Using Visual Interventions to Help Your Child at Home

Independence is a goal all parents have for their child. This post addresses ways to help children independently organise items, help around the house, and follow a routine by using visual interventions.

1. Use Defined Containers - Toothbrush holders, toy boxes, and laundry baskets are examples of containers designed for a specific purpose. These containers allow for broad organisation concepts such as knowing dirty clothes belong in a laundry basket. Some items such as cutlery trays can be purchased with additional details. Select models that clearly define where materials belong. For example, cutlery trays with locations for spoons, forks, and knives help children sort cutlery correctly.

2. Give Containers a Purpose – Baskets, plastic containers, and decorative fabric bags can be used to hold a variety of objects. Place containers in a specific location for a specific purpose. This will remind children to complete tasks. For example, a basket in the hall can remind children to take off their shoes and put them in a specific location.

3. Use templates – If containers are not clearly defining a space, or children are having trouble recognising what goes in a location, create an outline/template of the object. Put the template in the location where the item should go. For example, use outlines of a plate, knife and fork on placemats so children learn to lay the table.

4. Use Photographs, Drawings, or Words - Another way to clarify where objects belong is to use photographs, drawings, or words depending on the child’s abilities. Use digital photographs, online images, or drawings to create visuals. For example, use drawings of food and water to indicate where a pet’s food and water bowls belong and to help children complete tasks independently.

5. Set Timers - Timers are a simple way for children to understand how long they have before they finish an activity and start a new one. Whether using a timer with sand, a dial, or digital numbers, children have a clear understanding of how much time is left. Dial and digital timers may also have bells which serve as an auditory reminder for children.

6. Create timetables – Understanding the sequence of steps for after school, bed time, and other routines can be difficult for many children. A photograph, drawing, or word timetable showing the steps is a helpful way to indicate expectations and maintain a consistent routine. Timetables help children become more independent through decreased verbal prompts.

7. Use Colours or Drawings on Items – For children who are working on skills, but have trouble with specific aspects of a task, use guides such as colour coding or drawn visuals to help them complete the skill independently. For example, a laminated circle with red on one side and green on the other that can be blue tacked to the dishwasher to show children if the dishes are dirty or clean. Another example is an arrow on a clear watering can to indicate how high to fill it.

Turning Stones for Madeleine

Dear Friends and Colleagues,
As you may know, People First Education have been proud to support the continuing search for Madeleine McCann.

I have recently received the following update from the team at Find Madeleine outlining ways in which we can all help with the search:

* Going on holiday? You can download a holiday pack of resoures specifically designed to help with the search for Madeleine.
* Are you or your friends attending London during the Olympics? Turning Stones for Madeleine are targeting people in and around London or anyone travelling to London for the Olympics and asking them to get shops/taxi’s anyone to display Madeleine posters so that overseas visitors can be made aware that she is still missing.

If you would like a holiday pack, or to access Turning Stones for Madeleine please click on the images on the right hand side of the web version of this page.

Autism/Asperger, Social Stories, Dislexia and ADHD Course Dates Announced

Dyslexia

Tuesday 2nd October 2012
Holiday Inn Lancaster
Caton Rd, Lancaster, LA1 3RA

Wednesday 3rd October 2012
National College for School Leadership
Learning and Conference Centre
Triumph Road, Nottingham, NG8 1DH

Thursday 4th October 2012
Toby Carvery, Nottingham Road, Chaddesden,
Derby, DE21 6LZ

Friday 5th October 2012
Holiday Inn Express, Vicar Lane, Bradford BD1 5LD

Friday 12th October 2012
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL

Tuesday 16th October 2012
Big Sleep Hotel,
Wellington Street, Cheltenham,
GL50 1XZ

Wednesday 17th October 2012
The Source @ Meadowhall
300 Meadowhall Way, Sheffield, S9 1EA

Friday 2nd November 2012
Holiday Inn Express,
Norwich Sports Village, Drayton High Rd,
Norwich, NR6 5DU

Friday 9th November 2012
St Hild and St Bede’s College,
Durham, DH1 1SZ

ADHD

Tuesday 9th October 2012
National College for School Leadership
Learning and Conference Centre
Triumph Road, Nottingham, NG8 1DH

Social Stories

Monday 8th October 2012
Holiday Inn Lancaster
Caton Rd, Lancaster, LA1 3RA

Wednesday 10th October 2012
Premier Inn
Northern Perimeter Road, Netherton,
Merseyside L30 7PT

Wednesday 7th November 2012
Gateshead Swallow
High West Street, Gateshead, Tyne and Wear,
NE8 1PE

How to Help Your Child Retain Skills over the Summer Holidays

Children often have a hard time retaining skills during the summer holidays. Many parents enrol children in kids’ clubs etc, but this often is an abbreviated and less structured version of the school day. Even when children are educated at home, summer often involves routine changes. Since many children rely on consistent instruction, these changes can result in regression. This post includes strategies for preventing regression and teaching new skills.

