The Ultimate Guide to School and Home - Sue Larkey€¦ · The Ultimate Guide to School and Home Key Strategies for ... Difference between a Meltdown and a Tantrum ... 5 Key Points

The Ultimate Guide to School and Home © Sue Larkey and Anna Tullemans 1

The

Ultimate Guide

to

School and Home

Key Strategies for

All Ages and Stages

Sue Larkey

and

Anna Tullemans

ISBN: 978 0 9923000 5 0


Contents Introduction .......................................................................................................................... 11

Acceptance Key ................................................................................................................... 12

Diagnosis.............................................................................................................................. 13

DSM5 ....................................................................................................................... 13

Websites and Checklists for Diagnosis .................................................................... 14

Getting A Diagnosis ................................................................................................... 1

Girls on the Spectrum .......................................................................................................... 15

11 Key Ways Girls Differ From Boys ..................................................................... 15

OCD, ODD and ADHD ....................................................................................................... 16

Disability Standards ............................................................................................................. 19

Making Learning Fun - 12 Key Strategies to Make Learning Fun ...................................... 20

Build A Strong Relationship with the Student ..................................................................... 21

9 Key Ways to Build Rapport .................................................................................. 21

5 Key Ways for Maintaining Positive Relationships with Students and Children .. 22

Executive Functioning ......................................................................................................... 23

5 Key Areas to Support Difficulty with Executive Functioning .............................. 23

Signs of Problems with Working Memory .............................................................. 23

Key Strategies to Support Difficulty with Executive Functioning .......................... 24

10 Key Strategies for Working with Students with ASD .................................................... 25

Whole School Engagement to Encourage Understanding ................................................... 26

9 Key Ways to Engage the Broader Community ..................................................... 26

10 Key Strategies to Celebrate Diversity and Difference ........................................ 27

Peers in the Classroom ........................................................................................................ 28

8 Key Strategies to Promote Understanding in the Classroom ................................ 29

It’s Not Fair! ........................................................................................................................ 30

Key Strategies to Eliminate ‘It’s Not Fair’ .......................................................................... 30


Summary Profile of the Student ........................................................................................... 31

Things to Include On the Profile .............................................................................. 31

How to Use the Summary Profile ............................................................................ 31

Summary Profile - Proforma .................................................................................... 32

10 Key People You Should Share the Profile With ................................................. 33

Setting Up A Classroom for Students with ASD ................................................................. 34

Key Strategies for Classroom Set Up ...................................................................... 34

Key Strategies for Successful Open Plan Classrooms ............................................. 37

Specialist Teachers and Relief Teachers .............................................................................. 38

10 Key Strategies for Specialist and Relief Teachers .............................................. 38

Teacher Assistants .............................................................................................................. 39

11 Key Strategies for Teacher Assistants ................................................................ 39

8 Key Thoughts for Assistants ................................................................................. 40

5 Key Strategies If You Don’t Have an Assistant ................................................... 41

Homework - 10 Key Strategies for Homework ................................................................... 42

Tutors - Key Benefits of Using Tutors ................................................................................ 43

Assignments - Key Strategies for Assignments ................................................................... 44

Routines ............................................................................................................................... 45

Use A Range Of Strategies to Build Flexibility ....................................................... 45

Choice Making .................................................................................................................... 46

Key Strategies for Choice Making ........................................................................... 46

Now Next Later - Proforma ..................................................................................... 47

Visuals -10 Key Strategies for Visuals ................................................................................ 48

Engaging Disengaged Students ........................................................................................... 49

Key Strategies To Re - Engage Students ................................................................. 49

Adapting Tasks and Making Adjustments ........................................................................... 51

Tests and Exams ...................................................................................................... 51

Health and Physical Education and Sport ................................................................ 51


Sports/Athletics Carnivals ....................................................................................... 52

English Studies/Writing Assignments/Note Taking ................................................ 53

Use of Technology ................................................................................................... 53

Orals/Talks/Presentations ........................................................................................ 53

Homework Diaries - Key Strategies ........................................................................ 54

10 Key Strategies for National Naplan Testing ................................................................... 55

Timers and Clocks .............................................................................................................. 56

10 Key Strategies for Using Timers and Clocks ...................................................... 56

Concept of Time ................................................................................................................. 57

Key Strategies to Develop a Concept Of Time ........................................................ 57

