------Issue 37, February 2015 Time Saving Resources to Set You Up for Success in 2015 INSIDE THIS ISSUE 10 Key Strategies to Setting Up Many children with spectrum disorder, ADHD, developmental delays, etc. need a Your Classroom 2 range of adaptions and educational supports to engage them successfully in educational Homework 2 settings. My Doctorate research found two of the biggest challenges educators had was Why Making Mistakes is having time and resources. Term 1 is the busiest time for schools settling in all students, Frustrating 3 so in this Newsletter my aim is to guide you to great resources and time savers to make Don’t Say “NO” 3 2015 a success. Teaching Maths Concepts 4

NEW Books for 2015 9 In this Newsletter I have included: Improving Reading, Comprehension 10 key strategies to set up your classroom. and Writing 10 10 key strategies for homework. Reading Comprehension 11 Teaching maths concepts. Why Use Pencil Grips 11 Great range of new books for 2015. Upcoming Workshops 12 Strategies to improve reading, comprehension and writing. ------There are a number of specific areas that need to be taken into consideration when setting Resources 5-7 up a classroom for a student with ASD. The diagnostic criteria for ASD includes social, Order Form 8 communication, sensory, behaviour, cognitive function and motor skills. Each child is ------individual and will need different accommodations depending on how the child is impacted by ASD. Often people don’t realise the importance of putting these things in place up front. New Resources We tend to wait until there is a problem. When strategies are put in place at the beginning See page 8 to order of the year, there will be fewer problems and a better settling in period for the student (see page 2).

------FANTASTIC NEW BOOK: The Kids’ Guide to

Staying Awesome and In Control ------Sue’s top pick for 2015 Only ONE copy of my Newsletter is sent to each address so please Term 1 is the perfect time to help children learn about ways to regulate their emotions and remember to share it with others senses. As part of class discussions on , expectations and consequences we can when you have finished. If you wish to have additional copies sent please include proactive strategies that ALL children can use when they are feeling “slow and email: [email protected] tired, fast and emotional, or fast and wiggly.” A wonderful new book The Kids’ Guide to

Staying Awesome and in Control explains all these feelings and what to do. Packed with Sue Larkey great ideas to regulate their emotions and senses, this book will help children tackle Autism Consultant difficult feelings head-on and feel awesome and in control. From breathing exercises, pressure holds, jumping jacks, arm massage, anywhere body breaks and much more. Talking to your whole class about what helps them calm when upset, angry, disappointed, tired etc. additionally helps ALL children understand we all regulate our behaviour differently, and why staff use a range of different strategies to support students.

This is a GREAT resource for every classroom. Great pictures you can put up around classroom for ALL kids.

The Kids’ Guide to Staying Awesome and in Control | $35 INCL P & H

Making it a success with Sue Larkey – Term 1 / 2015 P 0433 660 379 F 1300 656 408 www.suelarkey.com DISORDERS: Strategies for home and school 2 ------10 Key Strategies to Setting up Your The Ultimate Guide to School and Home Classroom By Sue Larkey and Anna Tullemans

