Autism Handbook for Teachers

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cutting practice for little one

Take the printout of this material

practice it as directed. It is very helpful to develop fine motor skills to the litttle kids especially autistic kids.

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cutting practice for little autistic kids

World Autism Day on April -2 "Signs and symptoms of autism spectrum disorders"

Signs and symptoms of autism spectrum disorders

Basic social interaction

Ø  Unusual or inappropriate body language, gestures, and facial expressions (e.g. avoiding eye contact or using facial expressions that don’t match what he or she is saying) doesn’t point to or hold up objects to show people things, share an experience or show that she wants something

Ø  Lack of interest in other people or in sharing interests or achievements (e.g. showing you a drawing, pointing to a bird).

Ø  doesn’t understand simple one-step instructions – for example, `Give the ball to me’, or `Show me the dog’

Ø  copies what she hears from others or from the TV – for example, when you ask if she wants more drink, she echoes back `more drink’.

Ø  doesn’t show interest in other children

Ø  Unlikely to approach others or to pursue social interaction; prefers to be alone.

Ø  doesn’t consistently respond to his/her name

Ø  doesn’t smile at caregivers without first being smiled at or tickled

Ø  Difficulty understanding other people’s feelings and nonverbal cues.

Ø  Difficulty or failure to make friends with children the same age. 

Ø  doesn’t use eye contact to get someone’s attention

Ø  doesn’t use gestures on her own

Ø  doesn’t engage in pretend play

Speech and language

Ø  Delay in learning how to speak (after the age of 2) or doesn’t talk at all.

Ø  Says no single words by 15 months or 2-word phrases by 24 months

Ø  May repeat exactly what others say without understanding its meaning (echolalia)

Ø  Responds to sounds

Ø  May refer to self as “you” and others as “I” (pronoun reversal)

Ø  Shows no or less interest in communicating

Ø  Doesn’t understand simple statements or questions.

Ø  Taking what is said too literally, missing humor, irony, and sarcasm.

Ø  Speaking in an abnormal tone of voice, or with an odd rhythm or pitch.

Ø  Less likely to start or continue a conversation

Ø  May have a good rote memory, especially for numbers, songs, TV jingles, or a specific topic

Ø  Repeating words or phrases over and over without communicative intent.

Ø  Trouble starting a conversation or keeping it going.

Ø  Difficulty communicating needs or desires.

Restricted behavior and play

Ø  Repetitive body movements (hand flapping, rocking, spinning); moving constantly.

Ø  has an intense interest in certain objects and becomes ‘stuck’ on particular toys or objects – for example, he will flick the light switch off and on repeatedly, or will play only with car

Ø  Obsessive attachment to unusual objects (rubber bands, keys, light switches).

Ø  Preoccupation with a specific topic of interest, often involving numbers or symbols (maps, license plates, sports statistics).

Ø  interacts with toys and objects in one particular way, rather than more broadly or in the way they were intended to be played with – for example, turning the wheels of a toy car or lining up objects

Ø  Resists snuggling when picked up; arches back instead

Ø  May have temperament differences during infancy, such as being described as a very quiet or very fussy baby

Ø  is very interested in unusual objects or activities – for example, drains, metal objects, or watching a specific ad on TV

Ø  A strong need for sameness, order, and routines (e.g. lines up toys, follows a rigid schedule). Gets upset by change in their routine or environment.

Ø  focuses narrowly on objects and activities, such as turning the wheels of a toy car or lining up objects

Ø  is easily upset by change and must follow routines – for example, sleeping, feeding or leaving the house must be done in the same way every time

Ø  seeks sensory stimulation – for example, rubs objects on his mouth, or face, or seeks vibrating objects like washing machines, or flutters his fingers to the side of his eyes to watch the light flicker.

Ø  Makes little or no eye contact

Ø  Shows no or less expression in response to parent’s smile or other facial expressions

Ø  Clumsiness, abnormal posture, or odd ways of moving.

