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Independent Work Tasks in the Classroom

  • January 26, 2019
  • Classroom Management , Classroom Setup , functional skills , independent work , Material Must Haves , On the Cheap , Organization , Work Boxes , Work Tasks

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It is no secret that I love independent work tasks in the classroom! I love creating them, using them, teaching how to use them, and watching my students go from dependent to independent! There are a lot of teachers out there that want to implement a work task system into their classroom but have NO idea where to start. Some of my lowest and my highest functioning students can build that independent stamina.

task for students with autism

WHAT DO I NEED FOR Independent Work Tasks in the classroom?

task for students with autism

The best thing you can do is start small and remember that everything takes time. 

Here is a list of materials that I would suggest you start with for the basic setup for independent work tasks:

-10 Clear shoe box sized containers

-Velcro dots and Strips

-Open Shelf or 3 drawer bin

-a desk or table

-a set of symbols to attach to boxes (numbers, letters, pictures) Grab those HERE!

WHEN DO I TEACH THE PROCESS?

I teach this at the very beginning of the year, but if you aren’t reading this at that time of year then anytime is a good time. My students in a whole group lesson where we go over what independence looks like. You should always model (act as the student) and walk them through the entire process of completing the task. This usually is a lesson I do multiple times over and over again for at least a week depending on the students. At the primary level you may need to do it longer and if you have one student that just isn’t getting it then perhaps doing an on one lesson would be helpful too.

task for students with autism

This includes showing the students sitting at the area where they will work, picking up the label, walk it to the area where the work tasks are, matching the label, grabbing the box, and bringing it to the table, then sitting at the table and completing the task.  Then I also show where to put the box when it’s complete and how to move onto the next task. I try not to assume that my students (and sometimes my staff) know ANYTHING about this process. It is so much easier to teach it this way first, then have to go back and redo it.

We actually practice this at first with NOTHING in the bins and go through the motions of all those steps first, and I work on determining what my students can do independently before filling the bins with anything.

HOW DO I KNOW STUDENTS CAN DO THINGS INDEPENDENTLY?

The best way to know if a student can do something independently is to have them try it. I don’t like to assume that a student can do a task even if they have done one similar before. I will usually have them do it with me in a one-on-one situation or have a paraprofessional do it with a student and take notes.

At the beginning of the school year, I find it easiest to have all my students sit at a table and have a stack of 10-20 bins and hand the students bins and take notes on if they can do it or not, I have my paras take notes and we can all put eyes on the students at the same time. If you are in the middle of the school year and have stations already set up, I don’t suggest messing with your student’s schedule, just work with them one on one.

WHAT DO YOU HAVE YOUR LOWEST STUDENTS DO FOR TASKS?             

This question I get asked all the time and my best answer are to use Put-In tasks. You can read a blog post that I wrote about them here: Put-In Tasks for ANY Classroom

task for students with autism

WHAT IF MY STUDENTS CAN’T WORK INDEPENDENTLY?

Some of your students just cannot work by themselves that is OKAY! You will get there and now you have found a great goal for your students to work on. I will then have my paraprofessional do two different things.

If the student can’t sit by themselves and can’t do the task then it becomes some of the work that my para does with that student during their 1:1 instruction time. I have it built into the schedule that every student works with every para in my room 1:1 at least once a day.

If the student can sit by themselves then I have the para use most to least prompting to build their independence while working at their seat. We take data via. a task-analysis sheet (more on that in the next question) and we try to look for progress in using less prompting over time until the student becomes independent. The goal is eventually the para doesn’t need to be there. Here is an example of a prompting chart that is all over my classroom for my paras to reference!

Related image

HOW DO I MAKE THIS A PART OF MY STUDENT’S IEP?

We create a goal for it! I know that we all have different expectations for IEP goals. I have found that many districts want behavior goals and this is a great way to target “on-task behavior” in the classroom. So I will use it as a behavior goal, functional independence, or life skills goal. Here are some suggestions for goals that I like:

  • The student will work independently on a previously mastered task for 20 minutes with only 1 adult prompt and engage in only task-related behaviors on 5 consecutive days.
  • The student will build their functional independence by completing an independent work task
  • During an independent work time, Student will increase their independent work time to _____ by completing one task with one or less adult prompts 3 out of 5 opportunities to do so.

DO YOU TAKE DATA ON THIS?

Of course! Especially if it is for an IEP goal but, even if not, it is great information and such crucial skills for students to learn. I often will create a task-analysis of the work task process as I described above. If I just want data on one task I create a task analysis on just the parts of that task specifically. Here are some ideas for that from my friend Erin at You-Aut-a-Know . She also does a great job of giving you information on what task-analysis is.

Where can I get independent work tasks in the classroom?

Here are some materials that I have that filled my task boxes for my students to work on. If you click on the images below it will take you to the products to learn more!

task for students with autism

Where Can I get some Free Items to Start?

task for students with autism

I know we all don’t have a wallet the size of Texas! We wish we could get all the items to work with all the students in our classroom. It can be hard just starting out and not knowing what to use. I have created some freebies that you can access by signing up below and get them in your inbox today! Also, I send out weekly emails with more work task ideas called “Work Task of the Week” and many are using simple items you might have around your classroom already!

[convertkit form=1035997]

What do I use to Setup this System? I need VISUALS!

I know you are thinking that this is all great information but, you just don’t have the time to make all the labels and visuals to make sure your students are doing the tasks independently! Well, I have got you covered! This kit has all the visuals you need to get it set up!

task for students with autism

Independent Work Task Starter Kit

Where Can I find the Materials you Shared in the Pictures?

I have compiled a list of items in my Amazon Shop to help you get started. The category is called Work Task Materials. Please know that I do make a small commission off any items that you purchase through my shop, which is greatly appreciated!

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Teaching Multi-Step Skills Through Task Analysis for Autistic Students

Topics: Teaching with Pictures , Autism & Transitions , Infant/Toddler (0-3) , Elementary (4-12)

Teaching Multi-Step Skills Through Task Analysis for Autistic Students

Life is filled with constant multi-step directions and processes. That’s why a common elementary project is to have students write exact directions to make a peanut butter and jelly sandwich. Their peers are then told to only do exactly what the directions say. As you might imagine, hilarity ensues—inevitably some steps are missing, like “Open the jelly jar” or “Spread the peanut butter evenly across (one or both slices) of bread.” Peers will stare confusedly at jars or pile massive amounts of peanut butter on the bread just to make a point when detailed steps are left out. What students may not realize is, this assignment is actually a task analysis in the making.

What is it?

Task analysis (TA) is the process of taking a complex skill such as making a sandwich, running the dishwasher, or doing laundry—and breaking it down into smaller, manageable, and observable steps.

Why is it useful?

If a student is struggling to complete a skill in its entirety, breaking the task down into steps can make it more apparent to teachers or parents as to where the error is occurring. Then we can use prompting, reinforcement, and/or modeling to help fill the gaps.

Autistic students particularly struggle with executive functions that govern the ability to plan and organize thoughts, recall and remember information, and initiate an activity. Listing manageable steps can be a quick reference as they learn new skills through repetition and muscle memory.

When should I use task analysis?

Task analysis should be used to chain-link together a sequence of smaller steps to perform a bigger action. Many functional, self-help, or vocational skills fit this description—rather than simply opening a microwave, the act of cooking a packet of oatmeal is comprised of multiple small steps to complete the greater action.

Here are some ideas for skills that task analysis could be helpful in breaking down:

  • Doing dishes
  • Setting the table
  • Logging on to a device
  • Cooking a meal
  • Tying shoes
  • Using the bathroom

chaining-peanut-butter-jelly

TA can also be a great way to introduce simple play scripts for anyone learning how to appropriately use play materials. Sample ideas could include:

  • Feeding a baby doll
  • Playing dress up
  • Building a train track
  • Playing restaurant
  • Making sandcastles
  • Building block patterns

How to implement it?

1. choose a specific skill to target.

To identify the skill you will teach, start by identifying the student’s needs and the team’s goals for them. Depending on age or developmental level, the necessity or desire of the individual to learn the skill (such as toilet training) may be an important factor in prioritizing where to start.

2. Assess the learner’s ability level and necessary materials or supports

Begin by collecting baseline data on the student’s ability to complete the identified skill. If you were going to teach them how to cook something in the microwave but they cannot accurately match numbers on a recipe to the microwave, then you may need to start with preliminary instruction before you’re ready to begin teaching the broader skill of cooking. 

Similarly, if the need is high for an individual to learn a skill and they can perform each step, but they lack motivation, you may need to evaluate how to provide ample reinforcement when going through the TA.

3. Break down the skill

As described earlier in the peanut butter sandwich challenge, breaking down a skill into smaller steps can be harder than you’d expect. The best way to segment the information is by actually completing these steps or observing someone else doing so, and analyzing the process as it occurs. Here are a few different breakdowns of steps to provide some ideas of what the process can look like:

Task Analysis for PB&J Sandwich

And of course, after eating the PB&J, you may need to consider brushing your teeth!

