Identifying Facial Expressions

Identifying Facial Expressions
Task of the Month:
March, 2019

Identifying Facial Expression is another task that allows students to work independently using a Work System and is an activity focused on social skill development.

Materials you'll need are:

  • a folder or piece of thick paper
  • library pockets or envelopes
  • labels, with our without photographs / pictures of facial expressions
  • photographs of familiar and unfamiliar people making each facial expression

Steps for setting up this task:

  • stick the library pockets on the folder or thick paper
  • label each library pocket with an emotion. Include a picture symbol or photograph if your student/child is not yet a reliable reader
  • leave one folder blank and use it to store the photos
  • take photographs of people making each facial expression; print them and place them in the unlabelled folder/envelope on the board

The student can follow the 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.

Reference: This task was adapted from Tasks Galore: Literature-Based Thematic Units by Laurie Eckenrode and Pat Fennell (2013).

AttachmentSize
Identifying Facial Expressions - student instructions225.38 KB

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Match Clock Face with Written Time

Match Clock Face with Written Time
Match Clock Face with Written Time
Match Clock Face with Written Time
Match Clock Face with Written Time
Task of the Month:
February, 2019

The goal of this task is to match clock faces with written times. You can extend this task by writing out the time in words (e.g., “eight o’clock”) or by matching with times of the day (e.g., matching a clock face showing noon to “lunch time”).

Materials:
• Cards with clock faces
• Cards with written times
• Container
• Student instructions

Setup:
• Fill in the clock faces and make corresponding cards with the times written on them. You may want to consider laminating the cards.
• Put them in a container (e.g., plastic bin or bag)

Tips:
• Start with a few cards to match. As your student becomes proficient, you can increase the number of cards to match to lengthen the amount of time your student remains engaged in this task.
• This task can be presented in a number of different ways. You can use a Velcro board to help your student organize the cards or use paperclips to hold the pairs together.

Reference:
This task was adapted from Tasks Galore by Laurie Eckenrode, Pat Fennell, and Kathy Hearsey (2003)

AttachmentSize
instructions for the student154.34 KB
printable clock faces83.13 KB

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Making Microwave Popcorn

Abbreviated steps to making microwave popcorn.
Task of the Month:
January, 2019

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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Dressing for the Weather

Dressing for the Weather
Dressing for the Weather
Dressing for the Weather
Task of the Month:
December, 2018

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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Opening a Combination Lock

Opening a Combination Lock
Task of the Month:
November, 2018

Opening a Combination Lock is a task that allows the student to work independently using a Work System.

Materials you'll need:

  • Combination lock with a 3-digit code.
  • Instructions with pictures and text

Note: this task can be modified for a single digit lock.

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

about work systems

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. 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 and 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
opening combination lock instructions.pdf605.33 KB

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Spud Trooper

Spud Trooper
Task of the Month:
October, 2018

Assembling a Potato Head Toy is a task that allows the student to work independently using a Work System.

Materials you'll need:

  • Mr. Potato Head Spud Trooper, or adapt this using any Potato Head character of interest to your student.
  • Instructions with pictures

The student can follow adapted instructions given in 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.

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
Assembling Spud Trooper.pdf1.01 MB

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Sorting: Refrigerator vs Pantry

Sorting: Refrigerator vs Pantry
Task of the Month:
August, 2018

Sorting is a foundation skill for any student and students with ASD may require additional practice. Once the student has learned object identification and sorting, independent practice helps maintain these skills, and can be generalized in work settings.

This task will provide our students the opportunity to stock the shelves at home and/or work at a grocery store in the community:

  • The student is required to sort all food items into categories using work systems.
  • Work systems provide students with structure and routine which promotes independence.
  • Materials

    • Food pictures (ex: meat, milk, and crackers) printed and Velcro
    • 1 bag for materials
    • 1 Folder for sorting
    • Task analysis for student directions, attached below

    Setup

    • Print and cut out all food picture cards
    • Have student open bag, take all pictures, and sort each based on if the items needs to be refrigerated or not.
    • Student can follow a task analysis. An example of this is attached below.

    Tips

    • Only use prompts to promote errorless learning. The focus of using work systems are for the student to complete the tasks independently.
    • Work systems should incorporate grade level, functional, and IEP goals.