1. Know What Skills to Work On - To prevent regression know what skills your child is working on and their current functioning level. Be sure to review their school progress reports, IEP (if applicable), and information from their teacher on summer reading and work. For children working on self-care, independence, or behaviour skills, take data on their current progress. Ask their teacher what skills they are working on and exactly where they stand.

2. Find Opportunities to Practice Skills - Many skills can be integrated into a daily routine. Dressing, self-care, and behaviour naturally occur during the day. Take time to use these natural occurrences as learning opportunities. For example, help your child as needed to put on their shoes rather than doing it for them. It may take longer for them to do the skill on their own, but it teaches them the steps they need to be more independent. Academic skills also can be integrated into a daily routine. Have children help with any maths related problems and involve them in reading. For example, if you have a family picnic and 4 cousins, 3 aunts, 3 uncles, and 2 grandparents will be there, ask your child to help you count the number of sandwiches you need to bring. If you are making the sandwiches, work on literacy skills by asking your child to read out the recipe. Counting and fractions can be developed by gathering and measuring the ingredients. Children can work on motor skills by spreading butter, mixing ingredients, and pouring the batter into the tin. For children who need direct instruction, organise a time during the day specifically to work on skills.

3. Build on Existing Skills - When children master a skill continue to review it, but also expand on skills. For example, if your child is learning their high frequency words or spellings add additional words and phrases to their skill set. If they are able to count all the spoons the family has when helping to empty the dishwasher, add a serving spoon or two and teach them to count a little higher. Build on skills one step at a time so they are successful, enjoy learning, and do not become frustrated.

4. Appreciate Small Steps – It can be very frustrating for parents and professionals when children learn slowly or take a step backwards. Try to remember some skills take awhile for children to acquire. Sometimes children need additional examples of the skill or a new approach for instruction. Recognise that children become frustrated as well and teach them to be persistent and patient.

5. Remember It Is Summer – Whilst children need to learn, it can be easy to forget that the summer holidays are also for relaxing. Although working on skills is important, be sure to enjoy the fun things summer has to offer. Enrol kids in swimming lessons, go camping, play some sports, or just let them play outside. These kinds of activities are a way to stay healthy, learn new skills, and make new friends.

Helping Young People Develop Friendships

Parents and professionals often struggle with helping young people learn to be good friends or to understand the complexities of social interactions. Below are a number of strategies that can help them to develop friendships.

1. Get Involved – Participate in community sports teams, art programs, and special events. These are wonderful opportunities for young people to engage in structured activities with peers. For young people with special needs, communities increasingly are offering events and activities geared towards their specific needs. Ask professionals and support groups for information on these programs or check your community newspapers, centres, and websites. Another great activity, for young people who benefit from very direct instruction, is social skills groups. These groups, which are offered in many communities, are a great way for young people to develop their social skills in a fun yet structured environment.

2. Consider the Child’s Interests – If the goal of enrolling a child in a program is to provide opportunities for making friends, look for activities the child enjoys. Some young people like the arts while others enjoy sports. If a child is particularly shy, look for activities that initially have less direct contact, for example swimming. Conversely sports like football and rugby involve more contact with peers. If young people start in activities they enjoy, they are more likely to join other programs.

3. Role Play Difficult Skills – Practicing social skills is a way to work on specific aspects of social interactions. For example, if you notice your child stands too close to peers or repeatedly asks the same questions, help them learn about personal space or conversational skills through role play. By practicing these skills in the home, young people can learn to improve their social skills and apply them outside the home.

4. Provide Examples – While reading books or watching television, explain social situations to young people. Point out how helping others, using kind words, and listening when friends talk are ways to be a good friend. When characters are being hurtful or invading someone’s personal space, point these actions out and ask the child what the character could do differently to be a better friend.

5. Model Being Good to Others – Part of being well liked and being a good friend is being kind. Demonstrate kindness by saying nice things about and to others whether they are the supermarket chechout operator or a neighbour. Point out when a colleague does something thoughtful and how this makes you feel about them. If your child is sympathetic or says something complimentary, tell them their actions made you happy.