TASK ANALYSIS EXAMPLE: Brushing Teeth (Mason et al., 1990)

  • Obtains materials
  • Takes cap off toothpaste
  • Puts paste on the toothbrush
  • Replaces toothpaste cap
  • Wets brush (I know—debatable for when to wet the toothbrush!!!)
  • Brushes left outer surfaces
  • Brushes front outer surfaces
  • Brushes right outer surfaces
  • Brushes lower right chewing surfaces
  • Brushes lower left chewing surfaces
  • Brushes upper left chewing surfaces
  • Brushes upper right chewing surfaces
  • Brushes upper right inside surfaces
  • Brushes upper front inside surfaces
  • Brushes upper left inside surfaces
  • Brushes lower left inside surfaces
  • Brushes lower front inside surfaces
  • Brushes lower right inside surfaces
  • Rinses toothbrush
  • Wipes mouth and hands
  • Returns materials

Of course, when writing a task analysis, there’s room for flexibility. I personally wet my toothbrush before I put the toothpaste on, and I definitely put peanut butter on both pieces of my bread when I make a sandwich, so I may write my version a bit differently—that’s where personalization comes into play.

4. Determine the comprehensiveness of task analysis

The best way to make sure you’ve developed a comprehensive TA is to have someone else run the steps exactly as you’ve written them. Then you’ll see if anything has been left out and revise the steps as needed.

5. Develop a teaching plan

Depending on the complexity of the skill and the student’s baseline data, the teacher should determine the best way to teach it—can the learner manage the TA in its entirety, should some of the steps be taught in phases or using forward or backward chaining ? For students who are very reinforced by the end product (for example: cooking), start with the last several steps (backward chaining) and end with the positive experience of how to get there.

Similarly, the way in which the TA is presented should take into account the student’s learning style and ability. Some may need pictures of each step, some readers may have the steps written out and still others may benefit from a video model of the task before they complete it. Steps should be subtle but thorough and efficient in communicating the process to the learner.

6. Implement and monitor progress

When collecting data for task analysis, a checklist for each step can pinpoint discrete steps that may be difficult for the student—isolating those independent skills lets the teacher practice any step in isolation (when possible or applicable). Further, the checklist should include a section that outlines the level of prompting a student requires to complete the skill. Since the goal is always for students to be as independent as possible, this will help guide future instruction, too.

So whether you’re making a sandwich, washing your car, editing a paper, cooking dinner, or taking a shower, life is filled with many discrete steps that make up a larger action. Finding a way to effectively break those steps down and instruct the gaps can help students gain valuable skills, a greater quality of life, and self-reliance. 

What other tips and tricks have been effective in using task analysis in your practice? Are there any specific skills that you’d like help breaking down?

For more specific information on Task Analysis see:

References:.

https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/TaskAnalyis_Steps_0.pdf  

https://cehs.unl.edu/documents/secd/csi/pbj.pdf

Frankie Kietzman, Ed.S.

Written by Frankie Kietzman, Ed.S.

Frankie Kietzman is a Sales Development Associate for STAGES Learning with experience teaching as an elementary teacher, self-contained autism teacher for elementary and secondary students, autism specialist and coach for teachers dealing with challenging behaviors. Frankie’s passion for supporting children and adults with autism originates from growing up with her brother who is deaf and has autism. As one of her brother’s legal guardians, she continues to learn about post-graduate opportunities and outcomes for people with autism. Frankie has a Bachelor’s degree from Kansas State University in Elementary Education, a Master’s degree in high and low incidence disabilities from Pittsburg State University and in 2021, completed another Master’s degree in Advanced Leadership in Special Education from Pittsburg State University.

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task for students with autism

Adapting for Autism | Work Tasks for your Special Education Classroom

Adapting for Autism | Work Tasks for your Special Education Classroom

Autism Resources & Ideas

25 Examples of Errorless Learning Activities

25 Examples of Errorless Learning Activities

Share for your fellow special educators!

What is the Benefit of Errorless Learning?

Errorless learning is a teaching method that aims to minimize mistakes and errors during the learning process. Errorless learning activities provide a comfortable way for learners, especially those with autism, to succeed without making mistakes, reducing frustration and building confidence. By starting with correct answers and gradually increasing challenge, these activities help learners focus, learn new skills and feel more positive about their progress. As long as the student completes the task, they are successful!

Here are some other key benefits of errorless learning activities for students with autism:

  • reduced anxiety and frustration
  • enhanced confidence
  • improved attention and focus
  • prevents learned helplessness
  • effective for memory and skill acquisition
  • support for communication development
  • individualized instruction
  • generalization of skills
  • reduces the chance for behavioral challenges

task for students with autism

What is an Example of Errorless Learning?

The best part of errorless learning activities is that you can pretty much turn any task into one! Below I have broken down different types of errorless work tasks into categories and listed some examples of each that you can try for different subject areas in your own classroom. Check them out and you will also see how easy it is to make any task errorless for your students that need it. Check out the FREE file folder addition tasks that can be errorless below!

Errorless Adapted Books and Flip Books

What are adapted books.

Adapted books are modified versions of traditional books created to meet the unique needs of students with disabilities. They offer a way to make learning more accessible, engaging, and successful for all students, regardless of their abilities and challenges. These modifications may include:

  • Simplified Text: The text may be simplified or condensed to match the students’ reading level and comprehension abilities.
  • Visual Supports: Pictures, symbols, icons, or other visual cues are added to the text to enhance understanding and engagement.
  • Interactive Elements: Adapted books often include interactive components such as flaps, movable pieces, or sensory elements. These features make the reading experience more engaging and hands-on.
  • AAC Integration: Adapted books can support communication development by incorporating symbols or vocabulary from the students’ AAC systems.
  • Customization: Adapted books can be personalized to align with the student’s interests, preferences, and learning goals.

Adapted Books for Students with Autism:

1. errorless 2d shapes adapted book.

task for students with autism

2. Errorless Shapes Flip Book

3. errorless color flip books, 4. errorless counting flip books, errorless file folders.

Errorless file folder games are typically presented in a file folder format and are designed in a way that minimizes the possibility of making mistakes. I love using file folder activities in special education. I love file folder activities SO MUCH that I even created a subscription for them !

For the Errorless File Folder Activities below, each game consists of tasks or activities that have clear and correct answers, making it almost impossible for the learner to choose a wrong option. These are great for building confidence during independent work time ! Check out the many file folder games and activities that are errorless work below!

5. FREE Addition 1-10 Errorless Math File Folder

6. number recognition errorless file folder games, 7. errorless file folders for numbers and counting #1-10.

task for students with autism

8. Matching Sweet Treats

9. color matching, 10. errorless beginning sounds matching file folder games, 11. file folder letter recognition (errorless), 12. number recognition #11-20.

task for students with autism

13. Winter File Folder Activities for Errorless Work

14. spring file folder activities for errorless work, 15. fall file folder activities for errorless work.

task for students with autism

16. Errorless Shape Matching File Folder Games

17. errorless emotions (animals file folder game), errorless task boxes.

Task boxes are a great tool to use during independent work stations. Errorless task boxes make this time even more valuable for students in setting structure, routine and discipline. By reducing anxiety and fear of mistakes, errorless tasks create a safe and supportive environment where students can engage with focus and enthusiasm. During task box time, you can work with a small group of students or 1:1 with a student if needed. Try Errorless Life Skills Task Boxes in your autism classroom.

18. Life Skills Task Boxes

task for students with autism

Errorless Cut and Paste Activities

Incorporating errorless cut and paste activities into your planning can be a highly effective strategy with many benefits. Errorless cut and paste activities excel in introducing new concepts, reinforcing fine motor skills and enhancing visual-spatial understanding. They provide a structured and engaging way for students to practice skills such as sequencing, categorization and pattern recognition. These activities also encourage focused attention, hand-eye coordination and the development of executive functioning skills. Check out the following cut and paste activities below that are errorless:

19. Errorless Cut & Paste Letter Worksheets

20. errorless cut & paste counting 1-10 in math.

task for students with autism

21. Errorless Cut & Paste Color Activities

task for students with autism

22. Errorless Cut & Paste Counting #1-20

23. cut & paste beginning sounds, 24. alphabet puzzles errorless cut & paste, 25. greater or less than, do you use errorless work tasks in your classroom i would love to hear your favorite ideas.

  • ← 7 File Folder Hacks for your Autism Classroom
  • Simple Cut and Paste Activities for Autism Classrooms →

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Tips for Teaching Students With Autism Spectrum Disorder

  • March 26, 2019

Even if you don’t have a child with autism in your class this year, you will probably teach one at some point. Autism is seen in around 1 in 59 children, a figure that has risen as clinicians have gotten better at recognizing autistic symptoms.[1] Supporting children with autism can make a world of difference in their lives, which is why it’s important for educators to accommodate these students as needed.

Want to better understand and support students with autism at your school? Read on to learn more about what autism is, which challenges students with autism face, and a few tips and lesson ideas for helping them make the most with their education.

What is Autism Spectrum Disorder?

The definition of autism spectrum disorder (ASD) is a neurodevelopmental condition that causes children to be hypersensitive to sensory stimuli. We use the term “spectrum disorder” because characteristics of autism vary depending on the child and can range from mild to severe.[2] That being said, students with autism often have trouble communicating with others and exhibit repetitive behavior.