Motivation and Motivators - Key Strategies for Motivation ............................................... 58

Special Interests ................................................................................................................... 59

Creating a Rewards System ................................................................................................. 60

12 Key Strategies for an Effective Rewards System ............................................... 60

3 Key Strategies in Creating Rewards ..................................................................... 61

10 Key Strategies in Using Rewards ....................................................................... 61

Review the Reward Plan .......................................................................................... 62

4 Key Strategies to Change the Reward Plan .......................................................... 62

Earning Points Chart - Proforma .............................................................................. 63

Making Mistakes .................................................................................................................. 64

7 Key Strategies to Teach Making Mistakes ........................................................... 64

IPad Apps - 10 Key Strategies for Managing IPads and Tablets ......................................... 65

Reading ................................................................................................................................ 66

17 Key Strategies to Encourage Reading ................................................................. 67

Maths.................................................................................................................................... 68

8 Key Strategies for a Successful Maths Program ................................................... 68

Handwriting ......................................................................................................................... 69

7 Key Strategies to Help Left Handed Students ...................................................... 70


Importance of Downtime ..................................................................................................... 71

Key Strategies for Downtime ................................................................................... 71

Highly Distracted Children - What to Do ............................................................................ 72

Movement ................................................................................................................ 72

Touch ....................................................................................................................... 73

Sound ....................................................................................................................... 73

Smell ........................................................................................................................ 74

School Camps ...................................................................................................................... 75

Key Strategies to Support Students Going On Camp .............................................. 75

Travel Arrangements ............................................................................................... 75

Activities/Sleep Arrangements/Appropriate Jobs Etc ............................................. 76

Behaviour ............................................................................................................................. 77

Behaviour as A Second Language ........................................................................... 77

11 Key Strategies to Understanding and Dealing with Behaviour .......................... 78

6 Key Reasons for Unsuccessful Behaviour Modification ...................................... 79

Highly Anxious Children - What to Do ............................................................................... 80

7 Key Strategies for Creating a Calm Environment ................................................ 81

6 Key Strategies for Creating a Calm Area at School and Home ............................ 82

5 Key Steps to Developing Self - Calming Strategies ............................................. 83

Sensory Processing .............................................................................................................. 84

11 Key Signs of Sensory Processing Difficulties .................................................... 84

Common Causes of Sensory Reactions ................................................................... 85

Sensory Tools - Key Benefits for Using Sensory Tools ...................................................... 86

Meltdowns, Shutdowns and Catastrophic Reactions ........................................................... 87

Meltdowns................................................................................................................ 87

Shutdown ................................................................................................................. 87

Catastrophic Reactions ............................................................................................. 87

Common Causes of Meltdown/Shutdown or Catastrophic Reactions ..................... 87


Key Strategies to Use When A Child Is Having A Meltdown or Shutdown ........... 89

Consequences of Behaviour ..................................................................................... 89

Tantrums .............................................................................................................................. 90

Difference between a Meltdown and a Tantrum ...................................................... 90

Key Strategies to Use When A Child Is Having a Tantrum .................................... 90

Anxiety, ASD and the Power of Preventative Breaks ......................................................... 91

Programmes That Can Help Manage Anxiety ......................................................... 91

Key Strategies for Preventative Breaks ................................................................... 92

Suspension and Expulsion .................................................................................................. 93

7 Key Strategies for Suspension and Expulsion ...................................................... 93

Difficulties at Break Times/Lunchtimes .............................................................................. 94

13 Key Strategies for Break Times/Lunchtimes ...................................................... 94

Key Strategies for Creating Successful Clubs and Lunchtime Activities ................ 95

Social Scripts ....................................................................................................................... 96

10 Key Reasons Why Social Scripts Work So Well ................................................ 96

3 Key Strategies in Creating Social Scripts ............................................................. 97

6 Reasons Why Social Scripts Sometimes Don’t Work .......................................... 97

Friends at Home and School ................................................................................................ 98

Key Strategies to Help Develop Friendships at Home ............................................ 98

Social Skills Outside The Home .............................................................................. 99

Social Skills Opportunities Outside The Home ....................................................... 99

Birthday Parties .................................................................................................................. 100

Key Strategies for Birthday Parties ........................................................................ 100

Key Strategies for Parties at Home ........................................................................ 100

