ASSESS FOR SUCCESS

Generally speaking, autistic children have a keen sense of vision. If they see how to do something, chances are they will be able to do it. They also demonstrate a need for routine and ways to organize their world that makes sense to them. As a parent, teacher, or therapist who is attempting to teach new skills to a child, responding to their natural characteristics during one-on-one teaching sessions can result in successful interactions and educational benefits.

VISUAL STRENGTH

The ShoeboxTasks® included in this Assessment Kit are designed to meet the visual and organizational needs of these children. They are organized as one-unit activities. The loose parts are easily seen next to the place where they are intended to go in order to complete the task. When all the loose parts are in their rightful place, the child sees there are none left, and the activity is ready to be put in the finished basket.

ROUTINE

(See ShoeboxTasks® Handbook p.13 for one-on one setup)

At the one-on-one teaching table, the child’s work proceeds in a left to right direction. The activities to be done are placed to the left of the child and as the child completes each activity, it is then place it in the finished basket to their right. The ShoeboxTasks® themselves are designed to flow from left to right with loose materials on the left and the “end game” to the right. Because our culture reads and writes in a left to right manner, we maintain that routine during teaching times. This left to right routine can be applied in other areas of a child’s development; e.g., brushing teeth, combing hair, dressing, etc.

ORGANIZATION AT THE WORK TABLE

It is important that the work table is consistently set up in this left to right progression.

“Everything in its’ rightful place” is a motto that children on the spectrum often abide by. S/He might have their own sense of what or where that place might be, but in one-on-one sessions, the teacher now introduces a new way of organizing while still appealing to the child’s inherent sense of order and routine.

PRESENTING THE ACTIVITIES

The adult places one of the activities in front of the child. A demonstration may be necessary to get the student started, gently guiding some students if necessary. Remember, autistic children develop routines very quickly and our goal is to encourage their independence in all they do. If help is needed for them to be successful, it should be kept to a minimum. Once the activity is finished, the student puts it in the finished basket. They will know the session is complete when they see there are no more activities left on the table. Guiding the child  with verbal or physical cues will need to be phased out over time in order to further the goal of independent action.

WHAT COMES NEXT?

Located to the child’s right, at the top corner of the teaching table is where to place the what’s next? activity. This can be the actual activity, a word or a picture of it. This establishes a visual connection to what will follow after work has been completed. The what’s next? activity is generally one the child enjoys and can relax with.

MOTIVATION, FIRST/THEN

For those students who are challenging to motivate, we have included Red Buttons in Water in this Assessment Kit. ShoeboxTasks® #17 has proven to be a highly motivating activity that can be used to engage your student in activities they might ordinarily resist.

(See the ShoeboxTasks® Handbook pp.36-39 for suggested use.)

WHAT TO LOOK FOR DURING THE ASSESSMENT

General interest in the materials

• Ability to relate to the structure you have created for the teaching session

• Ability to manipulate the materials that are presented

• Use of hands in a coordinated manner

• Duration of sustained attention

• Able to do sequential steps (2,3,4 steps to completion)

• Ability to respond to verbal or physical guidance

• Degree of independence

 The information we gather by observing the child during the assessment is used to restructure current activities and/or to develop new ones. The child’s successes as well as their challenges guide our way forward. There is no failure. From the feedback we get after presenting an activity, we gain insight and understanding into a particular child’s learning style and we are able to adapt or restructure the activity to that end. Recognizing new skills or emerging ones that s/he can partially complete, helps us to set progressive educational goals.

Contact Ron with your comments and/or questions regarding this process for a complimentary consult. Email: ron@shoeboxtasks.com.

ASSESSING INTERESTS AND STRENGTHS IN ALL AREAS OF LIFE

Observe the child when they are on their own. This can be done in the classroom while they are in the break/play area, or at home as they move about the house. Teachers and parents can benefit by sharing each other’s observations in developing new activities. What activities or materials is your child attracted to, and how does s/he handle them? What do they do when left to their own devices? Carefully including a child’s interests and strengths into your teaching session can make a world of difference in having a successful outcome.

ACTIVITIES IN THE ASSESSMENT KIT

• Task 2: Blocks/Container (Handbook. p.27)

• Task 8:  Pegs/Vials (Handbook. p.29)

• Task 11: Clothespins/Cards (Handbook. p.30)

• Task 14:  Beads/Dowel (Handbook. pp.31-32)

• Task 16:  Sorting (Handbook.p.32)

• Task 17:  Red Buttons in Water (Handbook. pp.38-39)