Position in Classroom (seating, mat time, assembly, Key strategies for all ages and stages. parades) – have a set position for the student which takes Over 500 practical strategies and time into account who they are next to, where in the room or savers for school and home group, how close they are to teacher, distractions (i.e. too close to favourite activities like books, computers, Lego CODE B96 $50 etc.), sensory distractions (noises, smells, lighting, objects hanging too close). Some students prefer to be near a door so they can leave if anxiety is building (particularly in Homework secondary). Bags/Lockers/Tote Boxes – ensure these are at the quiet Homework is such a stressful time for all involved: teachers end of the row. Students often don’t like being touched or and students and parents. It can be difficult to get a student to crowded or the noise that happens in the busy areas. actively participate in a homework schedule. Keep in mind the Writing – 60% of students with ASD have dysgraphia. This stress and mental exhaustion that many ASD students feel at means handwriting can be messy, slow or avoided, the end of the day. The social aspect of school leaves them especially as they get older. You will need to consider with an absence of breaks during the school day and for these allowing iPad, computer and other forms of technology as students, school is for learning and home is for relaxation and their mode of work. In the younger years pencil grips can fun. The ASD student needs downtime and that can usually support handwriting skills. (See page 11) happen at home where there is less pressure. Organisation – ASD students often find organisation of their school equipment very difficult throughout all years of 11 Key Strategies for Homework schooling. Limit the number of books, equipment etc. Set up system like colour coding to help with organisation 1. Consider not giving homework at all. Quiet Area – ensure there is an area the student can 2. Only give two good resources from which to gather retreat to if they are feeling overwhelmed. This can be a information. quiet table, reading corner, outside classroom in hallway, 3. Use a tutor (not parents) to help with the homework. alcove, office, etc. Some students also need to be placed 4. Choose which subjects require homework responsibilities, near a door in the classroom or assembly as they need a i.e. if he is good at maths he may not need to revise maths perceived escape route. lessons with homework. Teacher Assistant/Education Support Officers – consider 5. Find the right time and place (not straight after school. how best to use support time effectively in the first few Give them time to relax, eat and drink e.g. do reader in the weeks. You may need them to make additional support morning rather than the afternoon). materials, schedules, visuals, , organisation 6. Keep homework short, with specific start and stop times. etc. See Cardinal Rules for Assistants in Teacher 7. Think quality not quantity. Choose a few selected Assistants Big Red Book of Ideas page 12. questions that cover the most important content or main Schedules/Timetables/Timers – these are VITAL no matter ideas to support the lesson. what age. This may be in a range of formats such as 8. Stay involved. Avoid doing the work for them. Give small photos, visuals or words. Using a Timer supports the rewards after doing a small amount of work or, reading and schedule and allows students to know HOW LONG re-emphasising questions can sometimes help to get the activities will take. right answer. Note Pad and Pen – always carry a note book and pen for 9. Parents: sometimes if you sit at the same table and do when things change we tend to talk too much. These your own work it can encourage the child to do theirs. children are visual and if you can write it down or draw a 10. Negotiate with your school to use computer programmes picture it can stop behaviour escalating. to support learning i.e. “Mathletics” rather than written Recess/Lunch – make sure they know boundaries, days maths homework, “Kidspiration” for setting out on equipment, where to go with a problem, safe places, assignments. when library is open, clubs they can join etc. 11. For Secondary consider getting the great new book Toilet/Drink – many students with ASD will not access Helping Students with Autism Spectrum Disorder Express these at the same time as other students. It is their Thoughts and Knowledge in Writing (see page 5). recommended you send them out during class time to the toilet and get a drink as this can impact on their learning. Teacher Preparation for Homework BE AWARE they may not ask you to go to the toilet. You Use a coloured pen and highlight aspects of only what will need to send them. needs to be completed. Sensory Tools – many students require sensory tools to Break the work down into more manageable tasks. focus, process or calm. You will probably need to provide a Make adjustments such as: Cut assignments to be shorter, range of sensory tools for the student. This may include a only give two good resources/websites etc. sensory mat to sit on, fidget tools, chewy necklaces, tubes If given free choice in topic, narrow it down to two choices. or pencil toppers. (See Resources on page 7) Have a folder or plastic sleeve to be placed in school bag to ensure homework is returned. **Early Years** – please note the above considerations are Ensure teacher has a system in place at school for return also important for your setting. You may need to also consider of homework/changing readers, i.e., same time, same structure for nap times and often you will encounter more place each day. sensory issues because of the type of activities the children ------are engaged in, for example more play and craft activities can mean more sensory activities. Consider including Social Skills activities as part

Excerpt from The Ultimate Guide to School and Home by Sue of homework. Larkey and Anna Tullemans ------AUTISM SPECTRUM DISORDERS: Strategies for home and school 3 ------Why Making Mistakes is Don’t Say “NO”

