ASD students’ needs - Module 2

4. CHANGES AND MOMENTS WITHOUT STRUCTURE

4.2. How to structure moments without structure?

The moments without structure can be tremendously difficult that can generate conflicts for that reason, they are spaces in which sensory disturbances, sensory difficulties, the great amount of stimuli or little socialization can make them feel very lost. Like, they are moments in which repetitive and stereotyped behaviours increase to try to reduce the stress that these types of situations generate.

In relation to these moments, on the one hand, we find recesses and, on the other, the exits and entrances to the school and the transits between classes. Starting with recesses, it is very likely that students with ASD feel uncomfortable when they have to go out to the playground because: it is a poorly structured situation; there is a lot of weight in verbal exchanges between students; they don't have many relational skills and; They have very restricted and focused interests for this reason, to avoid the anxiety that may arise at this time it is very important to develop a series of strategies so that they spend that time as comfortable as possible.

Strategies to facilitate going out to recess

  • Develop leisure alternatives such as guided games.
  • Establish the rotating figure of a game mediator between the peer group and the students with ASD, so that they act as supports to develop the activities.
  • Organize games and review the rules with all the students.
  • Develop routines through scripts to promote communication and interaction with classmates at recess.
    • What is your favourite food?
    • What is your favourite television series?
    • What have you done this weekend?
    • How did the exam go?
  • Teach explicitly to respond to unwanted jokes and social behaviour.

Going to the exits and exits together with the transits between class and class, it is very likely that the student body will have problems related to frequent class changes and the speed with which they are carried out, as well as: crowds when traveling; the accidental frequency of physical contact; sensory characteristics; motor coordination; spatial orientation and; the scant interpretation of the behaviours of others in case they are accidental or intentional. To try to make this happen we must follow a series of strategies.

Strategies for entries, exits and transits between class and class

  • Allow the student to leave class a few minutes before or after the rest of his classmates.
  • Promote tutoring activities among classmates using rotation.
  • Create signs and make explicit the rules to favour movement.
  • Adapt the acoustic signals to the characteristics of the student.
  • Teach to interpret explicitly to interpret the behaviours of their classmates.