1.  Autistic Spectrum Disorder

2.  The workstation should, ideally, be set against the wall so the child is facing the wall. This is to minimise distractions.  The chair should fit comfortably under the table.  Any children likely to distract the child should be sat away from them.

3.  The work box system comes from the-Treatment and Education of Autistic and Related Communication Handicapped Children (T.E.A.C.C.H)-programme.  The box should contain activities that the child can achieve independently. These activities need not be educational depending on the child's level. For example, the activities can be related to their obsessions, Thomas the Tank jigsaw or a Ben 10 magazine.  The box should always be placed at the left side of the child.  On the right side, a finished box for finished activities.

4.  ASD children usually learn quicker with visuals. This timetable can also be written depending on the level of the child.  This should be placed in front of the child.  The child should take off or cross out, each activity as they complete them.  The timetable alleviates any anxieties about what will happen that day. DO NOT assume that because the child does the same thing every day, that they will remember.

5.  These cards are used to promote things like-good sitting, good listening, no shouting etc.  You can show these cards with or without verbal instruction, again, depends on the child.  Labelling areas around the classroom helps the child to see visually where things are without relying on their memory which can take time to process.

6.  Visual prompt cards (first and then or numbered steps) Promotes independent learning and organisation  Use Communicate in Print or explicit clear written prompts  Extra processing time at the beginning of a task.  Use timer (awareness of time). Be aware a child may become distressed if they are not finished before the timer, use your knowledge of the child to manage this.

7.  Motivators are vital! You must spend time finding out what the child’s interests/obsessions are. The child will work better if they have something to work for- Remember: Would you come to work if you weren't getting paid?  Motivators can be kept in a box and put away ready for reward time. This time will then need to be timed using a timer. Even 5- 10mins is enough. Some children will need reward time after every session but some can cope with before lunch and hometime.

8.  Keep language limited and calm.  Avoid confrontation and “you know what you need to do….you know the rules etc.” Use Fred, what is our rule about sharing? Etc.  Refrain from saying things like, ‘How many times have I told you?’ The child is likely to answer truthfully!  Allow processing time when asking questions. Don't rush to ask another child for the answer or change the words unless you are sure they don’t understand.  The more you get to know and understand the child, the easier both your lives will be!

9. Class timetable Individual timetable Timer Visual prompt cards Visual instructions Work station Work boxes Motivators Agreed strategies and practises