Frustrating Using the word “No” does not help the young child with ASD learn what he can do. “No” is a very confusing word. It can A key part of increasing participation and engagement is mean “Stop”, “Wrong”, “That is not the choice”, “There isn’t getting students to “have a go” BUT……..have you ever any left”, “Later”, “Time to stop or finish”, or “You don’t want it.” noticed making mistakes is particularly frustrating for students with ASD? The word “No” will often escalate inappropriate behaviours rather than reducing them. Some children are very literal so This is because people with ASD often have difficulty with when an adult says “No juice”, a very literal child will think “cognitive flexibility” in other words they have a one track there will NEVER AGAIN be juice, when what the adult really mind, their thinking tends to be rigid and not adapt to failure or meant was the juice was “all gone” or the child could have it change. One of the characteristics associated with this later. inflexibility is being less able to learn from mistakes. Parents and teachers report that the child continues to persevere with Depending on the circumstances other words that can be an activity, having a mental block and not changing their used instead of “No” are: Wait, All gone, I don’t want it, Can’t strategies even if they are not working. An often heard phrase go in, Try again, Finish, Later, Help, Walk (rather than NO is “he doesn’t like making mistakes” or “he doesn’t learn from running), Hand up (rather than NO calling out), Stop. consequences”. (Tony Attwood, Asperger’s Syndrome: A Guide for Parents and Professionals, page 117) Focus on telling the child what you want him to do rather than focusing on what he is not to do; e.g. if he rushed into the When we are trying to engage children or encourage them to bathroom and started playing with the taps, rather than saying participate this “inflexible thinking” can be a barrier to learning. “No!” say “First toilet, then wash hands.” The latter is far more The challenges of “inflexible thinking” are students can make supportive and directive for the child. the same mistakes over and over, can’t see an alternative option or opinion, or get frustrated when corrected as they Rather than saying “No” a child can’t do an activity use a believe they are correct. There are a range of strategies we visual schedule to explain when they can do it. can use to support understanding and therefore encourage trying ‘new activities’ or ‘having a go’. Using “First, Then…” or “When, Then…” or “Now, Next, Later” are great encourage children to try new activities. Always put Strategies to support: their favourite activity last as a built-in reward for trying new activities. Break activities into small achievable steps. Use Social Stories to support understanding (i.e. in Developing Social Skills book “It is okay to make mistakes” page 72). Model making mistakes and how to correct (cross out, rub out, etc.) Tell what to do, not what not to do. Use positive phrases rather than negative. For example: put your hand up vs don’t call out (see opposite). Using range of prompts to support learning. Reward having a go. Instead of putting an “X” for mistakes, try putting a circle around the mistake and call it “learning”.

For more ideas see ‘Adapting Activities for Success’ Excerpt from The Early Years: The Foundations for All in The Teacher Assistants Blue Book of Ideas Learning by Sue Larkey and Gay von Ess page 12. (page 36).

Top selling books for practical strategies ------The Teacher Assistants Big Red/Blue Book of Ideas By Sue Larkey and Anna Tullemans

Two fantastic companion guides with no repetition or overlap between the two books. Hundreds of ideas and practical strategies for teachers and teacher assistants to try. BIG RED BOOK | CODE B15 $45 (incl P & H) | BIG BLUE BOOK | CODE B16 $45 (incl P & H)

The Early Years: The Foundations for ALL Learning By Sue Larkey and Gay von Ess

Full of practical ideas to give children with ASD and other developmental delays the KEYS to learning. Teaching to play, write, draw, imitate etc. Toileting training, community access, etc. To sit, ask for help, wait, play, attention to task, sign songs, etc. Great easy to photocopy programmes. CODE B04 $45 (incl P & H)

AUTISM SPECTRUM DISORDERS: Strategies for home and school 4 ------Once the child has learnt the early maths concepts in this Teaching Maths Concepts to book, they should be able to access the normal school Children with ASD curriculum and preschool programmes – although this may be at varying levels.

7 Tips to Teach Maths Skills Topics Covered in Practical Maths Programmes Colours, Shapes, Numerals, Positions, Money 1. Ensure the child has maths enriched environments. Classifying by Categories Sequencing and Order Basic Maths Concepts 1-5 Basic Maths Concepts 6-10 Visual Maths Addition Size Attributes to Compare Using Everyday Situations to Teach Maths