A few common signs of autism spectrum disorder include: [3]

  • Has trouble talking or making eye contact
  • Seems to prefer playing alone and is often “in their own world”
  • Shows unusual attachments to certain objects or activities
  • Struggles in social interactions with other students
  • Appears overly sensitive to noises or images

While it’s not certain what causes autism in children, the strongest factor seems to be genetics. A study involving forty-three pairs of twins found that genes can highly predict a person’s likelihood of having autism.[4] While some environmental factors seem to increase the chance that a child develops autism, one thing is certain–researchers have not found evidence that vaccines are one of these factors.[5]

When working with students with autism, schedule a meeting with the child’s parents or a school specialist at the beginning of the year. That way, you can get a sense of your student’s personal needs and how you can best help. Try not to assume which symptoms a child has or try to self-diagnose a student with autism. When in doubt, the best person to discuss any questions with is always their parent or guardian.

What Challenges Do Students with ASD Experience in School?

task for students with autism

Children with autism are also more likely to develop emotional disorders due to the unique challenges they face. Without support in the classroom, these students are more likely to feel isolated or misunderstood. At least one in three people with autism with develop mental health issues like depression or anxiety in their lives.[7] And since the risk of self-harm behaviors is 28 times more likely for children with autism, making sure your students receive the emotional support they need is essential.[8]

Another issue many students with autism face is bullying. Around 34% of children with autism report being picked on at school to the point that it distresses them.[9] Because these kids may think or act differently from others, other students may tease them or leave them out of their friend circles. That’s why it’s important to educate all children in your school about autism, not just the student with ASD.

If these issues aren’t resolved early on, they can affect students on the autism spectrum through their entire educational career. Children with autism are less likely to pursue employment or college after high school, in part because of these difficulties.[10] Luckily, teaching students with autism strategies to overcome their personal challenges can help them reach their potential.

Why Autism Awareness Month? Dispelling Myths About Autism

Every year in April, we celebrate Autism Awareness Month to shed light on misconceptions about autism and help students with ASD find the support they need. Here are a few myths along with the real facts to help you understand more about your students with autism.

“All children with autism have intellectual disabilities.”

Because autism is a spectrum disorder, it comes in a broad range of symptoms and severity.[11] In terms of how autism affects learning in school, some students may have cognitive disabilities while others might not. The best way to know for sure is to discuss their symptoms with their parents or a school specialist.

“Only boys can develop autism. Girls with autism are rare or nonexistent.”

While it’s true that boys are more likely to develop autism, girls can have this condition, too. The ratio of boys to girls with autism is estimated at around 3:1, but girls with ASD are less likely to be formally diagnosed.[12] Some researchers have theorized that autism symptoms can be different in men and women, causing girls with ASD to be misdiagnosed or underreported.[13]

kindergarten children playing with toys

“Students with autism cannot make friends or feel emotions.”

Children with autism feel emotions just like everybody else, even if they show it in different ways.[14] Most students with autism want friends, but if they struggle with social skills, they might not know how.

Luckily, teaching students with autism key social skills can help them bond with their classmates. If a child has trouble fitting in, try playing autism awareness activities or teaching a lesson about diversity with your whole class to help all of your students feel welcome.

“Autism can be cured.”

Since autism is a neurological disorder, symptoms can be alleviated but not “cured” entirely. But while children with autism might struggle with some things, they’re just as capable of growth as other students. Finding activities and learning strategies that address their challenges can help them turn their weaknesses into strengths.

“Children with autism will never achieve as much as their peers.”

Students with autism have so much potential, and some of the brightest minds in the world have been people with autism spectrum disorder, including:

  • Charles Darwin
  • Emily Dickinson
  • Michelangelo
  • Temple Grandin
  • Wolfgang Amadeus Mozart

Beloved poets, talented musicians and artists, and scientists who shaped how we see the world today have been included on lists of famous people with autism. Our communities would not be the same without people on the autism spectrum. While students with autism may have different weaknesses than their classmates, they often have plenty of strengths, too.

Fun Classroom Activities for Teaching Students with Autism

Sometimes, educational strategies for autism may differ from the lesson plans you make for the rest of your class. But thankfully, autism activities can be as simple as stocking sensory toys in your classroom or reading picture books about social skills. Use these four activities for students with autism to help these students learn academic concepts.

Sensory Activities

Because children with autism are sensitive to sensory input, activities that involve their five senses can help ground them in the present.[15] If a child with ASD is having a hard time focus in class, try giving them a special sensory toy to play with. If possible, try to work the sensory item into their assignment.

Here are a few examples of sensory items you could use to help with autism symptoms:

  • Stress ball
  • Finger paint
  • Clay or play-dough
  • Fidget toys
  • Chewing gum

Exercise Games

Studies show that regular exercise can help alleviate symptoms of autism and improve social skills.[16] Try planning outdoor activities that get your students moving and tie into your lesson plans. You could, for example, play hopscotch to teach kindergarteners how to count or plan a kickball game as a class reward. Once your students come back inside, everyone will have gotten their wiggles out and be ready to work.

SEL Picture Books

Stories are a great method for teaching children with autism important social emotional learning (SEL) skills. You can read SEL picture books as a class or assign them to your student as independent reading.

Here are a few books about social-emotional skills you can read to your student with autism:

  • No, David! by David Shannon
  • Last Stop on Market Street by Matt de la Peña
  • The Giving Tree by Shel Silverstein
  • A Sick Day for Amos McGee by Philip and Erin Stead
  • Alexander and the Terrible, Horrible, No-Good, Very Bad Day by Judith Viorst

Reading Time

Since school can involve so much sensory stimulation, a full day of class can leave students with ASD feeling overwhelmed. Children with autism benefit from quiet breaks throughout the day, so try planning a quiet reading activity as a class to give everyone time to de-stress and work independently.[17] Or if your student with autism is having trouble focusing, ask them if they’d like to spend some time reading in the school library.

Tips for Working with Children on the Autism Spectrum

The more you know about how to support students with autism, the better prepared these children will be for academic success.

Use these five tips and accommodations for students with autism to make sure every child in your classroom feels welcome and supported:

  • Avoid sensory overload in classroom decorations or activities, which can make it tough for students with autism to pay attention [18]
  • Many children with autism have difficulties understanding figurative language. If a student misunderstands a simile or idiom that you use, try to teach them what you really mean [19]
  • Sometimes, students with autism feel confused by open-ended questions.  When possible, try giving your students options if they don’t seem to understand your question [20]
  • Children with autism often have a special interest in a topic or activity–try using what they’re interested in to teach them. If they’re fascinated with dinosaurs, for example, you could use dinosaur figurines to teach them how to add or subtract
  • Don’t assume that a child with autism is intellectually disabled. If you’re not sure how to best support your student, discuss their symptoms with their family or a school psychologist [21]

Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder . Retrieved from cdc.gov: https://www.cdc.gov/ncbddd/autism/data.html.[1]

Iowa Department of Education. Talking to Parents About Autism . Retrieved from educateiowa.gov: http://educateiowa.gov/sites/files/ed/documents/Parent-Factsheets_April2010_Autism.pdf.[2]

Eunice Kennedy Shriver National Institute of Child Health and Human Development. What are the symptoms of autism? Retrieved from nichd.nih.gov: https://www.nichd.nih.gov/health/topics/autism/conditioninfo/symptoms.[3]

Baily, A., Couteur, A.L., Gottesman, I., and Bolton, P. Autism as a strongly genetic disorder: evidence from a British twin study . Psychological Medicine, July 2009, 25(1), pp. 63-77.[4]

Landrigan, P.J. What causes autism? Exploring the environmental contribution . Current Opinion in Pediatrics, April 2010, 22(2), pp. 219-25.[5]

Montes, G., and Halterman, J.S. Characteristics of School-Age Children with Autism . Journal of Developmental & Behavioral Pediatrics, October 2006, 27(5), pp. 379-85.[6]

National Autistic Society. Autism facts and history . Retrieved from autism.org.uk: https://www.autism.org.uk/about/what-is/myths-facts-stats.aspx.[7]

Mayes, S.D., Gorman, A.A., Hillwig-Garcia, J., and Syed, E. What causes autism? Exploring the environmental contribution. Research in Autism Spectrum Disorders, january 2013, 7(1), pp. 109-19.[8]

National Autistic Society. Autism facts and history . Retrieved from autism.org.uk: https://www.autism.org.uk/about/what-is/myths-facts-stats.aspx.[9]

Eunice Kennedy Shriver National Institute of Child Health and Human Development. What are the symptoms of autism? Retrieved from nichd.nih.gov: https://www.nichd.nih.gov/health/topics/autism/conditioninfo/symptoms.[11]

Loomes, R., Hull, L., and Mandy, W.P. What Is the Male-to-Female Ratio in Autism Spectrum Disorder? A Systematic Review and Meta-Analysis. Journal of the American Academy of Child & Adolescent Psychiatry, June 2017, 56(6), pp. 466-74.[12]

Bargiela, S., Steward, R., and Mandy, W. The Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype . Journal of Autism and Developmental Disorders, October 2016, 46(10), pp. 3281-94.[13]

Eunice Kennedy Shriver National Institute of Child Health and Human Development. What are the symptoms of autism? Retrieved from nichd.nih.gov: https://www.nichd.nih.gov/health/topics/autism/conditioninfo/symptoms.[14]

