Jump to content
Home
Forum
Join Us
Articles
About Us
Tapestry

Autistic Child In Reception


Guest
 Share

Recommended Posts

I need some help! I have a new reception class and a girl who is severely autistic. This child is very much in their own world, babling away to herself and not able to communicate. She does have 1 to 1 support but that really is helping as she cannot stop when others stop, wants to sit on the carpet with the other children, but cannot sit without disrupting the whole class. If you try and remove her she screams.

 

I don't know what to do? Anyone any experience or can give me any advice please?

Link to comment
Share on other sites

Hi

I know how you feel I had a similar child 2 years ago but in Yaer 1/2. I had picture cue cards to help the adult show what was needed. He had a mat to sit on at the edge of the carpet that I made with lots of trains on as he had a thing about trains. As they have no concept of time it is hard to state how long they need to stay on carpet to them as they do not have any idea but maybe if the 1 - 1 can go to to their focus work with the child for part of carpet time that might help. i would imagine that the child has targets on their IEP to cover through activities.

Hope somethin helps

Keep us informed and I will talk to his 1-1 to see if they have any further ideas if you like

Link to comment
Share on other sites

Thanks for that, the problem I have is the child seems 'unreachable'. If she is doing her own thing then it is fine. If you try to move her she screams. We have managed to get to use the toilet this week which is good, but the visual timetable doesn't seem to be working at all. I am at a complete loss and I know the person supporting them 1-1 isn't a specialist or has any experience. I just can't see a way forward.

Link to comment
Share on other sites

I teach children with autism in a special school. Are you using any kind of visuals for stop, or finished as well as a visual timetable.

Children with autism do respond to working for a special choose/rewards for complying with routines, and doing work, for example, using a visual timetable for literacy, showing a visual for group work , then showing a visual for work at table, then a picture of what they are working for e.g. dolls. For each part they can win a happy face, so for good listening during group work a happy face is given, then for doing work at their table a happy face is given. The child will understand that they need the two happy faces to get their choose. It does work! Use language this first, then etc.

 

I also use symbols/visuals to show the children when I want them to do good looking, good listening, to be quiet. Most of the time just showing the visual symbol and using no language is sufficient. When the symbol is first introduced, you need to show it and say what it means for example, stop is a picture of a hand with the word stop underneath. The adult can hold their hand up in the same way and say stop showing the visual at the same time.

 

Are you using pecs to promote language?

 

The National Autistic website is good for advice for behaviour. I have found some useful advice on the web which I could send to you if you like for dealing with a child that is screaming, giving verbal/physical aggression, oppositional defence and on how to prevent these happening.

 

Hope some of this will be of use. Bye for now.

Link to comment
Share on other sites

Thanks, I really appreciate your responses. We have taken some photos of different areas but not really reinforced them with her. I think I will make some of the signs you mention too. The problem I have is that there are at least another 5 in the class with special needs and they are copying the behaviour. It is so hard to know what to do for the best. I will carry on researching on the internet and see what I can sort out for this child.

Link to comment
Share on other sites

Hi,

I work at a preschool and we have a child with Autism and we use many of the things mentioned visual timetables , signs for stop , toilet etc and a first and then board for activities. We also use a sqiggy ball for the child to hold when it is story time. It has taken us a while but he manages a story and does lots of activities most days. We also use a gym ball for him before activites to calm him and he is also calmed by classical music. We have had lots of support from our AREA SENCO and the childs family keyworker and specailist teacher. Does you child not have any support from anyone you could contact? Children with Autism are all very different and what works one day may not another. Our little boy has goood and bad days and some days we casnnot get him to do anything.

 

smiles

Link to comment
Share on other sites

 Share

×
×
  • Create New...

Important Information

We have placed cookies on your device to help make this website better. You can adjust your cookie settings, otherwise we'll assume you're okay to continue. (Privacy Policy)