze toys for play.

9. Cooking activities – mixing and stirring cookie dough, pushing cookie dough into cooking cutters.  Measuring and pouring ingredients.  Make pudding and jello, sift flour with hands.

10. Carefully introduce various textures for exploration and play.  Place materials on a cooking sheet or plastic placemat – shaving cream, bath foam, lotion, play dough, silly putty, toy slime (gak).  Introduce toys for ideas such as a “bath foam or shaving cream car wash.”  Drive toy car through shaving cream or draw shapes and write designs with fingers. 

11. Play dough – use rolling pin, cut dough with safe/dull scissors, practice cutting with knife and fork, use cookie cutters and molds, hide items to search for (coins, marbles, pebbles, or small toys).

12. Sand play - Use cookie sheet or plastic covering over table or play outside.  Use clean dry sand with spray bottle filled with water for adding moisture.  Play with cookie cutters or add toys - plastic dinosaurs, and toy cars.  Write in sand, build shapes, build a sand castle.

13. Fabric and texture play: use carpet squares for walking on – space out squares to find with toes.  Use swatches of various types of fabric (corduroy, satin, velvet, fake fur).  Play and walk on egg crate foam – also use foam to roll up inside.

14. Trace raised lines of tactile maps.

Any pushing through the hands will help.  Such as on the tummy over a yoga ball holding body weight through arms and hands.  This “prone weight bearing” is very helpful for tactile tolerance, general strength, postural control, and proprioceptive/vestibular input.

15. Theraputty is a resistive exercise material used by therapists – colors vary according to resistive strength.  Hide toys, coins, & buttons inside for tactile searching.  Keep in a sealed container and be careful not to get on clothes or carpet (it will stain and stick!)

16. Try vibration with massagers or vibrating mats or toys, squiggly pens, or electric toothbrushes.

2.    Proprioceptive Play Activities

1. Move as much as possible!  Jump on a trampoline or a mini-tramp. Bounce on yoga balls. Outside play on all kinds of equipment if possible for supervised climbing across monkey bars and up and down a slide.

2. Prone weight bearing -  such as four-point crawling or on the stomach over a therapy ball holding weight through arms and upper body.  If strong enough, try “wheel barrel walking.”  (Prone weight bearing is very important for postural strength, upper body and arm/hand strengthening, and reflex inhibition).

3. Scooter board activities: for small size scooter boards sit cross-legged and propel with hands.  Ideally have long size scooter boards available for riding on the tummy to propel with arms.  Add wrist weights for increased proprioceptive and pressure sensation. Try all directions, forward backward turning full circles left to right.  Push off from a wall to propel backward.  Crash into cardboard brick wall or stacked boxes.  Ride scooter board down a ramp to crash into toy bowling pins or crash into a large pillow.  Ride a scooter board short distances to search for and pick up toys or bean bags and return.  Try prone on scooter board with a large rope to pull forward for hand over hand reach.

4. Add weights to items for more feedback.  For example add weight to a cane or pre-cane to help keep it in the correct position and to provide greater pressure feedback.  Small size wrist and ankle weights are available – these can be worn for extra proprioceptive feedback and can also be added to other items.  Ask OT/PT if a weighted vest might be helpful.  Weighted blankets are available or try heavy quilts.  Neck and shoulder wraps are available in drug stores sometimes designed to go in the microwave for heat – these can be used without heating around the neck or held in the lap.  Weighted sweatshirts can be made easily by sewing seams shut after filling with dry beans or rice or sand.  Wear loosely over the shoulder and back or on the lap.

5. Hang from a trapeze bar or chin up bar – if this is too scary have a step stool to stand on and just feel the pull through the arms and hands without having to support full weight.

6. Teach simple isometric exercises such as wall push-ups and chair push-ups.  Teach modified push-ups and sit-ups.

7. Practice pouring over the sink or outside from heavy containers – gallon and ½ gallon jugs.  Practice pouring with pitchers filled with sand or other dry materials.

8. Use squeeze horns such as a bike horn. Have a variety of stress balls – there are many different types and interesting toys for squeezing. Wring water from sponges and cloths.  Squeeze bottle glue and squeeze bottle puff paints for art. Use spray bottles to water plants or keep spray bottles at sinks or in tubs for play.

9. “Zoomball game” is a toy with a plastic ball strung on two ropes.  The ropes have handles on both ends and the object is to pull arms apart quickly to send the ball to your partner.  Arms are spread quickly and closed quickly for a successful pass.

