November Newsletter

Dear Friends,

We would like to start by wishing you all a beautiful fall and a very happy Thanksgiving!

This month’s newsletter focuses on how to establish independent work systems which extend beyond the basics.

If you are interested in a consultation with me on how to introduce a work system for your student(s), please contact me at ron@shoeboxtasks.com or call (828) 252-5111.

Thank you! Ron Larsen, Centering on Children

Independent Work Systems

Learning to work independently is a crucial skill for future life success!

Thus far, we have only made reference to the most basic of independent work systems. In it, the student has the activities themselves (activities he has mastered), to his/her left, and a finished basket to the right. A motivator is located on the table, within sight, but out of reach of the student. Once the student has demonstrated the ability to do this basic setup independently, and can match symbols (i.e. Folder Task activity, matching numbers), it is time to begin introducing a more subtle, work system. 

The work system pictured here unfolds in a top to bottom manner. John has four activities to do, which are velcroed to the board, starting with number one. Each number is pulled from the card and matched to the number attached to the activity nearby. For example, John pulls off number one and matches it to the number one on the activity to his left. S/He places the activity onto the table, and proceeds to do it. When finished, s/he puts it in the appropriate place (visually indicated) on the finished shelf as pictured below. When all four of the activities have been completed, there will be no numbers left on the card. The red button represents a highly motivating activity that follows work, Red Buttons in Water. It might also be a picture of a computer, a spoon that represents the sand table, a picture of a trampoline, etc., whatever the teacher has observed is of great interest to the student. In this case, it is a red button that is part of ShoeboxTasks® Task No.17. To encourage communication, the student is taught to either raise a hand with the button in it, or to ring a bell to get the teacher's attention. Once the teacher comes to the table, the student hands the button to the teacher, saying, if verbal, “buttons, please.” If non-verbal, the teacher can say those words aloud as the exchange is made. Once the student has Red Buttons in Water, a timer may be set to indicate how much time there is to play with this activity before going on to the next one.

For the student learning how to do this work system, it is best to keep everything immediate and within easy reach.

-The activities are placed to the students left.

-The work system is taped to the desk, near the activities so the matching connection is easily made.

 -The shelf where the finished activities are placed is to the student's right, within easy reach.  

The finished shelf has each of the activities outlined and numbered, so the student knows exactly where they go when completed.

 The system pictured here uses numbers. However, some students may have specific interests that could be used instead. For example, for the weather enthusiast, you could have pictures of thunderstorms, lightening, clouds, snow, etc. The system would then involve matching these pictures from the card to the activity. This can add a degree of motivation and make getting the work more fun.

Once the student has mastered this structured work system, the shelves can be moved farther away from the student, requiring him/her to get up and either get the work or put it on the finished shelf, or both. Also, the required work to do can be on a shelf, amongst many other activities. In that case, the student would then need to focus on the matching card matching in order to bring the correct activity back to her/his work desk.

The work system has great application not only at the students work desk, but in other parts of the school. It is the precursor to having a list which designates what work is to be done, how much work there is,when the work is finished, and what follows next.

Thank you, and as always, questions about any of this information can be directed to Ron at ron@shoeboxtasks.com.

Article of the Month

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Customer Testimonials - we love to hear from you!

"Not only do ShoeboxTasks® develop functional skills, they also teach literacy skills, mathematical and life skills. We find the Tasks multi-functional and occasionally use them alongside object exchange, picture exchange, using ‘now and next’ and as a motivator.

We thank all of those involved in producing ShoeboxTasks® for allowing children with additional needs to begin to access different areas of the curriculum in a way that is differentiated and accessible for them."

~ Michelle O, Special Educational Needs Coordinator

Have you achieved success or overcome challenges with the help of ShoeboxTasks®? If so, we would love to hear from you!

Please send your testimonial and any photos you are happy for us to share publicly to information@shoeboxtasks.com and we will send you any Task of your choice, for FREE! (Limited to the first 10 customer testimonials received).

Thank you so much, we look forward to hearing from you!

Educational activities designed for children with autism

There are 37 different ShoeboxTasks® - visit our website to find out more!