Greene, K. Teaching Students with Autism Spectrum Disorder . Retrieved from scholastic.com: https://www.scholastic.com/teachers/articles/teaching-content/teaching-students-autism-spectrum-disorder/.[15]

Healy, S. The effect of physical activity interventions on youth with autism spectrum disorder: A meta-analysis . Periodical from the International Society of Autism Research, 2018, 27(5), pp. 818-33.[16]

Kluth, P. Supporting Students with Autism: 10 Ideas for Inclusive Classrooms . Retrieved from readingrockets.org: http://www.readingrockets.org/article/supporting-students-autism-10-ideas-inclusive-classrooms.[17]

Manolis, L. 6 Tips for Teaching Students with Autism . Retrieved from teachforamerica.org: https://www.teachforamerica.org/stories/6-tips-for-teaching-students-with-autism.[18]

Kluth, P. Supporting Students with Autism: 10 Ideas for Inclusive Classrooms . Retrieved from readingrockets.org: http://www.readingrockets.org/article/supporting-students-autism-10-ideas-inclusive-classrooms.[20]

Moreno, S., and O’Neal, C. Tips for Teaching High-Functioning People with Autism . Retrieved from iidc.indiana.edu: https://www.iidc.indiana.edu/pages/Tips-for-Teaching-High-Functioning-People-with-Autism.[21]

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Supporting students with autism in the classroom: what teachers need to know

task for students with autism

Senior Lecturer - Education and autism , Queensland University of Technology

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Beth Saggers works for Queensland University of Technology, QUT. She receives funding from the Cooperative Research Centre for Living with Autism, Autism CRC and is a key researcher in the Autism CRC.

Queensland University of Technology provides funding as a member of The Conversation AU.

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task for students with autism

In our series, Better Teachers , we’ll explore how to improve teacher education in Australia. We’ll look at what the evidence says on a range of themes including how to raise the status of the profession and measure and improve teacher quality.

Students with autism often present unique challenges to schools, and teachers can often find it difficult to meet their needs effectively.

Internationally, around 1 in 68 children are now diagnosed with an autism spectrum disorder (ASD). ASD is a developmental disability that can cause significant social communication and behavioural challenges.

A recent study found that among the 934 parents who were surveyed, approximately 77% had children on the spectrum attending mainstream schools.

It also found that, in general, teachers only felt slightly confident in their ability to support students with autism, while parents were even less certain of teachers’ confidence to teach their children with autism.

Teachers, then, need to have a better understanding of autism and how it may affect learning. They also need help putting appropriate strategies in place.

Impact of autism on a student’s life

Every person on the autism spectrum is unique and their needs will be reflected differently.

Challenges experienced interacting socially and communicating with others are common among students on the spectrum, and will have an impact on every aspect of their lives.

These challenges can lead to levels of stress, anxiety and depression that are much higher than for other students. Up to 72% of students on the autism spectrum have additional mental health needs.

Classrooms are social environments that rely heavily on being able to interact, socialise and communicate with others effectively. This can intensify the stress, anxiety and depression students on the spectrum may experience.

This can present unique challenges for schools and teachers, with students on the spectrum being four times more likely than their peers to require additional learning and social support services.

Research shows the importance of understanding the link between academic learning and social and emotional competence.

A lack of social-emotional competence can lead to not only a decrease in a student’s connection with school, but also academic performance.

This reinforces the notion that social-emotional learning has a critical role to play in learning, as well as in school attendance, classroom behaviour, and academic engagement for all students.

The heavy focus on academic aspects of the curriculum and the demand for data-driven accountability that schools are required to address often result in the focus on social and emotional learning and mental health being overshadowed or pushed to one side.

Misinformation around inclusion

Inclusion is about being proactive in identifying the barriers learners encounter in attempting to access opportunities for quality education, and then removing those barriers.

It is about meeting the needs of all children to ensure they get a quality education and have the opportunity to reach their potential.

Often assumptions are made that “inclusion” means students need to be in mainstream classrooms at all times. When inclusion is interpreted in this way, students may be unable to access adjustments that adequately address and meet their needs.

The implementation of any adjustments need to be tailored to the students’ individual needs.

Schools also need to be careful not to run the risk of overgeneralising, as students with autism can be as different from each other as any other students.

Students on the spectrum often need time away from other students and the demands of the mainstream classroom. The frequency with which this needs to happen will be based on the individual needs of the students involved, and where they go in these situations would be dependent on the school setting.

Doing this would help them to not only manage the social and sensory challenges of the school environment, but also the stress and anxiety they can experience.

Ideas for teachers

During the survey, students with autism made some suggestions as to how teachers could better support their needs.

They suggested that it would be useful if teachers could help them cope with change and transition by simply reminding them when a change was looming.

They also asked to use a tablet or laptop to help with school work, instead of handwriting. This can help students on the spectrum overcome many of the motor skill difficulties that make handwriting difficult.

Giving students a copy of instructions or information that their teacher writes on the board may also help.

Students with autism can find tasks requiring a lot of planning and organisation such as managing assignments, participating in assessments, navigating learning tasks, and completing homework extremely difficult.

This can have a negative impact on their cognitive, social and academic ability.

Schools could allow older students to take photos of these instructions using their mobile phone or tablet.

Having a quiet space to complete their assessments and getting assistance with organising themselves and the social aspects of school were also raised as important strategies.

How to better support students

There are a number of barriers to providing better and appropriate support to meet the educational needs of students with autism.

These include: funding, lack of knowledge and training, lack of specialist support staff and time, lack of appropriate resourcing and class sizes.

Funding can impact on the amount of resourcing, support and specialist staff available to teachers to help individualise their approach. Funding and resources vary from state to state and school to school.

Teacher training and experience in autism will vary.

In the Australian Autism Educational Needs Analysis , the majority of teachers (89%) and specialists (97.5%) who participated had received professional learning or specific training related to students on the autism spectrum.

Teachers and specialists working in the field need to feel adequately supported to meet the needs of these students, and this support must be ongoing.

The use of flexible and individually tailored educational approaches is crucial. This requires that teachers have an array of adjustments and resource options which can be implemented both in and outside of the classroom environment.

Input from a multidisciplinary team that includes educational specialists and allied health professionals should also be available.

It is not enough to give teachers professional development on autism. They need additional help from appropriate specialist staff to put adjustments in place that fit within the context of their classroom and school.

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Free resources, 4 simple-to-make task boxes for autism classrooms you’ll love.

4 simple-to-make task boxes for autism classrooms with a picture of a noun and verb sorting task, a letter matching task with plastic eggs and playing cards boxes with an empty bin

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Work task boxes for autism classrooms are a great way to keep students with autism engaged and motivated in the classroom. I don’t believe I’ve ever heard a teacher of students with autism say they had too many work boxes. Whether it’s a set of academic task cards or basic skills like put-in tasks , our students need a wide variety of material to work on the same concepts in order to generalize their skills and for the practice.

Different Types of Task Boxes You Need- and a Free One Below

Consequently I am always trying to think of new and interesting ideas for independent work tasks, and for general task boxes (i.e., used out of the work task system). As we all know, tasks that require no or limited laminating and Velcro are always winners. Tasks that are easy to make score high for me as well. Keeping in mind that sometimes we need simple task boxes, like a 1-piece errorless puzzle . And sometimes the concept may be more complex but the task can still be simple to make.

Whether you teach special education students generally or specifically autistic children, I believe that independent work stations are key. I’ve even used independent work systems with students in general education when students work on their own.

4 simple-to-make task boxes for autism classrooms Egg letter matching task

These simple-to-make task boxes for autism and other special learning needs are great for any special education classroom. I’ve tried to use examples that can be used with all different ages as well.

In addition I have a free digital download in the resource library to help you beef up your task box system. I’ll talk about them and show some pictures within the post and there is a link at the bottom to grab them for free.

Create Easter Egg Task Boxes

I love activities with plastic eggs partly because they work well with a variety of skills. They are an easy and cheap way to work on packaging items. Or you can make academic tasks out of them from matching letters to life skills packaging money to match a price. They also can be great for students who need more simple put-in tasks. And you can use them for things like basic math skills like addition and subtraction.

I love using plastic eggs because they are colorful and engaging and there are so many things you can do with them. They are also an uncommon type of material, so students sometimes will engage with them because they eliminate pencil-paper types of activities.

I’ve written several posts using plastic eggs for different types of skills. Some examples are having students simply package the eggs in an egg carton. This works well for students who are working on those basic skills. Another is having them match the same color of top and bottom of the egg when each has a number.

Academic work tasks with plastic eggs-1 of 4 simple-to-make task boxes for autism classrooms [picture of plastic eggs with numbers and letters written on them in egg carton]

In one of the pictures above, students complete the addition problem (adding the number on top to the one on the bottom) and place it in the egg carton with that number on it. they also match numbers and add numbers to match to a total slot in the egg carton.

By the way, another great reason for using plastic eggs in independent work stations is that students can practice their fine motor skills when opening or closing them.