10. Try using tools with supervision – hammer, screwdriver, pliers, or sanding wood. Use dull/safe scissors to cut heavy paper or cardstock. 

11. Pull with a partner for tug-o-war games.  Pull a friend in a wagon or push/pull a laundry cart.

12. Roll in foam pad or quilt for deep pressure games “the hot dog” the “burrito” or the “enchilada.”  Use rhythmical touch with hands or roll over with a therapy ball.  Try weighted balls such as a medicine ball (weighted PE ball).

13. Climb and lie under large pillows, bean bags, mattresses, or cushions.  If other students are available have them try to crawl across and then take turns being underneath. 

14. Throw balls against a wall.  Throw to the left and right sides and backward overhead.

 

3.    Vestibular Play Activities

     1. Sit and bounce on yoga balls.  Try prone (on the tummy positions) and supine (lying on the back) – give support for trying to lie back and stretch the back and hang the head backward.

2. Stationary bike and treadmill exercise.  Ride tandem bikes.  Help a younger child ride tricycles and bikes with training wheels for left/right integration and reciprocal control.

3. Ride stand up scooters (with handle bars) and support. Roller skate with hand hold support or put a large belt around the body to hold on to.

4. Toy bouncy shoes or “moon shoes” these are large toy shoes that fit over regular shoes to bounce, jump, and walk with.

5. Try as many types of swings as possible.  Standard playground swings, platform swings, bolster swings, pogo swings (a bouncy and rotational swing) and hammock swings. 

6. Use rocker boards and spin boards. Both are low to the ground and the rocker board can be used in sitting or standing with support. Try four point position or tall kneel position with support. The spin board is only used in sitting! 

7. Try a T-stool.  Try to keep balance while throwing a ball against the wall.

8. Rolling games or races, rolling down or up hills outside. (Rolling is terrific for tactile, proprioceptive, & vestibular input and reflex inhibition).

9. Practice balancing on one foot.  Hop with feet together hop on one foot.  Jump one foot to the other.  Practice marching, running, or stomping in place.

10. Try very low balance beams or tandem walking in a straight line (heel toe, heel toe).  Use hand hold support, hold onto a hoola hoop, or dowel – add bean bag to balance on the head for greater challenge.  Place a ladder on the floor to try and step across separate rungs.

11. Use an Inner tube to step or hop inside and to walk around the edges for balance.

12. Balance in tall kneel position or half kneel.  Toss a ball against the wall while holding balance or keep bean bag on the head.

13. For smaller feet, place feet in shoe boxes to slide along the floor.  Try walking with swim fins.

14. Directional movement practice- use a heavy wooden chair for sit/stand commands, in front/behind move to the left/right sides, circle the chair, three steps forward/backward from chair.  Add music, slow and fast movements, combine with Simon Says and Red Light Green Light games.  Practice directional controls for facing the front of the room, the back, & either wall.  Practice facing north, south, east, and west.  Try quick change games for moving from sitting to standing to four point to stand on one foot, etc…Practice turning toward sound.

15. Parachute games for up/down arm movements and shaking.  If a group is available try having kids crawl under to the other side.  Add a light weight ball and bounce the parachute to toss the ball over the side.

Heavy Work Activities:

Heavy work activities are thought to provide the longest sensory effect with combined benefits of proprioceptive and vestibular stimulation (heavy work routines potentially have a calming effect on the nervous system for 4-6 hours).

Heavy work tasks are any activities that require whole body movement and resistance such as carrying heavy objects or carrying large size boxes, pushing through heavy doors, pushing a grocery or work cart, pushing a laundry basket, pulling a friend in a wagon, helping to move furniture, vacuuming – Any activity that requires resistance with movement.

 

III.

The above activities are very implemental in home setting. Choose the activities that are meaningful and especially fitted to your child needs. Let’s continue hope for BEST for our children.

 

References:

1. http://www.tsbvi.edu/Education/vmi/si-actvities.htm

 

Introduction

Policymakers support funding early childhood strategies because of the benefits of influencing healthy child development and contributing to early school success of children. Early childhood programs spend the majority of their resources and staff time working with infants, toddlers and preschool children. Even when early childhood agencies work with parents, a dominant underlying goal is to enhance benefits to children. For all of these reasons, we focus in this section on how these seven initiatives carry out their function of educating and caring for children. We begin by commenting on the context of early childhood classrooms and teaching practice, followed by discussion of five significant innovative strategies observed in these seven initiatives.

