Communicating to the Student
__ Be concrete and specific
__ Avoid using vague terms like later, maybe, "why did you do that?"
__ Slow down the pace
__ If necessary for understanding, break tasks down into smaller steps
__ Use gestures, modeling, and demonstrations with verbalization
__ Provide accurate, prior information about change
__ Provide accurate, prior information about expectations
__ Specifically engage attention visually, verbally, or physically
__ Avoid idioms, double meanings, and sarcasm
Encouraging Communication with the Student
__ Pause, listen, and wait
__ Watch and listen to attempts to respond
__ Respond positively to attempts
__ Model correct format without correction
__ Encourage input and choice when possible
Social Supports
__ Protect from bullying and teasing
__ Praise classmates when they treat him/her with compassion
__ Create cooperative learning situations where he/she can share his/her proficiencies
__ Establish a "buddy system" in each class
__ Build in time to watch, encourage watching and physical proximity
__ Practice on specific skills through natural activities with one peer
__ Practice on specific skills through natural activities with a few peers
__ Structured activities with set interaction patterns and roles
__ Focus on social process rather than end product
Specific teaching, rehearsal, practicing, and modeling in natural settings of the following skills:
__ turn-taking __ complimenting __ negotiating __ responding
__ inviting __ waiting __ greeting __ joining others
__ repairing breakdowns __ accepting answers of others
__ accepting success of others __ following ideas of others
__ joking and teasing __ taking the lead
__ Shared interests using interests and strengths
__ Teacher or school personnel advocate who will problem-solve and facilitate
__ Individualize social stories giving specific situations emphasizing descriptions
and perspectives
__ Concentrate on changing unacceptable behaviors and ignore those that are
simply "odd"
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