Teaching Addition with Visuals

Some children have real difficulty understanding the concept of addition and may need a much more visual prompt. The Visual Maths Addition Set includes cut out magnetic 2. Use the child’s special interest. configuration cards. Place the cut out card on top of another 3. Make maths functional (food, cooking, shopping). card when you are showing them added together. For 4. Make maths fun and enjoyable (songs, concrete activities example, if you put the cut out two card over top of the four – counters, etc.) card then the child will visually see six dots! 5. Use computer games, and iPad to reinforce and teach concepts i.e. Matheletics, Times Tables Apps, Telling Time Apps etc. 6. Incidental teaching is where you follow your child's lead, responding as situations occur during the day, e.g. count food as you give to the child – “one, two, three shape biscuits”; verbalise activities – “Mummy wants three 8 Ideas for Uses of the Magnetic Maths Cards biscuits”; and general observations e.g. when pushing a floor button in lift say “I want floor number five”. The set comes with a number of different configurations to 7. There are lots of situations during your everyday activities represent different numbers, and they are a useful resource to when you can count ‘how many’, ‘how long to wait’, ‘match compliment the many elements that make up our Practical shapes/colours’ or point out ‘what is different’. These are Maths Programmes. Teaching subtraction is the reverse of all very important maths concepts and the more you teaching addition and the set includes both + and – symbols to incorporate in everyday situations the quicker the child will teach both. There are multiple uses for the magnetic cards learn and generalise. and I have listed a few below. Being magnetic you can use them up on magnetic white boards at the front of the class, on If you are using iPads to teach maths and reading please the child’s table, or as a floor-time activity. check the child can transfer the skills to paper (recognise words in stories, do maths concepts in worksheets). 1. Matching activities of numbers and numerals 1-6. 2. Play memory games with the cards – turn the cards upside Many children with ASD can learn to rote count quickly but still down and see if they can remember where they are. do not understand the concept of a number. Therefore it is 3. Sort numbers into different bowls. important to teach number concepts. Practical Maths 4. Create a number line and get the child to put the numbers Programme by Sue Larkey and Jo Adkins provides a and numerals in numerical order. sequential order of learning in most activities because many 5. Make up Bingo boards using the cards. skills cannot be taught until pre-requisite skills are taught and 6. Put the numeral cards in places around the room and have achieved. Children with ASD learn best through repetition and the child find them. our book provides lots of fun activities the children will want to 7. Use a whiteboard marker to trace over the different do ‘over and over again!’ numerals to practice handwriting numerals. 8. Cover the dots with stickers of the child’s special interest to create a more fun activity for them. Top Selling Book and Resource for Teaching Maths ------Practical Maths Programmes: By Jo Adkins and Sue Larkey This book is the ideal starting point for teaching key maths concepts to children with an autism spectrum disorder and other developmental delays. It is full of practical ideas and strategies to teach the foundations of early maths and addition, and also includes worksheets and activities to incorporate maths into daily living skills such as money, shopping, cooking, timetabling, and lots more. CODE B07 $45 (incl P & H)

Visual Maths Addition Set: By Jo Adkins and Sue Larkey Magnetic maths cards and template to teach visual maths addition. Includes instructions for a direct teaching programme, magnetic maths cards and magnetic maths addition template.

CODE O07 $45 (plus P & H) RESOURCES: Recommended teaching resources 5 ------The Ultimate Guide Teacher Teacher to School and Assistants Big Red Assistants Big Home Book of Ideas Blue Book of Ideas By Sue Larkey & Anna By Sue Larkey & Anna By Sue Larkey & Anna Tullemans Tullemans Tullemans

CODE B96 $50 CODE B15 $45 CODE B16 $45

Developing Social Making it a Practical Maths Skills Success Programmes By Sue Larkey & Gay By Sue Larkey By Jo Adkins & Sue von Ess Larkey CODE B01 $45 CODE B18 $45 CODE B07 $45

Practical Practical Sensory Visual Maths Communication Programmes Addition Set Programmes By Sue Larkey By Jo Adkins & Sue By Jo Adkins & Sue Larkey Larkey CODE B05 $50 Magnetic Maths Cards CODE B19 $45 CODE O07 $45

The Essential The Early Years Tips for Toileting Guide to By Sue Larkey & Gay By Jo Adkins & Sue Secondary School von Ess Larkey

By Sue Larkey & Anna CODE B04 $45 CODE B17 $30 Tullemans

CODE B02 $45

Visual Supports Apps for Autism Pics for PECS CD for Visual Thinkers By Lois Jean Brady By Lisa Rogers CODE C02 $65 CODE B48 $50 *INCLUDES CD*

CODE B44 $65

Autism and How Do I Teach Helping Students Reading This Kid to Read? to Express their Comprehension By Kimberley Henry Thoughts in By Joseph Porter Writing *INCLUDES CD* By Elise Geither & Lisa

*INCLUDES CD* Meeks CODE B47 $35

CODE B100 $60 CODE B101 $40

From Anxiety to No More Temple Grandin Meltdown Meltdowns DVD By Deborah Lipsky By Dr Jed Baker By HBO Films

CODE B59 $40 CODE B26 $35 CODE D09 $26

MUST HAVE BOOK!!!

