Adaptations

#1 Adaptation: Short, Simple & Direct Verbal Instructions with Demonstrations

Activities for children with autistic should be plan based on their interests. For example, during art and craft lesson, I would ask them to create a fruit collage by cutting pictures of fruits from magazines and pasting it on to the drawing paper. During the activity, I would provide them with short, simple and direct verbal instructions.  For instance, I would say “A, find the fruit” rather than “A,   are you able to spot any fruits in the magazine?” I will demonstrate the things that need to be done step by step.  I will also write down the instructions in short sentences on the board. For instance, “Step 3- Cut out the fruits”. After which, I will demonstrate by cutting it out in front of all the children.  Specific praises and encouragements need to be given to them if they did things well. I would give praises like “you have done well, for making a nice flower” instead of “good job”.

As research shown, “Before any learning can take place or instructions be followed, the student must first be able to understand the information delivered.” (Lim & Quah, 2004)  Thus, the rationale of providing the short, simple and direct instructions helps children with autism to better understand of what they need to do. Children with autism have difficulties absorbing information, thus in order for them to follow instructions, we can only provide them with the direct instructions and only “key points”. Demonstrations provide them with a clearer idea of what is expected and what is needed to be done.  

#2 Adaptation: Checklist

The sequence of how to create the collage will be presented in a list for the autistic child. Pictures will be included for them to better visualize. The steps are numbered and boxes will be included beside each step. The autistic child will have to tick against the box if they have completed that particular task. Steps are written down with short and direct sentences from collecting of materials to packing up after the activity.

From studies “Most students with ASD are visual learners and are therefore able to process information a lot better if the information is presented in a visual mode” (Lim & Quah, 2004). Children are also able to refer and be more competent in doing on their work themselves. Visual aids can instruct, organize, prompt and motivate autistic children which allow them to continue with the activity. Using a checklist, it allows them to predict what is going to happen next and thus reducing the chance of anxiety in children.

#3 Adaptation: Divert Attention

During the activity, students with ASD may have difficulty concentrating in their task and thus keep fidgeting. They may start misbehaving and thus causing distractions to the rest. I would then “find something” for them to do/ for them to regulate. For instance, ask the child who need to move around to take a break by doing some simple task such as helping you to distribute materials, clear the table or keeping the materials.  

The activities might be too long and overwhelming for the autistic child and they might not be able to concentrate for a long period of time as compared to others. Thus by giving them a break allows them to balance and regulate their body. Stopping children from doing their work completely might also cause them to start stimming and turns rowdy. Therefore having children to help do such things allow them to regulate in a way that would not affect or distract others.