Book recommendation: A lovely book to help children with autism make friends

This book has lovely pictures and is really helpful for younger children with autism.  It's really an extended social story about how to make friends, but presented in a motivating way.  The only criticism of this book is some of the language is a little too American and may need some adapting for your child.  However, this is easily done!

If your child likes the sesame street games then they will love Treehouse TV

The Treehouse TV website:

http://treehousetv.com/kids/games/play.aspx?ID=70

has lots of fun games from all your child's favourite television characters.  These games will be especially motivating for a child who has a very favourite cartoon character.  Several of the clients I work with really enjoy 'In the night Garden', so would love this site as their are games, colouring in and video clips.

Tips for supporting a child with word finding difficulties

Word finding difficulties are when a child has difficulties retrieving a word when they need it.  These tips are ideal for the classroom, but can also be used at home:

• When you are introducing new vocabulary write the word on the board, repeat the word around five times throughout the lesson and get your child to repeat the word out loud. If you do this your child is more likely to remember the word and find it easier to access in the future.
• Provide the class with key topic vocabulary prior to starting the topic.  Pre-teaching vocabulary makes it easier for children to access key vocabulary when needed. 
• Use mind mapping to brainstorm class discussions.  Mind mapping is thought to simulate how words are stored in are brains.  Using this approach will increase the likelihood of children storing vocabulary properly and later retrieving it. 
• Encourage your pupils to record group discussions/take notes using a mind mapping approach. 
• Use vocabulary books: when you introduce a new topic word get your pupils to write the word in their vocabulary book with a simple definition of what the word means.  If the word comes up again you can refer them to their books.
• Use sorting and classifying activities when possible, for example sorting things that are solids, liquids and gases. This helps the pupils understand and retain new vocabulary.
• Semantic dictionaries: have dictionaries that are organized by categories rather than initial sound, for example you may have a page of different clothes types. 
• Develop word knowledge through word association skills, for example what is the function, location, parts, category and attributes of the word.

Free body language teaching tool for children with autism

Leeds Metropolitan University (UK) students have developed a body language teaching tool and It's free to download:

http://www.lmu.ac.uk/ies/comp/staff/dmoore/bodylanguage.htm

There are lots of video clips demonstrating different aspects of body language with questions to answer.  I'd been interested to hear how you find the tool.

The traffic light system

Does your child have difficulties knowing how much to write?  For instance, when they are asked to write an answer to a question would they write a couple of lines rather than a full response?  This is very typical!  If you don't tell a child what is expected of them then they won't know.  To overcome this difficulty, I use a traffic light system.  At the top of the page, I use a green circle to indicate where the child has to start writing.  Then a red circle is used to show when the child can stop writing.  This can be moved depending on the requirements of the task.

Book recommendation: Making Visual Supports Work in the Home and Community

If you need help implementating visual strategies in your home, then this book will really help you.  It's really clearly written and works you through step by step the process of creating visual supports.  The book is available from amazon: just click on the link or try ordering from your local bookshop.

Tips for supporting a child with auditory memory difficulties

Does your child have difficulties retaining information?  These tips are helpful both in the classroom and at home:

• Keep instructions short and use simple vocabulary where possible.
• Use visual aids to back up what you are saying, for example: pictures to support instructions and use of objects during practical lessons.
• Explain to the class at the start of the lesson what you are going to cover. 
• You may use a mind map: this will help focus the child's attention and can act as a visual memory aid- the child can refer back to it throughout the lesson. 
• You could also use a task board: this will have the same benefits. 
• You could write key parts of the instruction on the board for the class to refer back to.  Use an approach that is most suited to the literacy levels of your child. 
• Define difficult vocabulary: write in on the board and refer to the new word at least five times, including getting the child to say the word.
• If you need to give a specific instruction to a child: refer to them by name.
• Ask your child to feedback what you want them to do to ensure that they have retained your instructions.
• If you have a pupil that has particular difficulties with auditory memory sit them near the front of the class, or to the side of you depending on how the class is set out.
• Try not to talk for extended periods, as children with auditory memory difficulties tend to shut off.  You could give the child a task at a time.
• If you are reading a book to a child, ask frequent questions about the content of the book.
• If a child has auditory memory difficulties it may be beneficial to sit them next to a peer that is better and listening and staying on task.  They may be able to ask their peer for help. 
• Encourage pupils to take quick, short notes during lessons to help them remember what they have to do.  Notes can be pictorial or words depending on what works for that particular individual.