Behavior Solutions Behavior Solutions More Behavior for the Home and for the Inclusive Solutions In and Community Classroom Beyond the By Aune, Burt & Gennaro By Aune, Burt & Gennaro Inclusive Classroom CODE B102 $35 CODE B36 $35 By Aune, Burt & Gennaro CODE B37 $35

For more information, to request a free catalogue or order online go to www.suelarkey.com RESOURCES: Recommended teaching resources 6 ------

Aspergirls Kids in the Ten Things Every By Rudy Simone Syndrome Mix Child with Autism By Martin L Kutscher MD Wishes You Knew CODE B64 $35 By Ellen Notbohm CODE B91 $35 CODE B43 $35

Asperger’s The Complete The CAT-Kit Syndrome: A Guide to By Dr Tony Attwood Guide for Parents Asperger’s CODE O06 $300 and Professionals Syndrome By Dr Tony Attwood By Dr Tony Attwood

CODE B12 $40 CODE B13 $55

Exploring Feelings Starving the Starving the By Dr Tony Attwood Gremlin Series Gremlin Series For Ages 10+ For Ages 5-9 CBT to Manage Anxiety By Kate Collins-Donnelly By Kate Collins-Donnelly CODE B21 $40

Anxiety B106 $35 Anxiety B109 $35 CBT to Manage Anger Anger B107 $35 Anger B110 $35 CODE B22 $40 Stress B108 $35

The Kids’ Guide to How to Stop Your Why Do I Have To? Staying Awesome Words from By Laurie Leventhal- and in Control Bumping into Belfer

By Lauren Brukner Someone Else’s CODE B46 $20 By Anna Tullemans & CODE B111 $35 Rhonda Dixon

CODE B08 $35

Socially Speaking The New Social A Quest for Social By Alison Schroeder Story Book Skills By Carol Gray By Jo Ellen Cumpata & BOOK Susan Fell CODE B27 $85 *INCLUDES CD* *INCLUDES CD* BOARD GAME CODE B61 $60 CODE O05 $90 CODE B97 $50

The Elephant in ADHD – Living ADHD Homework the Room without Brakes Challenges By Letitia Sweitzer By Martin L Kutscher Transformed! By Harriet Hope Green CODE B124 $40 CODE B126 $30 CODE B128 $25

Building Sensory Simple Low-Cost Songames for Friendly Games and Sensory Classrooms Activities for Processing By Rebecca Moyes Sensorimotor By Aubrey Lande & Learning Bob Wiz CODE B132 $35 By Lisa A Kurtz *INCLUDES CD*

CODE B123 $35 CODE B76 $45 RESOURCES: Recommended teaching resources 7 ------

The Panicosaurus The Red Beast Disappointment By K I Al-Ghani By K I Al-Ghani Dragon By K I Al-Ghani CODE B39 $35 CODE B38 $35 CODE B41 $35

Inside Asperger’s All Cats Have All Dogs Have Looking Out Asperger ADHD By Kathy Hoopmann Syndrome By Kathy Hoopmann By Kathy Hoopmann CODE B09 $30 CODE B14 $30

CODE B10 $30

Jasper and the Kevin Thinks My Friend with Magpie By Gail Watts Autism By Dan Mayfield By Beverly Bishop CODE B70 $30 CODE B113 $25 CODE B55 $25

Time Timers Token Reward Portable Schedule Systems with Digital Timer 20 cm Time Timer CODE TT1 $60 Small – 5 tokens CODE O02 $15 7.6 cm Time Timer CODE O01(S) $5 CODE TT2 $45 Large – 10 tokens Visuals not included. Time Timer Plus CODE O01(L) $10 CODE TT5 $75

Sensory Mat Emotichew Bangle Grip Stixx Chew Stixx Chewy Tubes CODE ST33 $35.00 CODE ST38 $15.00 CODE ST13 $12.00 CODE ST34 $12.00 CODE ST11 $12.00

Pencil Grips Chewigem Necklaces Chewigem Bangles 15 Second Water Wheel Chew Stixx Pencil CODE O03(C) $3.50 DISC/DROP ST28 $20 TEEN ST31 $15.00 Timer Toppers (Pack of 2) CODE O03(PG) $3.50 DOG TAGS ST30 $20 CHILD ST37 $15.00 CODE ST06 $4.00 PLAIN ST25 $12.00 CODE O03 $3.50 SHAPES ST26 $12.00

