Spatio-temporal planning
Structured education gives rise to a planning of space and time which consists in :
- attribute a space for each activity, whether in the classroom or in collective areas of the school (playground, canteen, etc.);
- set up a timetable visual weekly, per day or per half-day.
Spatio-temporal structuring requires the use of visual and concrete landmarks adapted to each child (pictograms, objects, location and function of the furniture, etc.).
The structuring of activities
Activities should be arranged so that autistic children can understand what they are going to do.
- Work layout : organize the various elements relating to the work to be done, as well as the material to be used, from left to right. The child will thus follow a logical order which will guide him easily.
- The course of the activity : place visual cues indicating the different stages of the activity. You will be able use color codes, numbers, pictograms, images or words.
One “basket” system can also be organized to present each task in a structured way. Each basket will contain the material necessary for the execution of the different stages of the same activity.
The use of an adapted means of communication
For children with ASD, formal education requires the use of a alternative and / or augmentative means of communication. This must be chosen according to the level of understanding of every autistic child. It can be visual aids with or without words (objects, images, pictograms …) but also of written words. Children with autism may also need to use pictograms to build their sentences.
The establishment of means of motivation
One of the difficulties encountered by a child with autism is in the understanding the value of the activities proposed. To motivate the child in carrying out these activities, it is therefore essential to set up reinforcers. Initially, reinforcers mainly come in the form of:
- treats or gifts;
- attractive activities according to the centers of interest of the autistic child (music, games, etc.);
- social rewards like congratulations.
Thereafter, the child will naturally experience pleasure in carrying out an activity to which he is accustomed. Motivation will therefore occur spontaneously, without a reinforcer.
Taking into account the particular interests of each autistic child
It is very important to adapt to interests of each student. Indeed, they need activities that interest them particularly to be motivated. From activities related to their specific interests thus allow children with ASD to develop their skills.
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