Sorting Nouns and Verbs with Popsicle Sticks

Popsicle sticks are simple items that provide another cheap material that you can use in a ton of different ways. In this example the students are sorting by whether the picture depicts a noun or a verb. Similar tasks can be created to have students sort by feature (e.g., color), function (i.e., purpose), or category.

Sorting nouns and verbs with popsicle sticks - 1 of 4 simple-to-make task boxes for autism classrooms [picture 2 plastic cups, one labeled nouns, one labeled verbs. popsicle sticks wtih pictures on them in the cups according to part of speech

You can see that in the picture below of the shoebox task. Shoebox tasks are great for students who aren’t quite ready to organize their own materials. You can read more about shoebox tasks in this blog post.

4 simple-to-make task boxes for autism classrooms A Shoebox with 2 babyfood containers with images of a boy on one and a girl on the other. Students sort pictures from the margarine container by gender

Work Tasks for Autism: Sorting Items with File Folders or Sorting Mats

The next task is using sorting. Sorting is a crucial skill for students to work on, but it’s also a great task box filler for task box systems. The question in sorting tasks is the type of task box you need to make.

You can use using common materials for younger students, like farm animals vs. food or sorting different shapes. Or use a file folder or sorting mats to practice sorting by category or characteristic, as you see with the flower sorting mats below. These are great for early childhood and elementary aged special needs students.

4 simple-to-make task boxes for autism classrooms File folder sorting real-life pictures by shapes

Work Tasks Ideas for Students in Life Skills and Functional Curricula

For older students and life skills students, you want to look for more functional materials that they would need to complete sorting in independent tasks. You don’t want them sorting farm animals, unless they live on a farm and that serves a function for them.

For these students, think about functional items you have around your house. I have a ton of play card decks with missing cards. They aren’t good for much other than making card houses. But they are great if you want a student to practice sorting by color or pattern or whatever is on the cards. In the task below, I set it up so students are separating out the red cards from the blue cards. This is much like what my family does between rounds of group solitaire or gin rummy.

sort playing cards work task 1 of 4 simple-to-make task boxes for autism classrooms. picture of 2 packages of playing cards -one red, one blue. And a set of mixed cards to sort into the boxes

Similarly you could have the students count out the number of cards to deal a hand. While you can and should work on this in real life, such as during a card game, you might want the student to practice the skill by dealing out the correct number of cards in a bin or envelope.

Building to Match a Sample

Finally, this is a free set of cards that you can download from our resource library and teach students to build with the blocks to match the card. This task is great for fine motor skills, attention to detail and spatial awareness. It’s also great if you have a student whose favorite activity is interlocking blocks.

Building with blocks to match sample task. grab the templates free in the resource library. picture of assembled Lego-like blocks and built block structures that match the pictures

Another advantage to it for young children is that you are also teaching some initial building play. These are skills that would be useful in an early childhood setting for a student on the autism spectrum who will have some basic building skills going into the play area.

Who Has Ever Said, I Have Too Many Work Boxes?

Believe me, special education teachers can never have too many work tasks for autism. Our students can use them them to work on completing a simple task by themselves. Or they can be used within an independent work system to learn to complete a series of tasks.

I hope this has given you work task ideas as well as ways to work with your students who need some extra work on being independent. Work boxes are a great tool for filling in waiting time and keeping students engaged. I use them that way in table tasks and talk about it in this post.

Similarly, work boxes that meet certain criteria (e.g., having a clear beginning and end to the task) and that students have mastered can be put into independent work systems . You can learn more about setting up independent work stations in your classroom in this post.

Looking for different types of task boxes? Grab posts on independent work here including on Quick Tip Tuesday work tasks. Or find them in my store ready to be assembled and used here.

And you can grab a variety of tools below for building independent skills with independent work systems. The starter kits have a set of symbols for the task schedule and everything you need to get the work system set up, including collecting data. In addition there are sample educational goals for independent work in those as well.

Work Tasks on TpT

  • Read more about: Structured Work Systems , Workbasket Tasks

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Independent work inspiration: how to improve visual schedule use with this independent work task. [a picture of visual schedules pictures on a file folder matching].

How to Improve Visual Schedule Use With This Independent Work Task

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Autism Q&A: Using a Task Analysis for Instruction

This practice brief offers considerations and step-by-step instructions for planning and executing task analyses for teaching new skills to students with Autism Spectrum Disorder.

Autism Q&A: Using a Task Analysis for Instruction provides guidance and tips for creating a task analyses for instructional programs serving students with Autism Spectrum Disorder (ASD). Students with autism often need complex skills broken into small, learnable steps; a task analysis is a strategy for meeting those needs in a consistent and individualized manner. For students with autism, a task analysis is one of the most valuable strategies in the educator’s tool box. This practice brief offers the rationale for using task analysis in instruction and provides practical step-by-step directions for conducting a task analysis and using the analysis to provide effective instruction for students with ASD.  Lastly, the authors offer a brief rationale for using task analysis as a means to collect data and demonstrate learner proficiency.

Task analysis is an uncomplicated procedure that is important to both planning instruction and monitoring student progress. This practice guide is a useful 'how-to' resource for educators, curriculum developers, and community-based partners working with persons on the autism spectrum. It offers considerations and step-by-step instructions for planning and executing task analyses, for use in the classroom or on a work site. Those new to working with persons on the autism spectrum, or performing task analysis to prepare for instructing these learners, will find it helpful.

The authors limit the use of task analysis to observable behaviors despite its relevance for cognitive procedures as well; they also indicate that it is used in relation to behaviorally-based instruction, although it can be utilized more broadly. Although the explanations and examples are tied to adult learners with autism, it should readily generalize to any adult learner population.

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Autism Q&A: Using a Task Analysis for Instruction

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Executive Functioning Challenges with Task Initiation: Resources to Help Teach Life Skills

Inside: Does your autistic teen or young adult struggle with starting a skill? Learn strategies and resources to help with task initiation.

Your autistic teen or young adult has to get ready in the morning to get out the door by a certain time and it is always chaotic. You feel like you are always having to tell them what to do to get out the door.

You have asked your autistic teen to take a shower 10 times today and they still haven't started …

You start to think to yourself, are they lazy ?

Are they not motivated to do these activities?

I want to help you change your thoughts on how you view your autistic teen or young adult doing activities of daily living or every day life skills.

I want to help you get to the root of the problem of why they may be having difficulty with everyday life skills and how you can support them. This starts with learning about executive function skills . This post will specifically look at task initiation.

*This post contains affiliate links. There is no extra cost to you, but if you purchase through our link we will receive a commission. 

Brain Image for Task Initiation

What is task initiation?

Task initiation is the ability to start a new task. This can include being able to start a task they don't want to do. This could be anything from getting ready for the day, to completing homework, to doing a chore. Difficulty with starting a task can make productivity a challenge.

Executive Function

Executive functions are a broad group of cognitive skills that can impact how you function with everyday tasks. These cognitive skills include: impulse control, emotional control, flexible thinking, working memory, self-monitoring, planing and prioritizing, task initiation, and organization. Today will will focus on the cognitive skill of task initiation.

Task Initiation and Autism

Task initiation is one of the core 8 executive functioning skills. What does this mean for autism and executive function skills? When researching executive function skills and autism, I came across this really interesting research by Dr. Gordon and I learned about it from his conversation with Learn Play Thrive on their podcast. You can check out the episode and transcript here. What I learned from this episode was that executive function appears differently neurologically for autistic people. They are using cognitive control networks differently.

Autistic Inertia

Autistic inertia was first introduced to me in this blog post by Speaking of Autism.

They​ go on to first explain inertia in physics, which is the tendency that objects have to either continue moving (if they are already moving) or continue staying still. An object in motion stays in motion an object at rest stays at rest, unless acted upon by an outside force.

So if that is inertia, what is autistic inertia? It is the tendency that autistic people have to want to remain in a constant state. When they are asleep, they want to stay asleep. Whey they are awake they want to stay awake. When they are working on one thing, they want to stay working on that one thing. They go on to say that this can exist in everybody, but it is more pronounced in autistic people.

As I furthered researched autistic inertia I came across this recent research study conducted by an autistic researcher. You can check out the research study: “No Way Out Except from External Intervention”: First-Hand Accounts of Autistic Inertia Here.

 “Participants described difficulty starting, stopping and changing activities that was not within their conscious control. While difficulty with planning was common, a subset of participants described a profound impairment in initiating even simple actions more suggestive of a movement disorder. Prompting and compatible activity in the environment promoted action, while mental health difficulties and stress exacerbated difficulties. Inertia had pervasive effects on participants’ day-to-day activities and wellbeing.” (Buckle et al., 2021)

The research further details how this relates to task initiation. “Initiation impairments were often related to the height of the cognitive threshold to overcome, so it was more difficult to get out of bed than to pick up a phone, and complicated activities such as leaving the house were especially difficult. Having another person provide all necessary information or start off the task lowered the initiation threshold, thereby facilitating action.” (Buckle et al., 2021)

Examples of task initiation with life skills

When looking at task initiation, you will want to look at how they start doing a skill. You can take a look at what types of prompts they need to get started or if they are able to start a skill on their own. Here are some examples of starting different life skills during the day.

