Zipping My Coat

Zipping My Coat
Task of the Month:
March, 2018

Zipping My Coat is a task that allows the student to work independently and engage in a social interaction using a Work System.

Materials you'll need:

  • student's coat
  • instructions with pictures and text
  • The student can follow instructions given in written and picture form available in the attachment below.

    Work systems allow a student to work independently in the classroom and eventually in work settings.

    Tasks for work systems should be directly related to a student’s IEP goals. Work systems include preferred and motivating activities.

    Use ‘graduated guidance’ if a student requires support while completing a work system task. Briefly, this means providing enough physical guidance to prevent error; reducing this support as the student gains independence. For additional information, refer to Activity Schedules for Children with Autism, Teaching Independent Behaviour by L. McClannahan & P. Krantz (First Edition: 1999, Second Edition: 2010).

AttachmentSize
Instructions with pictures and text.pdf547.15 KB

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Missing Letters

Missing Letters
Task of the Month:
February, 2018

Given a picture of an object, and two or three letters provided, the student will be able to write in the missing letter to complete the three letter word.

Prerequisite Skills:
Ability to identify various coins and their values. Double-digit addition and subtraction is also needed.

Materials:
-Printing skills, identifying letters, common objects

Tips:
-Begin with preferred items, as the student is more likely to know the item and may have even said the word many times. Then progress to other commonly used items within the students’ environment.

Generalization:
-Use various fonts in the text. Try the task with various instructors. Progress to words larger than 3 letters.

ABLLS-R Code: T4
Skill Level: Primary

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Counting Coins

Task of the Month:
January, 2018

The goal of Counting Coins is for students to count various coins and arrive at a specified amount. The student learns a functional math skill, as well as to work independently from start to finish. The task will also practice fine motor skills while manipulating small coins.

Prerequisite Skills:
Ability to identify various coins and their values. Double-digit addition and subtraction is also needed.

Materials:
Flashcards cut out and blank ones to write your own amounts. Many coins of varying values. A calculator may also be used.

Tips:
-Starting with simple calculations, requiring fewer coins will be best for increasing success and therefore motivation.

Generalization:
-Once the skill is learned, it is important to generalize to the natural environment. This could be a local dollar store, where the student can begin using skills in a functional manner.

ABLLS-R Code: R24
Skill Level: Intermediate

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Matching Words to Pictures

Matching Words to Pictures
Task of the Month:
November, 2017

The goal of the Matching Words to Picturesis for students to identify written words by matching them to a corresponding picture. This can be done with matching cards, pointing to objects, or even using string to identify pairs. Students also learn to work independently on a single task from start to finish. Lastly, students can practice fine motor skills, dependent on how the activity is set up.

Prerequisite Skills
Student will need to be able to decode.
Materials
Word cards and picture cards. String can be used as well, or items, rather than pictures.
Please download the Teacher Instructions attached below.
Tips
This task should be setup based on the skill level of the student. It is important that tasks are challenging without being overwhelming.
Generalization
To ensure generalization, use a variety of pictures for a single word, as well as a variety of words for one picture.

ABLLS-R Code: Q5
Skill Level: Basic

AttachmentSize
Teacher Instructions.pdf87.65 KB
Words and Pictures sample.pdf293.8 KB

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Shape Sorter

Shape Sorter
Task of the Month:
October, 2017

The goal of the Shape Sorter task is multifold. Firstly, the student will learn to complete tasks from start to finish. Secondly, the student learns to work independently at tasks. Lastly, the student learns fine motor skills, as well as hand-eye coordination, while grasping and manipulating small items.

Prerequisite Skills
The ability to sit and attend for a few minutes.
Materials
Shape sorter and all necessary pieces.
Please download the Teacher Instructions attached below.
Tips
If the student is unable to sit for long periods of time, begin with only a few pieces out, rather than all, until the student increases on-task attending skills.
Generalization
This process can also be completed with puzzles.

ABLLS-R Code: B2
Skill Level: Basic

AttachmentSize
Shape Sorter Task: Teacher Instructions.pdf40.22 KB

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Summer Vacation Memory Game

Task of the Month:
September, 2017

This summer, help your child with autism remember his or her summer holiday through Memory! Whether you’re going on a special trip or enjoying a preferred activity in your community, help document your son’s or daughter’s favourite things so they can later look back and share those details with others!

Materials needed:
- Camera
- 2 printed copies of 12 of pictures taken with the camera
- Envelope or box for storage

Steps:
1. Before leaving for a trip or going out into the community explain to your child that he or she will be the official photographer.
2. Help your child take photos of his or her favourite sights, activities, and people.
3. Once home, choose 12 of the photos and develop or print two copies of each photo.
4. Shuffle and lay out the photos in a 5 x 4 grid with each photo facing down.
5. Get ready to play the Memory game to help your child uncover the details of the fun they had. Bonus: The structure of the game will provide your child with extra practice turn taking – a foundational social skill!
6. Once the game is well practiced, you can use it as an activity for play dates – not only will your child practice turn taking with others but can use the pictures to answer questions and remind them of details they can share about their summer with friends.