Stretch Frogs Punki Wrist Bands Thinking Putty Improbable Construct Slinky Key Chain CODE ST04 $2.50 CODE ST22 $2.00 CODE ST03 $4.00 CODE ST01 $5.00 CODE ST07 $3.50

Liquid Timer Sensory Stixx Figipod Tactile Tiger Brush Senso Brush CODE ST17 $10.00 CODE ST32 $12.00 CODE ST15 $15.00 CODE ST35 $12.00 CODE ST12 $12.00

Spinning Tops Twist Puzzle Key Chain Wooden Massager Water Balls Smiley Face Stress Ball CODE ST05 3 for $2 CODE ST21 $2.50 CODE ST14 $4.00 CODE ST10 $2.50 CODE ST23 $2.50

ORDER FORM: Or order online at www.suelarkey.com 8 ------

AUTISM SPECTRUM DISORDERS: Strategies for home and school 9 ------ALL NEW BOOKS FOR 2015 TO HELP MAKE A DIFFERENCE At the end of each year I spend time reading new books on ASD to get new ideas and strategies. Autism research is a constantly developing field so I’m constantly looking for new resources to help make a difference to those with ASD, and to find lots of great ideas and time savers for busy families, teachers and other professionals who support these wonderful children. I was delighted with so many new books this year and I have just some of them listed below. Please see my new 2015 Catalogue for others. ENJOY

Books for ADHD Parenting, Puberty and Adulthood

A high proportion of children with ASD also have ADHD. Check out our great new range of books for parenting, puberty These books have great strategies for home and school. and adulthood. Some of these are beautiful reads.

The Kids’ Guide to Staying Sensory Starving the Gremlin Series Awesome

This is a GREAT Great workbooks filled with fun and imaginative activities from word resource for every finds, spot the difference, cartoons and teach about managing classroom for all kids. emotions. Available in ages 5-9 or 10+.

The Newest Companion in Behavior Solution The Autism Discussion Page Jasper and the Magpie Series

This is a must have for parents/carers Great book for increasing autism and resource centres for families. From outings to awareness. Highly recommended for sibling relationships over 140 pages of strategies. reading to whole class.

Can I Tell You About…? Series Find out more about these resources including pricing, download free tip sheets and activity sheets, request a catalogue, and order teaching resources – all online at www.suelarkey.com

Great for educating the child plus friends, family and professionals. Excellent resource for School Libraries.

AUTISM SPECTRUM DISORDERS: Strategies for home and school 10 ------Improving Reading, 12 Key Strategies to Encourage Reading

Comprehension and Writing 1. Make reading a routine and try reading for only short periods of time. 2. Read stories that includes the student’s special interests to At least one in five children with ASD has a significant problem motivate reading and comprehension. with reading. Reading is required in all school subjects from 3. Let the child read one book of interest to them and one you Maths to Science. It is important to address the reading issues choose. as soon as possible, so it does not affect their academic ability 4. Make photo books about their own experiences to and self-esteem. We would encourage you to work towards encourage reading. Digital cameras make this very easy. literacy for all children, verbal or non-verbal. The ability to read You can use the same photos over and over and create a is an essential skill that spans a child’s school-age years and whole range of books. beyond. 5. Make connections between the book and student’s special interest/experiences. There are two parts to reading: 6. Find other books which may be related to the same topic. 1. word recognition; and 7. If the student has difficulty with questions start a sentence 2. language comprehension skills. “The boy is….” rather than “What is the boy doing?” 8. If the student enjoys drawing, get the child to draw pictures We need to address both parts for a reading programme to be about the text they have read. Use cut and paste activities, successful. e.g. cut up the sentences and have the student match the words to pictographs or cut up the sentence and put back Reading issues can be where they can de-code together. text but comprehension doesn’t match. Often these children 9. For children with visual perception difficulty it is important have also masked their reading difficulties by acquiring to teach the child to point to the word so they keep track of knowledge on a special interest and having proficiency at where they are up to. reading on specific topics. However, they do not transfer the 10. Use the Time Timer or digital timers to establish how long reading skills beyond their interests which is the challenge in they are reading. If it is found reading drags sometimes school and in accessing the curriculum. rather than read a whole book aim for a set amount of time reading. Unfortunately, conventional remedial reading programmes 11. Always include the written word on all visuals. have not been as effective as with typical children. For ASD 12. Start with teaching the literacy in the child’s environment children reading is often factual memorisation of letters and e.g. high profile logos (McDonalds, Apple). Begin with words, but they don’t have strategies to put the sounds basic matching activities and build up to matching the word together to know the word. They have difficulty predicting text to symbol. (See Practical Communication Programmes for and reading for meaning/comprehension as they are just de- this activity). coding each word individually. Speech Therapists offer a range of wonderful reading As the majority of students with ASD are visual learners, they programmes, spelling programmes and listening programmes. generally respond to visual approaches to learning new words We highly recommend if other approaches are not working to or a “whole word” approach. See Practical Communication Programmes by Jo Adkins and Sue Larkey for a list of consult a speech therapist. essential first words to teach (page 79). It is helpful to put words on flash cards or little folders attached by staple or metal ring and they can flick through the words. Make sure “Reading is so much more than just you change the order of words to ensure they don’t learn by letters and words on a page. Reading is rote. Phonetic based approaches can be great for teaching spelling – but be aware that some children who read using this communication. Reading is imagination. approach get stuck sounding words out and can’t put the sounds back together. Reading is participation” page vii