  • When the alarm goes off for the day they are able to start to get ready by going to the bathroom and changing their clothes.
  • Cleaning their room when it is dirty and knowing where to start with cleaning their room.
  • They are able to make a simple meal or get food when they are feeling hungry.
  • They are able to look at the weather outside and start by picking out clothing to wear for their day.
  • They notice their hands are dirty and are able to start the task of washing their hands.
  • They look at a checklist of work tasks and they are able to start with the first task.
  • They are able to start their homework assignment after directions are given.

Teen boy Frustrated by task initiation

Indicators of difficulty with task initiation/or possible signs of challenges

Individuals who struggle with task initiation may need many reminders from adults to start a task and they may delay doing an activity or rush to do it at the last minute.

What this could look like with life skills:

  • You asked your teen to take a shower, but they are refusing to take a shower (this could be because of task initiation, but it could also be because of sensory processing challenges) If you are needing help with teaching taking a shower you can check out this resource here.
  • They may have difficulty starting on cleaning up a mess or cleaning their room.
  • They may have difficulty getting ready for the day and picking out clothing items.
  • They may not know what activity to do first when getting ready in the morning and trying to leave the house.

I want to take a moment to acknowledge that some adults working with autistic teens and young adults may view these difficulties as being lazy or not motivated to do the skill.

The most important thing to remember is that executive functioning struggles absolutely do not represent laziness. Difficulty with starting a task is a real cognitive block and really does impact their ability to complete a skill.

How do I evaluate task initiation skills?

Here are some ways that you can evaluate an individuals task initiation skills.

  • Complete an observation of various life skills. Ask them to complete some simple life skills or skills you know they are having difficulty with and pay attention to how much prompting or help you need to give them. Are they able to get started on their own or what strategies do you need to help them with to get started?
  • Do they struggle with procrastination?
  • Are they able to start a task right away or do they need help?
  • Do they need visuals or reminders to help them get started?

If you are noticing that they are struggling in these areas you can reach out to their support networks. This could include their teachers, occupational therapist, speech therapist, psychologist, and or doctor. You could also reach out to them to ask for a professional evaluation.

Light bulb for task initiation strategies

Strategies to help with task initiation

There are a variety of strategies you can use to help with task initiation. You may have to try out different ones for the person and skill you are working on.

When looking at strategies to help with task initiation I wanted to go back to the research study by Buckle, et al. They found that, “ prompting from another person in their presence was the most helpful intervention. Even having someone working nearby without interacting was often helpful. Participants also found it easier to do anything where another person was depending or counting on them, even from a distance, and most difficult to do something only for themselves.” (Buckle et al., 2021)

Prompting is giving a prompt in some form as a way of helping someone move onto another task. This could be anything from:

  • a person verbally telling you what to do
  • someone handing you something to get you started
  • writing the step out for you or looking at a checklist with the steps written out
  • or you hearing an alarm go off to get you started.

It can be helpful to have a specific support person be designated to help the individual get started on something new to help them feel grounded and safe that it is okay to get started on something new.

Break Skills Down Into Small Steps or Task analysis

“Several participants had developed personal techniques to reduce the pressure of expectation. For example, by telling themselves  “ all you have to do is…”  one tiny step, they could circumvent the sense of pressure and demands that could cause them to get stuck.” (Buckle et al., 2021).

Break a skill down into small manageable steps for them to see what to do and what is expected of them. If they can clearly see what the first step is going to be this can make it easier to get started.

A formal term for this can be task analysis. This is when you break a task down into smaller steps.

If you are wanting more help with breaking a skill down into smaller steps I have some solutions for you. First if you are having difficulty with teaching personal hygiene skills I have created an ebook bundle just for you. I break the skills down for you with written checklists and more. You can check out the Teaching Personal Hygiene Cares with Task Analysis: A Step by Step Guide Here!

personal hygiene checklist preview image

I also listened to an interview with Oswin and Meg from Learn Play Thrive, where Oswin who is an autistic adult spoke about some strategies that worked for him and the autistic clients he works with. You can listen to the podcast episode or read the transcript here.

He said that he uses visuals for a variety things during his day. He uses them at his work at his computer, in his home for doing chores, and in his kitchen for meal planning.

Types of Visuals

  • Written word of the step or task
  • black and white picture of the step
  • colored picture of the step
  • real life picture of the step
  • PEC pictures of the step
  • the actual object that you need to use to complete the step

Another strategy that Oswin stated was giving a person wait times. Meaning giving them enough time so that their mind can go ahead and start shifting and with enough wait time those planning steps can start to happen.

Timers or Visual Timers

Oswin also said that he uses timers to help him when he can't have an external person there to help him initiate or prompt him on a task. You can use a visual timer like this one here or a timer on your phone.

task for students with autism

A visual timer displays how much time is left on it so it can be very helpful with someone who may need a visual as to when the task will be done. This allows them to better see a start and a stop time. Someone may have difficulty starting a task because they don't understand when they could be done. We all want to be able to see an end result when we are working on something. So using a visual timer can be a way to give a concrete end to something.

Help them see the end of the task

Sometimes they may not want to get started because they don't understand when they will be done or they can't visualize the end of the task. If you can help them see when the task is done this could also help them get started on the task. You can do this by using a visual timer, writing the steps out or using visuals of the steps, or showing them the end result with a model.

Written checklists can be a great strategy to break the skill down into smaller steps, but also to write out the different tasks they need to get done as part of a routine. For example for a morning routine you could write down the big tasks that need to get done such as: go to the bathroom, wash face, brush teeth, get dressed, eat breakfast as an example.

I have included a free checklist PDF that you can print off and write down the tasks or the steps for a task that make sense for your situation. You can get these free blank checklist forms by joining the email list and becoming a member of the Learning for a Purpose community. Just enter your best email address below!

Blank Checklist freebie image for Task initiation blog post

Resources and further reading

If you are wanting to learn more about task initiation and look at further research and strategies for autistic teens and young adults you can check out these resources.

  • You can check out the research study No Way Out Except from External Intervention: First Hand Accounts of Autistic Inertia
  • You can check out the interview with Oswin from Divergent Minds and Meg from Learn Play Thrive Here
  • You can look at this blog post by Speaking of Autism about Task Initiation and Autistic Inertia
  • You can check out this interview with Dr. Gordon and Meg from Learn Play Thrive Here
  • You could check out this research article Impairments in Real World Executive Function Increase from Childhood to Adolescence in Autism Spectrum Disorders

Books to check out

  • Flipp the Switch 2.0: Mastering Executive Function Skills from School to Adult life for Students with Autism
  • Unstuck and on Target! (An Executive Function Curriculum to Improve Flexibility, Planning, and Organization Second Edition
  • Helping Students Take Control of Everyday Executive Functions: The Attention Fix

Buckle KL, Leadbitter K, Poliakoff E and Gowen E (2021) “No Way Out Except From External Intervention”: First-Hand Accounts of Autistic Inertia.  Front. Psychol.  12:631596. doi: 10.3389/fpsyg.2021.631596

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The Autism Helper

Work Tasks {Foundational, Prevocational, & Hands-On}

I sometimes let myself become a hoarder in the name of making a good work task. I am work task obsessed. I am always thinking of new task ideas, cleaning out small containers that would be great for sorting, and vamping up old tasks to make them harder. This post is going to be visual – because I am a visual person! I’d rather see a picture than hear the description. Here we go:

The Autism Helper - Work Tasks

For even more ideas check out my pinterest boards:

Screen shot 2013-06-25 at 6.21.44 PM

This video is loaded with task ideas – in an even more visual way! –

Check out these posts for other ideas and activities:

The Autism Helper - Work Tasks

  • Recent Posts

Sasha Long, M.A., BCBA

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14 Comments

Thank you for so many wonderful ideas!!! 🙂

I love all of these ideas! Thanks for sharing!

These are great, pinned every one of them and am now following you on Pinterest! Thanks.

Oh my gosh! All of these tasks are amazing! I can’t express to you how thankful I am I came across your blog! I have shared your page with teachers at my school as well as on my facebook page. I have 7 students in my classroom and each student has their own desk and their own independent work station cabinet next to their desk. This takes up a lot of space, so I am thinking of doing something similar to yours. Do you have one independent work desk set up near your stations or how do you have that set up? Thanks!

Thanks for these GREAT ideas! I use individualized work task in my special ed kindergarten classroom. I always am looking for ways to track student progress in their work station. Do you have any ideas? Also, storing and being able to retrieve work task is a challenge for me. How do you store your work tasks when they are not being used? How do you keep up with the work tasks you have designed or made? Thanks for any ideas.

I swear every time I look at your site I think dang why didn’t I think of that before?? Couple questions for you on your picture that you have the words work station what kind of words do you use in all those packets you have in the picture? Also the picture with the word Eagle and the picture, what kind of words do you have in those packets?

Thank you for reading 🙂

Hi Sheri! Here is a post elaborating on my work task system: https://theautismhelper.com/indep/ . You can also purchase the system here: https://www.teacherspayteachers.com/Product/The-MOST-Space-Efficient-Organized-Work-Task-System-for-a-Special-Ed-Classroom-280269 . Hope this helps! A good organization system is KEY!

I like to do sets of similar vocabulary. The one with ‘work station’ is all schedule words (art, reading, morning group, etc.) and the eagle is a set of animals. This helps build sight word skills and vocabulary!