**Idea inspired from: http://www.teacherspayteachers.com/Product/Summer-Words-MatchingMemory-G...

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Lego Pattern, Copy & Repeat

Lego Pattern, Copy & Repeat
Task of the Month:
August, 2017

Lego® Sorting (by 2 attributes) is another task that allows students to work independently using a Work System.

Materials you'll need are:

  • set of building blocks with multiple pieces of the same size and colour
  • A small basket and a sandwich baggie

The Student can follow directions given in written and picture form available in the attachment below.

In this task, the student will copy and repeat a starter pattern provided. Students can be given a variety of patterns of varying complexity (e.g. ABC, AAB, ABB, ABA) to copy. For beginners, bricks can be all the same size and vary only by colour. For more advanced learners, bricks can also vary by size and shape.

The Student can follow directions given in written and picture form available in the attachment below.

Work Systems allow a student to work independently in the classroom and eventually in work settings.
Please note that tasks for work systems should be directly related to a student's IEP goals and be able to be independently performed.

AttachmentSize
Lego Patterns Simple Picture instructions.pdf800.11 KB

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Measuring Rice

Measuring Rice
Task of the Month:
July, 2017

Measuring Rice is another task that allows students to work independently using a Work System.

Materials you'll need are:

  • rice in a bag
  • set of measuring spoons
  • cups
  • instructions with pictures and text

The Student can follow directions given in written and picture form available here and in the attachment below.

Work Systems allow a student to work independently in the classroom and eventually in work settings.

Please note that tasks for work systems should be directly related to a student's IEP goals and be able to be independently performed.

AttachmentSize
Measuring Rice instructions.pdf826.53 KB

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Dressing for the Weather

Dressing for the Weather
Dressing for the Weather
Dressing for the Weather
Task of the Month:
June, 2017

In order to increase independence, individuals with ASD need to be able to groom and dress themselves. Getting dressed involves both fine and gross motor skills, as well as the ability to choose appropriate clothes for the weather. This task is adapted from Tasks Galore and provides students with extra practice on choosing appropriate clothes.
Materials:

    • Visuals
    • Zip lock bag, velcro

Setup:

    • Print and laminate the template, children and clothing items
    • Place all the visuals in a zip lock bag

Tips:

    • Put Velcro on each season (in order to place child); put Velcro on clothing items as well as on the children to prevent materials from moving
    • Could do one season at a time (place the child in the target season) or practice all seasons
    • Sorting and discrimination between the seasons/clothing are pre-requisite skills

AttachmentSize
Clothes and other visuals.doc3.47 MB
Student instructions.docx1.5 MB

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Making Microwave Popcorn

Abbreviated steps to making microwave popcorn.
Task of the Month:
May, 2017

The goal of this task is to teach your student to make microwave popcorn. This is a functional skill for a student who likes popcorn and can be extended to preparing other foods in the microwave. This could become a component of a social routine with a peer (e.g., to facilitate sharing and cooperation).

Materials:

  • Microwave
  • Microwave popcorn
  • Visual schedule
  • Bowl

Instructions for the teacher:
1. Present the learner with materials and the visual schedule of steps
2. Use graduated guidance (see components for details) to prompt the learner to follow any steps that they are not able to do independently.

Tips:

  • Adjust the steps according to the microwave the student is using.
  • Make sure to monitor your student to insure their safety.
  • Consider using imbedded prompts (e.g., put numbered stickers on the microwave buttons indicating the order of buttons to push).
  • Be sure to fade your prompts to allow the student to complete as much of the task independently as possible.
  • Avoid the use of verbal prompts wherever possible (e.g., verbally stating next step), as these are difficult to fade out. Instead, make reference to the visual schedule and use gestural or physical prompting.

Graduated Guidance:
Graduated guidance involves the use of prompts (usually physical) to teach a skill. This involves using just enough guidance to prevent an incorrect response and reducing the intensity of the prompt as the student becomes more independent. For example, starting out with a hand-over-hand prompt, then reducing to a light touch as the student begins to perform the skill independently.

References:
Neitzel, J. & Wolery, M. (2009). Steps for implementation: Graduated guidance. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, FPG Child Development Institute, The University of North Carolina.
McClannahan, L. E. & Krantz, P. (2010). Activity schedules for children with autism, teaching independent behavior. Woodbine House

AttachmentSize
student instructions.pdf15.81 MB

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