 

Content

 

Child-Centered Classrooms Which Bridge the Worlds of Home and School

Early childhood classrooms occupy a special place in the educational careers of students and families. They are the first place where children come to learn outside of their homes -- and the last place where children are taught before they begin kindergarten. This situation creates special opportunities and challenges for teachers to work with families and with schools as they teach and nurture the development of young children.

Strategies with Children, Parents & Public Schools

1. Programs implement a developmentally appropriate approach to classroom environments and instructional practice.

A striking paradox exists between the structural diversity of early childhood agencies and the uniformity of practice in early childhood classrooms. While we deliberately selected agencies with different structural attributes, our visits revealed a highly uniform approach to teaching and classroom environments, characterized by adherence to the tenets of "developmentally appropriate practice" as promulgated by the National Association for the Education of Young Children (Bredekamp, 1987). Across visits to classrooms in a small trailer on an Indian reservation, a child care center on the ground floor of a modern federal office building in Atlanta, and busy urban elementary schools in New Jersey, we found a striking homogeneity in physical environments, schedules, modes of teaching and activities, and the way teachers talk about their work.

2. Teachers work to respond to the individual needs of students within a framework of developmentally appropriate practice.

Within a general framework of age-appropriate practices, teachers work to meet the individual needs of children. One theme we heard frequently from teachers was increasing concern about the effects of stress and violence on children, noted by one staff member as follows:

"Parents are so stressed that they can't give children the time and attention they need and children are acting out in school and in child care. Perhaps the only way that children get attention at home is through negative behavior, or children are picking up aggression from their older siblings or television. We're seeing more acting out of Ninja Turtles and Power Ranger characters in the centers -- kids who whack, whack, and knock somebody down or tackle everybody. It's very challenging for teachers."

 

Conclusion

 

I therefore conclude, early childhood programs engage with public schools in two ways: working to prepare children and families for a smooth transition as they move into elementary schools and working to enhance continuity of educational philosophy and practice with kindergarten and primary grade programs. In the first instance, they accept the reality of differences between schools and early childhood centers and prepare children and parents to adjust. In the second instance, they collaborate to help change school practices, to make them more congruent with principles and routines common to early childhood agencies and classrooms. 

 

 

References

http://www.ed.gov/pubs/SER/EarlyChild/chap5-1.html

http://singleparents.about.com/od/yourchildseducation/qt/settinggoals.htm

       Young children with autism spectrum disorders often have difficulty developing certain skills. Adapting the environment and activities to address sensory and learning needs will promote focus, motivation and success. A child may benefit by beginning a creating meaningful environment at home such as implementing suggested activities below.

 

Fine Motor Activities

• Molding and rolling play dough into balls - using the palms of the hands facing each other and with fingers curled slightly towards the palm

• Rolling play dough into tiny balls (peas) using only the finger tips.

• Using pegs or toothpicks to make designs in play dough

• Tearing newspaper into strips and then crumpling them into balls. Use to stuff scarecrow or other art creation.

• Shaking dice by cupping the hands together, forming an empty air space between the palms.

• Using small-sized screwdrivers like those found in an erector set.

• Lacing and sewing activities such as stringing beads, Cheerios, macaroni, etc.

• Using eye droppers to "pick up" colored water for color mixing or to make artistic designs on paper.

• Rolling small balls out of tissue paper, then gluing the balls onto construction paper to form pictures or designs.

• Turning over cards, coins, checkers, or buttons, without bringing them to the edge of the table.

• Making pictures using stickers or self-sticking paper reinforcements.

• Playing games with the "puppet fingers" -the thumb, index, and middle fingers. At circle time have each child's puppet fingers tell about what happened over the weekend, or use them in songs and finger plays.

 

Scissor Activities

• Cutting junk mail, particularly the kind of paper used in magazine subscription cards.

• Making fringe on the edge of a piece of construction paper.

• Cutting play dough with scissors.

• Cutting straws or shredded paper.

 

Sensory Activities

• Wheelbarrow walking, crab walking.

• Clapping games (loud/quiet, on knees together, etc.)

• Catching (clapping) bubbles between hands

• Picking out small objects like pegs, beads, coins, etc., from a tray of salt, sand, rice, or putty. Try it with eyes closed too. This helps develop sensory awareness in the hands.