    For additional information, refer to this scholarly article:
    http://journals.sagepub.com/doi/abs/10.1177/004005990904100401?journalCo...

AttachmentSize
Fridge Pantry Sort Student Instructions.docx184.39 KB
Sample pictures.docx686.91 KB

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Sorting Emotions

Task of the Month:
June, 2018

Sorting is a foundation skill for any student, and students with ASD may require additional practice with social interactions and communications. Once the student has learned emotions and sorting facial expressions, independent practice helps maintain these skills, and can be generalized in other settings. This task will provide our students the opportunity to increase their social interactions and communication skills at home and/or in the community. The student is required to sort all emotions given using work syste Work systems provide students with structure and routine which promotes independence.

Materials you'll need are:

  • Emotion pictures (e.g., sad, happy, and angry) printed and Velcro
  • 1 bag for materials
  • 1 folder for sorting
  • Task analysis for student directions (if needed)

Setup:

  • Print and cut out all emotion picture cards
  • Have student open bag, take all pictures, and sort each based off the correct emotion.
  • Student can follow a task analysis. An example of this is attached below.

Tips:

  • Only use prompts to promote errorless learning. The focus of using work systems are for the student to complete the tasks independently.
  • Work systems should incorporate grade level, functional, and IEP goals. .

For additional information, refer to this scholarly article:
http://journals.sagepub.com/doi/abs/10.1177/004005990904100401?journalCo...

AttachmentSize
student_instructions.docx171.94 KB

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Sorting Utensils

Sorting Utensils
Task of the Month:
May, 2018

Sorting is a foundation skill for any student and students with ASD may require additional practice.
Once the student has learned object identification and sorting, independent practice helps maintain these skills, and can be generalized in work settings. This task will provide our students the opportunity to unload a dishwasher at home and/or work at a restaurant in the community.

Introduction:
- The student is required to sort all utensils given using work systems.
- Work systems provide students with structure and routine which promotes independence.

Materials
- Utensil shapes (ex: fork, spoon, and knife) printed and glued separately into each basket
- 1 Bin for materials
- 3 Baskets for sorting
- 1 Ziploc bag for all utensils
- Forks
- Knives
- Spoons
- Task analysis for student directions (if needed)

Set up
- Print and cut out all utensil picture cards
- Arrange picture cards separately in baskets
- Have student open bin, take all utensils, and sort each based off the correct basket.
- Student can follow a task analysis. An example of this is attached below.

Tips
- Only use prompts to promote errorless learning. The focus of using work systems are for the student to complete the tasks independently.
- Work systems should incorporate grade level, functional, and IEP goals.

For additional information, refer to this scholarly article http://journals.sagepub.com/doi/abs/10.1177/004005990904100401?journalCode=tcxa

AttachmentSize
utensils_student_instructions.docx120.18 KB

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Setting the Table

Setting the Table
Setting the Table
Task of the Month:
April, 2018

Setting the Table
This holiday season help your son or daughter help you! We’ve included two strategies for teaching setting the table; choose the task that best fits your child’s goals and abilities.

Task 1: Matching Objects to Photographs

Materials you’ll need:
Plates and cups in a container, photos of your plates and cups, and a place mat

Steps for setting up this task:

  • Take photos of one plate and one cup that your child will be using to set your table; we recommend using plastic plates and cups.
  • Tape the photos to placemats or to the table in the location where they should be set
  • Place the plates and cups in a basket/box near the table.
  • Have your child choose one item at a time from the basket/box and match each plate and cup to the pictures on the placemats.

Tip: Every student has a different level of symbolic understanding. That means that some students understand that a photograph represents an object. Other students may need to match objects to identical objects or similar, representative objects; others may be able to match objects to pictures, drawings, or even words. You can adapt this activity depending on your child’s level of understanding.

Task 2: Following Directions - Top-to-Bottom Checklists

Often, students have the skills needed to complete a task but may have difficulty organizing the pieces required to complete the task properly. A checklist written in sequential order may be what the student needs to complete the task independently.
Materials you’ll need: Pictorial checklist (pictures can be photos, clip art, or line drawings)

Steps:

  • Organize the items needed to set the table in an area where the student can easily and independently access them.
  • Have your child follow the step-by-step checklist (see attachment below) to set the table; be sure he or she is checking off each of the steps as they are completed.
AttachmentSize
checklist for setting the table.pdf63.44 KB

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