6. Do Not Force Friendships – Just like adults, young people get along better with some peers than others. Teaching young people to be kind and to include everyone in activities is important, but they do not have to be best friends with everyone.

Getting Ready for the Summer Holidays

1. Prepare Children – Prepare children for the summer holidays while they are still in school. Classrooms often have a countdown to summer, but including one in the home also is helpful. Discuss summer holidays with children including when they will go back to school and what they will do over the holidays. Read books about summer, and school holidays.

2. Make Cards – If children are concerned about not seeing their friends and teacher, have them create cards for everyone. The cards can have memories from the school year or a simple message, “Have a nice summer. See you in September.” Cards are a great way for children to share their feelings and learn about giving.

3. Don’t Forget School – Arrange summer play days with classmates before school ends so children know they will see their friends soon. Use the class photo as a way to discuss and remember classmates, or make a book about the past year, “Malcolm’s Year in Mrs Smith’s Class.”

4. Maintain Structure – The school day provides a significant amount of structure for children. A transition from a full day of planned activities to one with little structure can be very difficult for children. Have a routine so children have consistency in their lives. Set times for waking up, going to bed, eating, and other activities so children know what to expect during the day. If children have a routine with different activities on different days of the week such as swimming lessons Monday, Wednesday, and Friday and library time on Tuesdays, make a calendar showing these activities with words or pictures so children see the day’s activities. Some children may benefit from a very structured schedule. If children use a visual timetable at school, ask their teacher how to implement it at home. Besides including structured activities, remember a schedule can include periods of choice and free play while still providing support and structure.

5. Keep Activities Handy – Keep materials for art activities (paper, paints, buttons, glue, magazines) handy. Art activities develop fine motor skills and encourage creativity. Cooking lunch or snacks is a fun activity for children and it encourages reading, basic numeracy (fractions, counting), and turn taking.

6. Start Summer-Long Responsibilities – Give children activities for the summer. Gardening activities such as a small plot in the garden or a herb garden are a great opportunity for children to watch plants grow, care for them, and see the fruits of their labour. If children are not interested in gardening, give them responsibilities with a family pet (brushing, feeding, walking) or another household activity. These activities can be expanded upon by reading about the topic.

7. Ask the Teacher – If you have concerns about a child’s transition from school to summer, ask their teacher for suggestions. The teacher may have specific ideas for your child’s needs or they may know about activities your child would enjoy. They also can provide ways to help your son or daughter prepare for the next school year.

Ways to Increase Communication and Language

There are a variety of ways to increase communication depending on a child’s age and ability level. Below are some ideas for increasing language and communication throughout the day.

1. Expand Sentence Length – When children answer a question or request an item using one or two words, increase their sentence length by repeating their answer with an expanded phrase. For example, if you ask a child, “Would you like orange juice?” and they answer “Yes,” model a longer response. “Yes, I would like orange juice.” Then have the child repeat the phrase.

2. Use Books for Language - Reading stories is an excellent way to incorporate language into a fun activity. Ask questions about the pictures, the story, and the characters. Even very young children can identify colours, gender, words, or concepts (e.g. the boy that is the tallest/shortest) by pointing to pictures. Ask the children to predict what is going to happen next throughout the story. After finishing the book, review what happened in the story.

3. Create Situations that Promote Language - Favourite toys, clothes, and foods can motivate young children to use language. Store favourite items in eye sight, but out of reach, so children have to use their words to request the items.

4. Provide Choices – Give children choices in activities, stories, toys, and foods so they communicate their preferences. You can create an opportunity for communication even if you know a child is going to select a favourite story or game.

5. Find Time to Communicate – Many children like being entertained by technology, but opportunities for communication are lost when families spend a good deal of time watching television and playing video games. Turn off the television during meals and refrain from using portable video games in the car. Time spent together at the dinner table and in the car are wonderful opportunities for learning about a child’s day and increasing communication and language skills.

6. Be Supportive – Children are more likely to communicate if they feel valued. Encourage language by listening attentively to children and asking them questions. If children answer questions incorrectly, teach them the correct answers using kind, supportive words. Repeatedly asking a question a child does not know how to answer or condescendingly correcting them can hurt their feelings and decreases the chance they will answer questions in the future. Instead, encourage them to say, “I don’t know,” and use the situation as a learning opportunity.

7. Be a Role Model – Children learn from the adults around them. When adults speak in full sentences, use correct grammar, and articulate well, children hear and are reminded of how words and sentences should sound.