 

CONCLUSION:

Therefore suggested activities could really help professionals and even parents to address the needs of the child.  Some of the activities above, we are implemented in our teaching and indeed very essential and useful to apply at home. It is very challenging for me as a teacher especially seeing the child gradually improve. The key is to have fun. So, remember that if you find the activity to be enjoyable, chances are good that the child will too. God Bless!!!

 

REFERENCES:

1. http://autismacitivties.blogspot.com/2007/05/activities-with-fine-motor.html

2. Barbarasmith, ,published Jan 15, 2009, http://www.brighthub.com/education/special/articles/22578.aspx

Teaching autistic children how to perform household chores can also be considered a precursor to preparation for future vocational training. Many basic vocations consist of the implementation of a series of steps. In the same way, autistic children who have been exposed to this type of instruction will be more amenable to this sort of training in the future. Pictorial activity schedules could also be used to teach the child at home. For example, a series of photos could be used to teach a child to make his or her bed. For this skill, the photographs would portray the following series of activities: the child enters his or her bedroom, pulls the top sheet to the front of the bed, places the pillows at the front of the bed, pulls the bedspread to the front of the bed, and smooth the wrinkles from the bedspread. In Figure 2, a task analysis that could be photographed shows the steps of making a bed. Task analysis for making a bed. 1. Smooth the wrinkles from the bottom sheet on the bed. 2. Pull the front of the top sheet to the front of the bed. 3. Make sure the top sheet hangs evenly on both sides of the bed. 4. Fluff the pillow(s) and place them at the front of the bed. 5. Pull the front end of the bedspread to the front of the bed. 6. Make sure the bedspread hangs evenly on both sides of the bed. 7. Smooth any wrinkles in the bedspread. Additionally, siblings or peers in the neighborhood can serve as tutors to the child with autism at home. For example, siblings or peers can create a play store in which they can instruct the child with autism in counting money and making change. Further, siblings or peers can promote generalization of this by monitoring the child with autism as he or she engages in transactions in stores in the community. Conclusion Children with autism are likely to have better adult outcomes if they are able to master a variety of functional daily living skills. However, if these skills are to be maintained and generalized they need to be taught repeatedly by different individuals and in different settings. This article described three easy-to-use techniques that have been proven effective in teaching students with autism and that can be employed both at school and in the home. Use of these techniques will help fulfill the Individuals with Disabilities Education Act requirement that schools and parents work together to address the child's needs in the area of daily living skills. Most important, use of these techniques will enable children with autism to live more independently and successfully as adults. How teachers and parents can work together to teach daily living skills to children with autism. Refernce: Douglas E. Carothers; Ronald L. Taylor. http://www.worksupport.com/Main/proed_teachersparents.asp Homeschooling a Child with Autism http://autistic-child-parenting.suite101.com/article.cfm/homeschooling_a_child_with_autism#ixzz0Sq81skWP

 Children that have Autism often have great difficulty in social situations. What comes naturally to most children does not come naturally to children who have Autism Spectrum Disorder. Lack of social skills makes it difficult for these children to make and keep friends and can lead to social isolation

 

The following are some activities that would help children with autism develop their social skills:

 

1. Use social stories.
2. Practice reciprocal interactions. Let your child ask a question, answer it and let her ask another question. Do this exercise regularly to teach her how to have a conversation.
3. Routine daily life skills activities (hand washing, eating, and toileting) will also be taught.
4. Some kids with autism may go to special groups or classes to practice talking to each other, asking questions, using manners, etc.
5. Organize a field trip to a museum, mall, or park. Have the child observe adults and watch for evidence of good or poor manners. Discuss how people feel when they see positive or negative social behavior in others.

 

These provide opportunities for child and adult social exchanges to take place.

 

Adults will provide varying levels of structured teaching instruction using environmental arrangements, use of equipment / toys, facilitating and scaffolding play opportunities, helping children successfully enter established games by role modeling, and utilizing effective functional communication through use of verbal, gestures and pictorial tools. 

 

The teaching of social and play skills will focus on the child’s current level of development including their strengths, needs, interests, learning styles, and preferences. In our center, we encourage our special children to have mainstreaming with our Buddy Kids (normal children), they do activities together like singing, exercise, praying, eating, and the like; they also have exposure once a week, they go on strolling in malls, park, museum, restaurants, and other social areas; we also have our home visitation to check the child’s performance at home. These trainings are indeed a great opportunity for the child to see and develop his full potential in dealing with other people.