Thanks for sharing all your GREAT ideas. Your classroom must be wonderful. Lucky kids.

Thanks, Gina!

I am a Home Daycare Provider: I done my changes about fun learning ideas. No more worksheets. I came across this. I don’t work with anybody with Autism. My kids have enjoyed doing items on put on trays instead. Liked your video. Lot of things I want to put together.

Thanks for reading! I love this idea for daycare!

These are so helpful, thank you!

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LeafWing Center

How to use Visuals to help Students with Autism

When students with autism are in a classroom setting, they often need visuals to help them navigate their daily tasks and learn appropriate behaviors for certain situations. Sometimes they need additional support than just words to complete tasks in a timely manner. A child with autism tends to struggle more with transitioning between tasks and/or settings. See how visuals can support students with autism in the classroom:

The benefit of using Visual Schedules to help students with ASD

What is a visual activity completion for a student with autism, learn how choice boards help to foster good choice-making decisions, star charts help to achieve a desirable behavioral result.

Each of these visuals aids the student with navigating and completing tasks at school to have a better, more productive day and reduce problematic behavior that gets ignited by change and anxiety.

Visual Schedule

A visual schedule can be helpful in showing a student an overview of their day. It will show activities, tasks, and events and at what times these each occur. Having a visual schedule can make transitioning for students easier and less stressful. Visual schedules allow students to begin practicing the skill of predicting change and being okay with it. Visual schedules also help students with ASD in becoming independent of adult prompts and cues.

Within an overview visual schedule for the day can be multiple mini-visual task organizers. These mini-task organizers help to break down a task or assignment into steps or parts to be completed by the student. These visual steps help to foster independence by a student being able to complete the task on their own. Make sure the student with autism understands the concept of sequencing activities. This will help to eliminate any meltdowns or confusion about the visual schedule that could occur.

The use of a visual schedule and mini-visual task organizer does not happen overnight. Repetition and reminders are the keys to success with these schedules. A visual tap reminder to the portion of the schedule that is current can help remind a student where and what they should be doing. Having a repetitive and consistent day-to-day schedule also increases the odds of a better time through the use of visual schedules.

  • A visual or audio signal to a student with autism that a task is complete or almost complete

As stated above, students with autism can have trouble with transitions between activities or events. Therefore, having a signal came to be a great way to make the transition fun and easy for all involved. Some examples of activity completion signals are:

  • Turning over an icon card
  • Checking off a box on a list of activities
  • Turning on a timer
  • Placing the assignment in a folder or box

No matter which option you pick it is still important to teach students with autism how to respond to the signal. It will take some practice for students to respond appropriately to these signals. Additionally, it is vital to continue to reinforce and reward positive and appropriate behavior from the signal.

A choice board incorporates choice into a visual schedule. Any students but especially those with autism thrive and can have more positive behavior when a choice is involved. A choice allows a student to feel in control of their learning and the situation they are currently in. Choice does not mean allowing a student to do what they please, rather it lets a student take ownership in completing a required task. No matter the choices are given, both should result in the same desired outcome.

For example, it’s time for recess and the students need to put on coats and gloves, A choice can be which one they want to put on first. Regardless both will be put on for the desired outcome of being ready for recess, but it lets the student take ownership of getting ready.

In order for choice boards to be successful, the choice needs to be discussed aloud and physically pointing to the choices. This helps the student with autism create a connection and be able to quickly make a choice. Making a choice should not be a lengthy process, there should be a limited number of choices so that the student is not overwhelmed. This makes it easier to make a choice in a minute or less and be able to complete the task.

Star chart

A star chart, also known as a behavior chart, is a visual reward system for students of all ages. It allows the student to see how close they are to receiving a pre-determined reward. Star charts encourage good behavior and allow for student independence as well. Language delays and problematic behaviors such as physical aggression or self-injury can be effectively addressed using star charts. This type of tool provides the much-needed structure and reassurance for a child with autism requires. The Star chart is the motivation the student with autism needs to keep them focused on the task for their reward. The reward needs to be individualized for that particular student otherwise it may have no benefit for the result you are trying to achieve. Teachers do not have to do anything other than make the chart and tell the student to add to it when they receive a token.

Star charts can be created uniquely for each individual student to their interests such as Pokémon, Mario Cart, My Little Pony, Star Wars, etc. A board is made usually for spots to fit 10 tokens with an engaging background. Then characters or objects within the same theme are created as tokens. Velcro helps to hook the tokens to the chart. As a student exhibits desired behaviors throughout the day, then the teacher can let the student know to add a token to their chart.

The reward should be something that is developmentally appropriate and something that interests the student without being a distraction to others. If a student does not earn the reward for the day, a conversation should be had about behavior changes that can be made for the next day. Star charts should reset after each reward is earned and after each day. In order to be successful, the student has to buy in and feel like they are able to earn the reward so having the highest expectations from the beginning may not work. Having small steps to small wins will be great for everyone involved.

The takeaway from using visuals to help students with autism

The versatility of visuals is a training tool to provide cues or reminders for students with autism to engage in a specific task or a reinforcer to deliver the appropriate behavior. The key is identifying your goal and then letting the chart help you achieve it.

Other Related Articles:

Choice Boards And “Wait” Support For Students With Autism In The Classroom Supporting Students With Autism In The Classroom With An Assignment Notebook Strategies For Autism In The Classroom

Frequently asked questions about ABA therapy

What is aba therapy used for.

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at  [email protected] .

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

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Autism Awareness

April is Autism Awareness Month and an excellent opportunity to promote and draw attention to the tens of thousands facing an autism diagnosis each year. #lightitupblue

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Negative Reinforcement

Teaching Students to Work Independently: 5 Ways to Stretch Their Skills Autism Classroom Resources Podcast: A Podcast for Special Educators

How do we advance independent work systems once our students know how to complete it on their own? The goal of independent work systems is to help students build independence. In order to help our students learn to work independently, it is crucial that we know how to adjust the work system when necessary to bump up the level of independence needed to complete it. Using independent work systems isn’t meant to be just a way to get students to complete tasks independently within the system. We want students to increase their ability to work independently so they can be more independent in other situations in the classroom, as well as in a work environment as they get older. In this episode, I’m sharing 5 ways that we can change our independent work systems to fit our more independent students and to build their skills as they become more independent.  03:49 - How moving the task boxes away from our students’ tables helps develop independence 07:16 - Why we may want to start leaving materials out of the system 08:43 - How using a “raise your hand” visual can be helpful for students who have a tendency to not do their work carefully 09:21 - Ideas for how to help students become more independent in the work system using lists 09:53 - How to expand the work system and move beyond boxes to help students use them in different environments Show Notes: http://autismclassroomresources.com/episode204 Resources: Check out my TpT store for Independent Work ResourcesWatch the Independent Work Systems WebinarUsing Foldables in Structured Work Systems: Advanced Tasks with a Seasonal FreebieWorkbasket Wednesday: Advanced Structured Work SystemsWhy I Don’t Like Drawer Carts for Independent Work SystemsGet My Book: Building Independence: How to Create and Use Structured Work Systems - Future Horizons Publishers Shop my Book: Building Independence: How to Create and Use Structured Work Systems on Amazon (Affiliate Link) Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're...

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  • Christine Reeve

Knox County Schools announces a new task force to improve special education

task for students with autism

Knox County Schools has announced a new task force to look into the district's struggles with support for students in special education.

The task force, announced May 1 by Superintendent Jon Rysewyk, is made up of nine parents and one teacher. They are responsible for "identifying meaningful and actionable recommendations for KCS and the Knox County Board of Education to improve special education services and supports for students and families," according to a release from the district.

The announcement follows months of parents advocating to the Knox County school board for more resources for their children with special needs, specifically for Applied Behavior Analysis therapy for students with autism.

"While navigating the special education department ... my husband and I received inconsistent, conflicting, and – at times – false information and experienced delays in attempting to correspond with Knox County Schools administrators," Cortney Piper, a vocal advocate for special education services who was asked to join the task force.

A group of parents spoke to the board February, March and again in April. Each time, nothing changed.

"It is my sincere hope that those experiences end with this task force and Knox County can be a model school district for educational best practices and operating procedures," Piper said.

More: Parents push for autism therapy After 'exhausting' fight with Knox County Schools, parents advocate for special education support

KCS and special ed: All you need to know How to navigate Knox County Schools as parents of children in special education

Rysewyk said at the April board meeting the district was surveying parents of special needs students to ask what changes they would like to see.

In an exclusive interview with Knox News last month, Rysewyk said parent engagement, especially for higher education, was on the increase coming out of the pandemic.

"The engagement of parents ... ran into a machine that hadn't really done any self-inspection in probably 20 years," he said. Administrators and the board had been, for some time, he said, inspecting its practices and policies for special education. That work led to the task force effort, Rysewyk said.

More: Superintendent's vision for KCS Knox County Schools Superintendent Jon Rysewyk prioritizes staffing, and math and reading skills

The team will begin meeting in May and will work over the summer, ultimately making recommendations to district officials and the elected school board in August. While the team's meetings will be closed, their recommendations will be shared publicly.