Bullying ............................................................................................................................. 101

10 Signs of Being Bullied ...................................................................................... 101

Whole School Approach to Bullying ..................................................................... 101

6 Key Strategies for Dealing with Bullying ........................................................... 102


Why Do Students With ASD Bully Others? .......................................................... 102

What Can Be Done? ............................................................................................... 102

Choosing a School ............................................................................................................. 103

5 Key Points in Choosing A School ...................................................................... 104

Key Questions That You Need To Answer When Interviewing Schools .............. 104

Key Strategies When Visiting Schools .................................................................. 105

Key Strategies for Evaluating Your Findings When Looking For a School ......... 105

Selecting the Right Teacher ............................................................................................... 105

Key Strategies in Selecting the Right Teacher ...................................................... 105

Transition to School ........................................................................................................... 107

Transition Secondary School ............................................................................................. 108

Transition to Work ............................................................................................................. 109

Key Strategies to Being Work Ready .................................................................... 109

Key Strategies for Work ........................................................................................ 110

Key Skills for the Workforce ................................................................................. 110

Key Skills for Preparing For an Interview ............................................................. 111

Key Skills in an Interview ...................................................................................... 111

Tell Me about Yourself - Proforma ....................................................................... 112

Developing A Good Relationship between Home and School .......................................... 113

8 Key Strategies for Team Work ........................................................................... 113

3 Key Strategies for Meetings ................................................................................ 114

3 Key Strategies for Goals ..................................................................................... 114

Communication between Home and School ...................................................................... 114

4 Key Strategies for Communication ..................................................................... 114

Communication Books........................................................................................... 115

Parent Teacher Relationship Breakdown - What to Do ..................................................... 116

Key Strategies for Successful Relationships .......................................................... 116

Separation and Divorce ...................................................................................................... 117


Key Strategies for Managing Separation and Divorce .......................................... 117

Driver’s Licence ................................................................................................................. 118

Key Strategies for Getting a Drivers Licence ........................................................ 118

Moving House .................................................................................................................... 119

7 Key Strategies for Moving House ....................................................................... 119

Puberty ............................................................................................................................... 120

Books for Home and School .................................................................................. 121

Self-Care for Parents .......................................................................................................... 122

Key Strategies for Self - Care ................................................................................ 122

Key Strategies to Avoid Stress .............................................................................. 123

Family Functions ............................................................................................................... 124

Key Strategies for Family Functions ..................................................................... 124

Sleep ................................................................................................................................... 126

16 Key Strategies for Sleep .................................................................................... 126

Exercise .............................................................................................................................. 127

Therapies and Interventions ............................................................................................... 128

Medication and Natural Remedies ..................................................................................... 129

Keep a Medication Diary ....................................................................................... 130

Head Lice - 8 Key Strategies ............................................................................................ 131

Death, Dying and Grief ...................................................................................................... 132

14 Key Strategies for Managing Grief ................................................................... 132

People’s Insights ................................................................................................................ 134

Dr Temple Grandin - Visual and Verbal Logic Thinkers, ..................................... 134

Dean Beadle - 10 Key Strategies to Successful Education .................................... 136

Dr Wendy Lawson - 9 Key Strategies to Encourage Engagement/Participation ... 137

Frequently Asked Questions .............................................................................................. 138

References .......................................................................................................................... 141

Index .................................................................................................................................. 142


Setting up a Classroom for Students with ASD

There are a number of specific areas that need to be taken into consideration when setting up a classroom for a student with ASD.

The diagnostic criteria for ASD include social, communication, sensory, behaviour, cognitive function and motor skills. Each child is individual and will need different accommodations depending on how the child is impacted by ASD.

Often people don’t realise the importance of putting these things in place up front. We wait until there is a problem. When strategies are put in place at the beginning of the year, there will be fewer problems and a better settling in period for the student.

Key Strategies for Classroom Set Up

• Lining up - have a set place in the line or partner to line up with. When there is free choice as where to line up this requires social skills and problem solving which can be difficult for the student with ASD,. By having set place at the start of the year this will ensure a smooth start to the day.