 

References:

http://www.ehow.com/how_4487564_teach-social-skills-children-autism.html

http://www.safc.org.au/autism-nexus-social-skilling.htm

http://www.essortment.com/family/socialskillsho_szzo.htm

The school and the home are the child’s two primary learning sites. No matter how experienced the teacher or how well the parent, there are different teaching or learning problems for the child at home and at school.  Many of these differences are valid and real. Too often they are ignored and misunderstood by both parents and teachers.

 

          Both parents and teachers share the general educational objective of helping the child to attain optimum independence and adaptation in the least restrictive environment. However, what they can do toward that end should differ in some respects but also be complementary.

 

The home environment is relatively free to accommodate the different needs of each family member.  They live together more weekly hours and for many more weeks than do teacher and child.

 

Extra efforts with the developmentally disabled child require energies from parents in addition to what they expend during their working day, whereas teachers are with the child during a specific number of hours daily.

 

·        Parents are involved with the child’s sleeping problems, and the necessity for every family member to get a night’s sleep.

 

·        Teachers, on the other hand, are expected to maintain a safe and productive learning environment for a group of children.  They give individual attention and help to the children as needed without ignoring the rest of the class they are responsible for.

 

·        Parents deal more frequently with cooking, feeding, dressing, and toileting problems.

 

·        Teachers are involved with special curriculum for speech and other survival skills defined by their educational program.

 

 

Conclusion:

Many specific differences between individual families and classrooms could be itemized. Therefore, parents and teachers should work hand in hand for the development of their special children. We should also cooperate and know our social role as parents and teachers.

 

 

Reference:

Individualized Assessment and Treatment for Autistic and Developmentally Disabled Children, by Eric Schopler, Ph.D., pp.147-149 

                                   HOME PROGRAM FOR AUTISTIC CHILD

“What Is The Importance Of Employees Training And Development Program?”

I. Introduction

Parents, teachers, guardians' and nanny's with autistic children is quiet difficult for you to handle or guide them. Like any other child in his or her age group, your autistic child wants to enjoy. But some activities may not be suitable for the child who are autistic. But there are also some games to play with autistic children, many of which can get them involved with others or help them to develop their motor or social skills while just playing. But the best thing to do is to simply home school your child. 

 II. Content

TRAINING:

method whereby people get hold of abilities to aid in the accomplishm
Training is a ent of organizational objectives. It occupies planned learning activities premeditated to develop an employee's performance at her/his recent job.

DEVELOPMENT:
Development is a wide-ranging, enduring multi-faceted position of behaviors to bring an employee or an organization up to another entrance of presentation. Development also suggests to achieves several jobs or new role in the upcoming.

IMPORTANCE OF TRAINING & DEVELOPMENT ROGRAMS:
In Organization development, the related field of training and development (T & D) deals with the design and delivery of learning to improve performance within organizations.
After hiring the employees by an organization, next step is determining the need of training and development for them. It is obvious that some new employees are not experienced to their work so they need special training to perform effectively and efficiently. Different organizations held different training and development prorgams according to their available resources and requirements. 

On the other hand, the important aspect of training and development programs is that it helps to avoid the managerial obsolescence. Organizational problems either major or minor can be solved our by these progrms.a These programs also play an important role managing the changes in organizational structure caused by mergers, acquisitions, rapid growth, downsizing and outsourcing.

Training and development programs are also important to cope up with the changes in technology and with diversity within the organization. Today because of number of changes in technological fields, these programs are increasingly emphasizing on converting the organization to learning organizations and human performance management.

III. Conclusion

The best thing to do for those who have children with autism, is by letting them do what they want to do. Because in that situation they can learn so many things from there. They can express their thoughts or feelings to us, if they can socialize to therthe o people. 

IV. References

http://www.blurtit.com/q804656.html

http://www.bbbautism.com/sensory_diet.htm

 Parents, teachers, and other caregivers often get so caught up in educating and providing structure to the lives of autistic children that they forget that, above all, he or she is a child. Like any other child in his or her age group, your autistic child wants to have fun. While some activities may not be suitable for those suffering from autism, there are a number of fun games to play with autistic children, many of which can get them involved with others or help them further develop motor or social skills while just focusing on having a good time. However, the best is to simply home school your autistic child. There are so many reasons why you should do this, but the following three reasons are incredibly important and will allow you to see amazing progress in your child.