Access to autism therapy at the center of the discussions

At the May 1 school board meeting, District 4 representative Katherine Bike proposed making a district policy change to allow qualifying students to have access to ABA therapy.

District 2 representative Jennifer Owen shared her experience as a teacher needing accommodations.

"I can't even wrap my head around why we're refusing to accommodate the medical needs of a child that a doctor prescribed," Owen said.

District 9 representative Kristi Kristy suggested writing the policy in a way that's inclusive of future needs for other therapies that may arise.

The board will discuss the potential change at its May 19 policy review meeting.

How many special education students are there in Knox County Schools?

There are 8,545 students with disabilities in the district, representing 14.5 percent of the student population.

The district has 522 special education teachers to serve them. Additionally, there are 202 therapists offering occupational, physical and speech therapy, plus other interventions.

The district spends $73 million, or about 12 percent of its annual budget, on special education. It also receives $16 million in federal money for students with special needs, according to district spokeswoman Carly Harrington.

Areena Arora , data and investigative reporter for Knox News, can be reached by email at  [email protected] . Follow her on Twitter @ AreenaArora .  

Support our newsroom's exclusive, in-depth local coverage by subscribing at  knoxnews.com/subscribe .

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  3. Supporting children with autism spectrum disorder using a visual

    task for students with autism

  4. Work Task

    task for students with autism

  5. Free Printable Visual Schedules For Autism

    task for students with autism

  6. Autism Tasks : File Folder Heaven

    task for students with autism

COMMENTS

  1. 30 Activities, Teaching Strategies, and Resources for Teaching Children

    Use these social skills activities to teach kids with autism how to recognize social cues, practice empathy, and learn other important life skills. 1. Name Game [3] This fun group communication activity teaches students with autism an essential skill: how to introduce themselves and learn someone else's name.

  2. Hands on Learning for Special Needs Kids: 30+ Task Boxes for Autism

    Suitable for all ages. You can increase the complexity of task boxes by adding additional steps and making the tasks more interactive (i.e. going out into the community). Boosts self-esteem. Since the main goal of task boxes for autism is to teach a child how to follow a schedule of events to complete a task while also encouraging independence ...

  3. Independent Work Tasks in the Classroom

    Here are some suggestions for goals that I like: The student will work independently on a previously mastered task for 20 minutes with only 1 adult prompt and engage in only task-related behaviors on 5 consecutive days. The student will build their functional independence by completing an independent work task.

  4. 8 Academic Supports for Autistic Students

    Modifications and accommodations like these do not excuse the autistic student from completing their work or diminish the academic rigor. Rather, they are designed to give the student access to the content and/or skill at the center of the assignments. 3. Visual supports. Visual supports help autistic students focus on the task at hand by ...

  5. Autism in the classroom: Strategies for success

    Use descriptive praise to build desired behaviors (for example, 'I like the way you put your trash in the trash can!') Give positive directions; minimize the use of 'don't' and 'stop.' 'Please sit in your seat' can be more effective than 'Don't stand up.'. This lets the student know exactly what you would like him to do.

  6. Teaching Multi-Step Skills Through Task Analysis for Autistic Students

    Untwisting a twisted tie. Counting two objects. Place the slices side-by-side on the plate. Knowledge of "side-by-side". Open up the peanut butter jar. Ability to twist off a lid. Put the knife in the jar and while still holding the knife, with the other end, get out about 2 Tbsp of peanut butter.

  7. Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

    6: Help with organizing. While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas neat, and remember to bring their assignments home at the end of the day. Consider implementing support strategies that all students might find useful.

  8. 25 Examples of Errorless Learning Activities

    By reducing anxiety and fear of mistakes, errorless tasks create a safe and supportive environment where students can engage with focus and enthusiasm. During task box time, you can work with a small group of students or 1:1 with a student if needed. Try Errorless Life Skills Task Boxes in your autism classroom. 18. Life Skills Task Boxes

  9. Tips for Teaching Students With Autism Spectrum Disorder

    The definition of autism spectrum disorder (ASD) is a neurodevelopmental condition that causes children to be hypersensitive to sensory stimuli. We use the term "spectrum disorder" because characteristics of autism vary depending on the child and can range from mild to severe. [2] That being said, students with autism often have trouble ...

  10. Supporting students with autism in the classroom ...

    Students with autism can find tasks requiring a lot of planning and organisation such as managing assignments, participating in assessments, navigating learning tasks, and completing homework ...

  11. 4 Simple-to-Make Task Boxes for Autism Classrooms You'll Love

    Finally, this is a free set of cards that you can download from our resource library and teach students to build with the blocks to match the card. This task is great for fine motor skills, attention to detail and spatial awareness. It's also great if you have a student whose favorite activity is interlocking blocks.

  12. Work Tasks

    Dec 13, 2023 | Academics, Basic Skills, Literacy for Children with Autism, Math, Work Tasks. As a mom and a teacher, I enjoy academic activities and ideas to do over long breaks. Although many breaks are filled with an increased amount of time with extended family members, there are better days knowing my children and our learners are at home ...

  13. Autism Q&A: Using a Task Analysis for Instruction

    Autism Q&A: Using a Task Analysis for Instruction provides guidance and tips for creating a task analyses for instructional programs serving students with Autism Spectrum Disorder (ASD). Students with autism often need complex skills broken into small, learnable steps; a task analysis is a strategy for meeting those needs in a consistent and individualized manner.

  14. Completing Classwork

    IEP Goals: Given a 3 or 4-step picture prompt of a sequence of instructions to follow in order to complete an independent work task, STUDENT will independently begin the task, by completing each instruction through completion, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. $3.00.

  15. Executive Functioning

    Executive functioning refers to a person's ability to process information. It includes skills such as: Many people with autism have difficulty with executive functioning. They may have trouble with certain skills like planning, staying organized, sequencing information, and self-regulating emotions. Some people pay attention to minor details ...

  16. Life Skills and Autism

    Life Skills and Autism. For people with autism, learning life skills is essential to increase independence at home, at school and in the community. By introducing these skills early and building block by block, people with autism gain the tools that will allow him or her to increase self esteem and lead to more happiness in all areas of life.

  17. FREE Task Box Activities for Autism

    Most students are able to complete it on their own. Even the most complex learners can practice fine motor skills by placing the craft sticks into each assigned slot. The safety signs and symbols shoebox task is a favorite amongst my students, and even the therapists who come in and work with each student. How am I supposed to put this together?

  18. Executive Functioning Challenges with Task Initiation: Resources to

    Task Initiation and Autism. Task initiation is one of the core 8 executive functioning skills. What does this mean for autism and executive function skills? When researching executive function skills and autism, I came across this really interesting research by Dr. Gordon and I learned about it from his conversation with Learn Play Thrive on ...

  19. PDF Evidence-Based Best Practices for Students with Autism

    27 Evidence Based Best Practices for Students with Autism. Wong, et al. (2014) established a criteria that was used to scan research articles for evidence of effective strategies for serving students with autism. Modeling occurs when a target behavior is demonstrated for the learner and the learner imitates it.

  20. Work Tasks {Foundational, Prevocational, & Hands-On ...

    Work Tasks {Foundational, Prevocational, & Hands-On} Categories: Work Tasks. I sometimes let myself become a hoarder in the name of making a good work task. I am work task obsessed. I am always thinking of new task ideas, cleaning out small containers that would be great for sorting, and vamping up old tasks to make them harder.

  21. How to use Visuals to help Students with Autism

    The takeaway from using visuals to help students with autism. The versatility of visuals is a training tool to provide cues or reminders for students with autism to engage in a specific task or a reinforcer to deliver the appropriate behavior. The key is identifying your goal and then letting the chart help you achieve it.

  22. PDF Visual Supports and Autism

    Tasks Galore for the Real World. Raleigh, NC: Tasks Galore. Resources on Autism Spectrum Disorders: Treatment and Research Institute for Autism Spectrum Disorders (TRIAD), Vanderbilt Kennedy Center, is dedicated to improving assessment and treatment services for children with autism spectrum disorders and their families, while advancing

  23. Time Management for Students With ASD

    For students with autism spectrum disorder (ASD), the transition can be even more complicated. Many grow accustomed to spending most of their time in one classroom. ... Most of my students working on EF goals tend to lose papers, so teaching them to plan and do tasks as Google documents reduces anxiety about losing papers and provides an easy ...

  24. ‎Autism Classroom Resources Podcast: A Podcast for Special Educators

    ‎Show Autism Classroom Resources Podcast: A Podcast for Special Educators, Ep Teaching Students to Work Independently: 5 Ways to Stretch Their Skills - Feb 20, 2024. ... Using independent work systems isn't meant to be just a way to get students to complete tasks independently within the system. We want students to increase their ability to ...

  25. Known‐groups and convergent validity of the theory of mind task battery

    A total of 68 school-aged children were recruited (34 children with ASD and 34 children with typical development). The groups were matched on sex and age, and on both receptive language abilities and overall cognitive functioning. Results. Regarding the known-groups validity, we found group differences in the performance on the ToM-TB and SST.

  26. Knox County Schools announces task force to improve special education

    Knox County Schools has announced a new task force to look into the district's struggles with support for students in special education. The task force, announced May 1 by Superintendent Jon ...