Ø  Fascinated by spinning objects, moving pieces, or parts of toys (e.g. spinning the wheels on a race car, instead of playing with the whole car). repeats body movements or has unusual body movements, such as back-arching, hand-flapping and walking on his toes

Ø  No or less pointing to objects or events to get parents to look at them

Ø  is extremely sensitive to sensory experiences – for example, is easily upset by certain sounds, or will eat only foods with a certain texture

Ø  May avoid following a parent’s gaze or finger to see what parent is looking at or pointing to

Ø  Less likely to bring objects to show to parents just to share his interest

Ø  Less likely to show appropriate facial expressions

Ø  Difficulty in recognizing what others might be thinking or feeling by looking at their
facial expressions

Ø  Less likely to show concern (empathy) for others

Ø  Has difficulty in establishing and keeping friendships

How to teach your child with autism to ride cycle

How to teach your child with autism to ride cycle?

Listen the video carefully and try.

Hope it will be helpful for your child with autism to learn to ride cycle.


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How to teach addition

How to teach addition to a autistic kid?

It is challenging task to parents or therapists.

carefully watch the video. You can try this. I hope this method will help to understand the concept addition to the kids with autism.

Just try this...


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Verb - Teaching by generalisation and worksheet

The verbs can be easily understand by generalization visually by kids with autism.

The worksheet helps to reinforce the understanding.

I hope this will be useful for the autistic kids.


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courtesy: www.guruparents.com

Importance of Wh questions and powerpoint presentation for "WHO"

How to Help Your Child Understand and Produce “WH” Questions

Becky L. Spivey, M.Ed.

            It is absolutely essential that children understand and be able to ask and answer WH questions. These simple questions lay the groundwork for children to participate in conversations, demonstrate knowledge, and collect information about themselves and their world. When children are learning to process and answer WH questions, they usually follow a developmental and predictable sequence. “What” is the earliest question mastered, followed by “Who” and “Where.” Finally, an understanding of “When” and “Why” develop, with “Why” being the most difficult to master.

            These simple questions may be difficult for some children to answer; however, there are strategies parents can use to help their children learn them. Hints or cues can help your child answer questions or respond appropriately to a situation. We can use visual cues to help children understand and formulate WH questions. These visual cues may include showing photographs, illustrations, or actual objects to prompt a correct response to a question. For example, show your child an illustration of a lady wearing a ring and ask, “What do you wear on your finger?” The child examines the illustration and answers the question. It may be necessary to tell your child the answer to the question and then ask the question again. Be sure to work on only one WH question type at a time. In other words, be sure your child understands

“What” questions before beginning to teach “Who” questions.

Here are some other activities to help your child practice and master WH questions and answers.

Ø  While reading simple storybooks with illustrations or pictures, ask your child questions like, “Who is this? What is he/she doing? Where is the child going? When will he/she come back? Why is he/she leaving?”  Practice these types of questions, as well as saying “The girl went to the store. Where did you go today? She is tying her shoes. What do you do when you put on your shoes? She came home from the store after lunch. When did you get home from school today?”

Ø  Make small books. Have your child illustrate a book with photos or drawings with a title like “Our Family Vacation.” Your child can answer each of the WH questions that you may dictate. For example, “Who went on vacation?

Ø  Where did you go? When did you leave/return? What did you do on your vacation? Why did the family go on vacation?” Make books about the child’s birthday, holidays, family time, shopping trips, etc.

Ø  Ask questions about your child’s day at school using WH questions. “Who did you sit with at lunch? Where did the class go for music time? When did you play outside? What did you eat for lunch? Why did you bring home your books?”

Ø  Cut pictures from magazines/books. Make a WH chart with each type of WH question in a separate column. Show your child a picture and ask him/her to place the picture in the correct column. For example, you show the child a picture of a man - he/she puts the picture in the Who column. An apple – he/she places in the What column; a picture of a park – he/she places in the Where column.

Ø  Improve your child’s reading comprehension by asking WH questions during and after story time. Interrupt stories and ask a series of questions related to the story topic. Ask your child to create questions about the story with Who, What, When, Where, or Why as the first word of his/her question. Children learn from these prompts and will begin using these comprehension strategies while reading on their own.

Ø  Use picture cards made from clippings of magazines or old books. Show your child a card and say, “Ask me a question about this picture.” If you are showing your child “shoes,” he/she may ask, “What do you wear on your feet? Why did you get new shoes? When do you buy shoes? Where do you wear shoes? Who buys your shoes?”

Ø  Your child’s understanding and formulation of simple WH questions lays a foundation for developing skills in communicating, generalizing, and processing information in his/her environment. Parents have countless opportunities to give children practice in questioning and answering techniques, as well as provide visual cues for their children to help them acquire new language skills. The mastery of these simple questions is invaluable to the early learner.



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