ADDITIONAL STRATEGIES PHYSICAL LEARNING ENVIRONMENT Children with autism require a highly structured and supportive learning environment. The following are some suggestions to minimise visual and auditory distractions: Provide environmental organisation. Provide clear physical and visual boundaries. Reduce visual distractions such as clutter, colourful walls and use natural lighting. Source: (http://www.cesa7.k12.wi.us) VISUAL SUPPORT STRATEGIES Children with autism typically process visual information better than auditory information. Visual support strategies may help children with autism process information and understand what they are expected to do. Some examples of visual material that can be used to help with functional activities include: Schedules and timetables for each day. Directions, e.g., how to brush your teeth. Visual prompts, e.g., a circle around target work, arrows to follow etc. Rules Visual timers Visual tokens for reinforcement Lists Source: (http://www.cesa7.k12.wi.us) MOTIVATION AND REINFORCEMENT It is important that reinforcement and feedback is immediate in children with autism. Positive reinforcement is of greater benefit than punishment. Children can be motivated using tasks and behaviours that they enjoy doing. Source: (http://newhorizons.org) PRESENTATION OF INFORMATION Keep it slow Use visual information Use role-plays to demonstrate behaviour. Break tasks and activities down into steps. Information should be concrete, be aware of using abstract information. Source: (http://www.newhorizons.org) OTHER GENERAL INFORMATION Early intervention is the key Avoid element of surprise Maximise the child’s strengths Intervention should be functional leading to independence in daily activities. Familiarity and consistency is important. Include the family in intervention. Source: (http://www.newhorizons.org)