·        Minimize Distractions and Control Noise Level

Many autistic children are easily distracted and noise affects them tremendously. In a typical school setting there are many distractions and a large classroom is certainly not quite. As a result autistic children simply cannot make the most of their abilities in this climate. However, if the autistic child is home schooled the parents are able to control the noise level, minimize distractions, and help their child succeed at their abilities and focus on their weaknesses.

·        Nutrition

The GFCF diet is recommended for children with an autistic spectrum disorder. Having your child in public school and following this diet is challenging and sometimes impossible. However, in a home school environment the parents can easily manage the diet and ensure their child is receiving the necessary nutrition. The GFCF diet as well as other nutritional interventions can really help an autistic individual to become higher functioning.

·        Socialization

Autistic children benefit significantly through one on one social engagement where the other individual shares a similar interest. However, public schools do not encourage one on one socialization but rather socialization in large groups. This is not conducive to an autistic child and can actually create more problems. A family who home schools an autistic child is able to place the child in the necessary social situations that will benefit the child and help with socialization. Encourage play along with work, and realize that games and activities for autistic children may fulfill two key elements, socialization skills for life and learning to enjoy playing with their peers.

 

Therefore, building a relationship with your child is the great help because showing to them the patience, understanding and love can be benefited for their positive behavior.

 

 References:

http://www.essential-guide-to-autism.com/blog/2006/10/03/activities-for-autistic-children/

http://www.thelaboroflove.com/articles/autism-and-homeschooling/

 Sensory Diet as a Driving Force for Home Training Communication Program for Children with Autism

 

 

 

 

                  The theories behind sensory integration (SI) were first developed by an occupational therapist and researcher, Jean Ayres. In the U.S. and Canada. Sensory integration work is based on the idea that people with motor or sensory problems have difficulty processing the information their body receives through the various senses. Just as Auditory Integration Training attempts to desensitize the sense of hearing, SI exercises are intended to reduce sensory disturbances related to touch, movement, and gravity.

       Disturbances can occur in either the traditional five senses (sight, hearing, smell, taste, and touch) or in less well-known senses--senses that actually have a greater effect on gross-motor development. SI exercises generally work on the latter. These "whole body" senses are:

1. Tactile: based in the system created by the entire skin surface and the nerves that serve it, this sense processes information taken in via all types of touch.
2. Proprioceptive: based in the muscles, ligaments, joints, and the nerves that serve them, this sense information about where the body and its various parts are in space.
3. Vestibular: based mostly in the inner ear, which acts as a sort of internal carpenter's level, this sense processes information about how the body interacts with gravity as it moves and attempts to retain its balance.

 

 - TEACCH is an evidence-based service, training, and research program for individuals of all ages and skill levels with autism spectrum disorders. TEACCH provides clinical services such as diagnostic evaluations, parent training and parent support groups, social play and recreation groups, individual counseling for higher-functioning clients, and supported employment.  In addition, TEACCH conducts training nationally and internationally and provides consultation for teachers, residential care providers, and other professionals from a variety of disciplines.

- Communication is one of the primary deficits of children with autism. It is difficult to remediate because it is a language disorder more than a language delay. When we speak, words fly out of our mouths and disappear. The child with autism has a difficult time holding on to the words. By using non-linguistic representations (pictures) paired with our verbal words, the child now has something to visually hold.

 

- Communication is an essential part of life. Through communication we connect with others, make our wants know, share ideas and let other people know how we feel. For children with Autism Spectrum Disorder (ASD), communicating is just as important as it is for other children. However, they face special challenges because of their learning styles and sensory preferences, which often make interaction and communication difficult.

 

Fun games and activities that develop fine motor skills

Developing your preschooler’s fine motor skills is as easy as digging through your arts and crafts closet, toy box, and game cabinet.

Here are a few fun activities you can do with your preschooler to develop fine motor skills:

-Get out the Playdoh and have fun! Mash it, squish it, pinch it, roll it, and hide small toys in it.

-Legos or Duplos are always fun. Build tall towers, taking turns placing the blocks. Start with the larger Duplos and as your preschooler gains strength and control, switch to the smaller Lego blocks.

-Work puzzles together. Start with small, wooden puzzles that have pegs on each piece for added practice.

-Print mazes or find mazes in coloring books for your preschooler to trace through.

-Throw in a fun coloring picture for him (and you) to color.

