“Why did you do that?” can be frustrating and hard for a child with ADD/ADHD/Autism to answer. Have you ever had a student or child do something and you ask “Why did you do that?!” and they stare at you or say “I don’t know”? This usually prompts a frustrated “you do know” or the…
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I Consent: A Story from the Classroom
Yesterday, I covered a coworker’s lunch. I went into a class of adults who have “moderate to severe” autism. This usually means that they have low/no verbal behavior, limited self-regulation and self-help skills, and a higher probability to engage in aggression when frustrated. I used this opportunity to teach one of the students about consent….
Read MoreDon’t Reinvent the Wheel
It was a beautiful Sunday and I was inside creating a 5 Token Toke Chart system when this saying floated through my head. I immediately thought “What the heck am I doing! Someone has already made this and it’s probably FREE!” one quick internet search later and I had what I needed. Since sharing is…
Read MoreWeight! Is this research-based?
Weighted blankets and vests are already a common and accepted practice among therapists and special education teachers. Teachers usually report that the vests help with stereotypical behavior, decrease melt-downs and help students remain on task during occupational therapy or physical therapy sessions. I have used weighted vests in my classroom. It was an occupational therapist…
Read MoreLet Them Eat Cake! (or stim, rather)
Recently someone asked me about stimming. More specifically, the person was asking if it’s ever appropriate to reduce stimming behavior for children/adults with autism. Stimming is defined as “behavior consisting of repetitive actions or movements of a type that may be displayed by people with developmental disorders, most typically autistic spectrum disorders; self-stimulation.” My answer…
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