Great Apps for learning to read on the iPad include: Reading How Do I Teach This Kid To Read? Teaching Literacy Eggs and School A-Z Skills to Young Children with Autism by Kimberley Henry

Popular Resources to Teach Reading and Literacy ------How Do I Teach This Kid To Read?: By Kimberley Henry This book presents simple instructional strategies that can be used to help develop early literacy skills in young children with autism. Dozens of fine-tuned, easily adaptable activities that teachers and parents can implement separately or in infinite combinations. Included are units on phonemic awareness, vocabulary, comprehension, and fluency. CODE B47 $35 (incl P & H)

Practical Communication Programmes: By Jo Adkins and Sue Larkey Communication is the biggest area of skill deficits in nearly all children on the autism spectrum – whether it is little to no verbalisation, social skills or simply understanding spoken language. This book offers hundreds of ideas and strategies to improve communication skills – including picture exchange, teaching literacy skills, and emotions. It includes activities and resources you can photocopy. CODE B19 $45 (incl P & H)

AUTISM SPECTRUM DISORDERS: Strategies for home and school 11 ------Improving Reading Comprehension Why Use Pencil Grips to Help with

Comprehension includes the ability to understand and recall Writing what you have read. Reading comprehension issues are often “masked,” or hidden by children with ASDs strengths in Children need to hold a pencil in a way that provides both decoding, fluency, rote memory or hyperlexia (as mentioned stability and mobility. Speed, legibility and endurance of on page 10). This is especially true during the early school handwriting are influenced by the way a child holds their years when there is a focus on teaching children HOW to pencil. Pencil grips help the child maintain a position of read. The next step after teaching HOW to read is to stability to allow for efficient mobility and improved understand and make sense of what you are reading. handwriting.

10 Tips to Increase Reading Comprehension The BIG advantage of our pencil grips is children like the feel of them as they are large, soft and moulded to fit your fingers 1. Get them to make predictions about what will happen next. – unlike the hard triangle types and the smaller types. 2. Do tasks verbally first then written especially if verbal is their strength. Voice record their ideas so they can play Which Pencil Grip to Use them back and write down so only focusing on the The Crossover Grip ensures children learn the correct understanding and thoughts. finger positions or to stop crossing over fingers or thumb 3. Help them to make connections to other books, wrapping. Great first grip or to correct children crossing experiences, TV shows, movies, etc. over. 4. Model how to predict words based on context cues. The NEW Pinch Grip balances the structure of the 5. Make comprehension fun: following directions, reading TV Crossover Grip with the freedom of the Standard Pencil Guide, reading movie reviews, cooking. Grip and is a great way to ensure students maintain the 6. Make stories more visual by using mind maps or grammar correct grip before transitioning to standard pencil grip or components (setting, characters, actions, outcome). for students who need a bit more support. 7. Make comprehension activities fun – see great new book The Standard Pencil Grip helps position fingers and below. maintain an open web space making it easier for students 8. Take turns reading aloud and discuss along the way. to control the pencil. 9. Get some read-a-long books where the child can follow in the book. Stop and discuss along the way: predict, which The Grips can be used as a three step process starting with characters like, etc. Crossover, then Pinch Grip and finally Standard. 10. Find popular books that are now movies. Read the book then watch the movie and discuss differences, which parts All grips are suitable for both left and right handers. Just are different, etc. place your thumb on the R or L as indicated on the grip and the other fingers will slot naturally in to place. Comprehension activities are also great to teach writing skills. Often students with ASD struggle with open-ended activities Pencil Grips and creative writing. For example “Write about the holidays” – they don’t know where to start. Comprehension activities are (From left) often very effective at encouraging them to do written activities and shows them how to construct written text. Crossover | CODE O03(CO) $3.50 Pinch Grip | CODE O03(PG) $3.50 One of the biggest challenges is finding comprehension Standard | CODE O03 $3.50 activities children with ASD enjoy. The wonderful new book Autism Reading and Comprehension is a great time saver and Chew Stixx Pencil Toppers is designed specifically for students with ASD. Starting at Level 1 (The Cat) and ending with Level 9 (The Lizard). There are two student worksheets for each of nine animals, totalling Textured | CODE ST25 $12 eighteen worksheets. Each worksheet has four variations, and Shapes | CODE ST26 $12 there is a ready-to-go lesson plan for each one! It uses the same format for each activity which helps students with ASD Comes in packs of 2. be independent as it is predictable.