-Go to the game closet and pull out Connect Four or Ants in the Pants. You need good grasp and strength to play both of these games.

-Lacing cards and beads are occupational therapy favorites. Use cards with widely spaced holes and large beads to start.

-Practice cutting with scissors. Trace lines and shapes for your preschooler to cut. Use a wide variety of paper textures and thicknesses.

As you can see, there are many common play activities from which you can choose to improve your preschooler‘s fine motor skills. Choose games and activities that you have at home or that you know your preschooler enjoys. Change things up from day to day and remember to keep each activity short to match your child’s attention span.

 

Here in Together Sped Center, the teachers are implementing TEACCH PROGRAM. We are training the child to develop their skills based on the IEP. For the parents, you can also implement this program at home and see the IEP for the instructional objectives and approaches for teaching. Additionally, I also include fun games and interesting fine motor activities you can implement at home. Importantly, this program has the potential to provide the child with an environment that promotes learning and communication and allows the family to join in and have fun! With patience and persistence, parents can help their child reach their full potential in the early years of life. Thank you and God Bless!!!

 

 

REFERENCES:

1.http://www.teacch.com/

2. http://www.speechtx.com/language/autism.htm

3.Lisalyn,  Aug 13, 2009, http://www.brighthub.com/education/early-childhood/articles/45504.aspx

 

 Speech therapy focuses on receptive language, or the ability to understand words spoken to you, and expressive language, or the ability to use words to express yourself.

 

Adults may need speech therapy after a stroke or traumatic accident that changes their ability to use language; for children, it generally involves pursuing milestones that have been delayed. Some children only need help with language, others have the most problems with the mechanics of speech, and some need every kind of speech help there is. 

 

 

 Now let’s work to find fun activities to strengthen your child in areas of weakness. 

 

1. Therapeutic Speech Massage

             Speech therapists have long used massage as one of a number of techniques in a program of treatment for patients with a variety of speech pathologies.

 

8     Massage of the lips and tongue alone can provide some benefit to the patient

8     Use of peripheral speech apparatus, that is, all of the muscles of the face, head, neck and shoulders.

8     Treatment somewhere else and slowly works through a series of connected muscles, thus preparing the traumatized tissue to be more receptive to direct massage.

 

The focus of the treatment is to allow the patient to gain control of the primary speech muscles in order to facilitate the utterance of normal speech sounds.

 

2. Music Therapy

            Music has been shown to affect portions of the brain. Part of this therapy is the ability of music to affect emotions and social interactions.

 

8     It can decrease in depression, improved mood, and a reduction in state anxiety.

8     It affect on quality of life, involvement with the environment, expression of feelings, awareness and responsiveness, positive associations, and socialization.

8     It had a positive effect on social and behavioral outcomes and showed some encouraging trends with respect to mood.

 

More recent research suggests that music can increase patient’s motivation and positive emotions.

 

3. Augmentative/alternative communication (Using high/low tech computers to produce speech)

             Is a method of communication used by individuals with severe speech and language disabilities, those who have Cerebral Palsy, Autism, ALS, suffered from a stroke, etc. 

 

8     Use gestures, communications boards, pictures, symbols, drawings or a combination of all of these

8     Point to a single meaning picture

 

4. Social /Pragmatics therapy

                  A language used to communicate and socialize.

                  Most people think of speech therapy as a tool for improving pronunciation, reducing stutters, or simply building the ability to use words at all. Many people with autism do have the ability to talk, and some talk a great deal, but almost all can benefit from therapy focused on speech pragmatics.

 

5. Picture Exchange Communication System

If you work with autistic children, you've probably heard of PECS (and heard it pronounced "pex.") PECS, or Picture Exchange Cards, were originally created by Pyramid Products as a tool for communicating with non-verbal people on the spectrum. Since its invention, though, "PECS" has become shorthand for any kind of image-based communication.

 

 

Conclusion:

 

            Speech techniques are very helpful in improving the speech of children with disability in speech. The techniques above could be applied and it is also enjoyable and relaxing with the child like massage therapy, singing, social therapy and PECS. Speech therapy involves blowing on whistles and games to stimulate word retrieval, comprehension or conversation.

 

References:

1. http://tsmus.info/

2. Speech TherapyBy Terri Mauro, About.com,http://specialchildren.about.com/od/speechtherapy/g/SLP.htm

3 . http://academyforautism.org/therapy.html

4 . http://specialed.about.com/od/assistivetechnology/a/aac.htm