About Julia Erdelyi Expertise I am happy to answer questions from teachers, parents, or other service providers for people with Autism Spectrum Disorders.
Experience I have taught elementary aged students with autism exclusively for the last five years. I consult with teachers and parents locally and abroad. I have attended workshops and trainings, and use methods presented by the following experts: Dr. Temple Grandin, Dr. Ami Klin, Michelle Garcia Winner, Brenda Smith Myles, Carol Gray, Dr. Steven Gutstein, Dr. Jeanette McAfee.
Education/Credentials Minnesota teaching licenses in elementary education and in developmental disabilities.
Question Hi,
My question is regarding my 3yr 10month old Son.I need some suggestion on how to make him to write and do colouring. Alteast he needs to try. but he is not.
thanks & rdgs.
Indra.
Answer Hi Indra,
I have a few recommendations that are helpful when attempting any type of academic or "work" tasks for children with autism.
1. Use a visual schedule.
a. A general schedule for daily routines should be used so that your child knows what is happening throughout the day, what is coming next, etc. The schedule can be made out of photographs, or from visuals that you can print from software or websites.
b. Have a schedule for the specific task as well. Something simple like: First color, then (swing, bubbles, walking). You can use pictures for this as well.
2. Show a sample of what you want the child to do. Demonstrate yourself, and have a finished product available.
3. Start by expecting only one task, reward with desired activity when finished. When this gets easier, you can add a second work task.
4. Sit together with the child while he is working. Give enthusiastic praise while the child is working and when finished. Quietly, persistently redirect any of the child's attempts to change the task.
A few other thoughts:
If your child does not yet follow a visual schedule, this might be the first piece of work to start. Coloring or drawing may be jumping ahead a little if following a schedule has not been mastered.
Remember that each part of a task is a separate piece of work to be taught and rewarded. For example, sitting in a chair at a table can be taught as an individual skill.
Task completion, or pleasing an adult are usually not sufficient rewards for young children with ASD. A child is not likely to repeat a behavior in order to please someone else, because this is not very meaningful for him. Rewards of desired activities, a favorite toy, or even a small piece of candy or favorite cereal can be much more powerful reinforcers.
Listening to spoken language is often overwhelming or uncomfortable for the person with ASD. Try to rely on visuals for instruction, and perhaps sing your way through transitions or directions in a quiet voice.
Finally, try to spend some time each day, doing the repetitive behaviors your child may be doing, together with your child. Use every opportunity to create a social interaction between the two of you (turn taking, imitation) and use enthusiastic praise for all social interactions.
Please keep in touch and let me know if this has been helpful.
Julia