The BEST part is it comes with a CD that contains all of the Pencil Toppers are ideal for anyone who chews worksheets, lesson plans, visual tools, and assessment forms for quick-and-easy print! when writing. Some children (and adults) chew when they are thinking or processing. ------

Great NEW resource for Reading Comprehension ------Autism and Reading Comprehension: By Joseph Porter

Ready-to-use lesson plans for teachers. The predictable format, repetition, and routine of these lessons will create a relaxed learning environment, while the variations in the topics will hold students’ attention and help them generalise the reading skills they need to succeed! The companion CD contains all of the worksheets, lesson plans, visual tools, and assessment forms for quick-and-easy print. Over 390 pages!!

CODE B100 $60 (incl P & H)

WORKSHOPS 9 ------

Dr Tony Attwood 2015 2015 Workshops ------Tony is an outstanding communicator and brings the quality of New South Wales compassion and technical background as a clinical Sydney/Rooty Hill (Dean Beadle) Tues 19 May psychologist. He is the author of bestselling books on ASD. Wollongong Fri 29 May Tamworth Fri 24 July I’m very excited to have several dates added for Tony to travel Newcastle Thurs 30 July to more Australian cities and towns. Ryde Fri 31 July Campbelltown Fri 7 August Orange Mon 10 August

Book your place NOW and pay Victoria closer to the workshop. Melbourne/Flemington (Tony Attwood) Fri 24 April Geelong (Dean Beadle) Fri 15 May Call Dearne on 0433 660 379, Morwell Fri 12 June email [email protected], or Ballarat (Tony Attwood) Wed 19 August go to www.suelarkey.com Mulgrave (Tony Attwood) Fri 21 August

------Queensland

Brisbane/Red Hill (Tony Attwood) Fri 1 May In-House Professional Development/Staff Gold Coast Mon 1 June Training Days Toowoomba (Tony Attwood) Fri 19 June Rockhampton (Tony Attwood) Fri 28 August Sue Larkey is available for in-house professional development and training days. For more information or for Sue to come to South Australia your school email Dearne at: [email protected] Adelaide/Hindmarsh (Dean Beadle) Mon 18 May

------Western Australia Perth (Tony Attwood) Fri 4 September Endorsement Provider

Endorsed Provider of NSW Institute of Teachers & ------Australian Professional Standards (for more information refer to flyers on website). Limited places available please register ASAP To reserve your place or have a registration form sent to you ------call Dearne on 0433 660 379 or go to www.suelarkey.com For more workshop dates and locations visit Dean Beadle 2015 www.suelarkey.com

Dean is a true inspiration and highly enlightening speaker. His ------moving personal experience proves just how big a difference parents and professionals can make. Sue Larkey Author and Consultant Avoid disappointment and Book your place NOW. Sue Larkey is uniquely positioned within the education system having both taught as a primary school teacher and special Call Dearne on 0433 660 379, education teacher. Sue has taught students with autism email [email protected], or spectrum disorder in the mainstream and at a specialist go to www.suelarkey.com autism school. She combines this practical experience with

extensive research, having completed a masters in special ------education and currently undertaking a doctorate in education.

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Making it a success with Sue Larkey – Term 2 / 2015 P 0433 660 379 F 1300 656 408 www.suelarkey.com