Guest guest Posted May 2, 2005 Report Share Posted May 2, 2005 Hello all, I have a 5 1/2 yo son who is in a self-contained autistic classroom. He " mainstreams " with an aide during lunch, math time, and P.E. During the math time, which is less structered, children use manipulatives on the floor. My son tends to cling to his aide and push away (not aggressively) children who try to interact with him. Any ideas on how to structure or direct his time for him so that it is less overwhelming? In a recent IEP some suggested having only a few peers interact with him at at time and/or having my son having a defined space such as a carpet square. However, in talking with his teacher and aide, they feel these suggestions are impractical to implement. Help! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 3, 2005 Report Share Posted May 3, 2005 > Hello all, > > I have a 5 1/2 yo son who is in a self-contained autistic classroom. > He " mainstreams " with an aide during lunch, math time, and P.E. During > the math time, which is less structered, children use manipulatives on > the floor. My son tends to cling to his aide and push away (not > aggressively) children who try to interact with him. Any ideas on how > to structure or direct his time for him so that it is less > overwhelming? In a recent IEP some suggested having only a few peers > interact with him at at time and/or having my son having a defined > space such as a carpet square. However, in talking with his teacher > and aide, they feel these suggestions are impractical to implement. > Help! Pair the children with reinforcement. What has allowed the aide to be effective as a safe and dependable person?: Reinforcement. Through her good things come. Teach him the same is true for the children. Begin with one (I like girls that tend to be nuturing), have that child offer a preferred item to your child (freely!). We began with the aide giving the item to our son then handing the item to the NT child to offer. There are NO demands (don't have them say his name; don't ask for eye contact -- just give the item and leave it at that and leave him wanting more). As he comes to see (trust) that children are safe it will help to generalized this to other children. The children in my son's class are now at the point of having him mand (request) and he works independantly with them at their work centers. He spontaneously engages with them even though he is a low rate speaker, he is attending to them and learning from them. It didn't happen over night but reinforcing him to engage and doing it directly through the children was key. Best of Luck!!! Quote Link to comment Share on other sites More sharing options...
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