• Position in Classroom (Seating, Mat time, Assembly/Parades) – have a set position for the student which takes into account who they are next to, where in the room or group, how close they are to teacher, distractions (ie too close to favourite activities like books, computers, lego etc),sensory distractions (noises, smells, lighting, objects hanging too close). Some students prefer to be near a door so they can leave if anxiety is building (particularly in secondary)

• Bags/Lockers/Tote Boxes - ensure these are at the quiet end of the row. Students often don’t like being touched or crowded or the noise that happens in the busy areas. For some students it may be best to have it in a completely separate area. (For some secondary have a separate classroom, area in library or outside staffroom to ensure the student has calm transitions between classes.) In Primary sometimes the organisation skills required for a tote box are too hard, they are best with a book box where they can easily see their books standing up.

• Writing - 60% of students with ASD have dysgraphia. This means handwriting can be messy, slow or avoided, especially as they get older. You will need to consider allowing iPad, computer and other forms of technology as their mode of work. In the younger years pencil grips can support handwriting skills. See Teacher Assistants Big Blue Book of Ideas pg 63, and see iPads pg 65 in this book.

• Reading - Be aware many students have hyperlexia where they can decipher written word but do not comprehend what they are reading.

• Organisation - ASD students often find organisation of their school equipment very difficult throughout all years of schooling. Limit the number of books, equipment etc.

Sample from The Ultimate Guide to School & Home (Book available www.suelarkey.com.au or www.suelarkey.co.nz)


In Primary School they are better with their own pencil case than communal pencils that are placed on the desk. In Secondary School limit the number of items in their pencil case as they tend to lose items and it is harder to find individual items if there are too many to look after.

• Partners/Group Work /Teams - have set partners, groups and teams preselected by teachers as when students self-select it tends to be by friendship. This nearly always leaves the ASD student last as for by the time they process the instruction and select someone it is too late. You also risk them selecting inappropriately which can result in behaviour. When selecting a partner consider a student who is a good role model and who will support the student.

• Quiet Area - ensure there is an area the student can retreat to if they are feeling overwhelmed. This can be a quiet table, reading corner, outside classroom in hallway, alcove, office etc. Some students also need to be placed near a door in the classroom or assembly as they need a perceived escape route.

• Teacher Assistant /Education Support Officers - consider how best to use support time effectively in the first few weeks. You may need them to make additional support materials, schedules, visuals, social stories for organisation etc. See Cardinal Rules for Assistants in Teacher Assistants Big Red Book of Ideas pg 12, and 11 Key Strategies for Teacher Assistants on pg 39 in this book).

• Changing Environments (going to Specialist classrooms, changing subjects, going to assembly etc) this is a high risk time for meltdowns as change creates anxiety for an ASD student. This is where having a timetable/schedule is vital as it pre-warns them about the upcoming change (see below). If it requires lining up have a set place in the line or let them go to the door first or be your helper so you can keep a closer eye on them. Make sure all staff have a copy of the student profile (see pg 32) and introduce them before, if possible to the different teacher.

• Schedules /Timetables are VITAL no matter what age. This may be in a range of formats such as photos, visuals or words. (see page 48). Send these home asap.

• Note pad and pen - always carry a note book and pen for when things change we tend to talk too much. These children are visual and if you can write it down or draw a picture it can stop behaviour escalating.

• Expectations - Set up classroom expectations. This is particularly important in Secondary where staff often assume the student should know the expectations which change depending on the subject. Make sure clear, concise and explicit rules. Eg “We

Group work

Daniel always loved working in a group, however found it difficult to keep interacting with so many people at the same time. He would need a break from all the brainstorming of ideas to ‘collect his thoughts’. However when he returned to the group the group would often not want him back as the group had moved on without him.



Care, We Share” doesn’t explicitly tell the child how to care and share. You may need to write a list as a class what this means.

• Recess/Lunch - Make sure they know boundaries, days on equipment, where to go with a problem, safe places, when library is open, clubs they can join etc

• Toilet/Drink - Many students with ASD will not access these at the same time as other students. It is recommended you send them out during class time to the toilet and get a drink as this can impact on their learning. BE AWARE they may not ask you to go the toilet. You will need to send them.

• Eating - Because of their sensory processing difficulties some students find it hard to eat at appropriate times because the smells of other student’s food or even the sound of them eating may be overwhelming. You may need to allow them to eat separately from the other students.

• Sensory Tools - Many students require sensory tools to focus, process or calm. You will probably need to provide a range of sensory tools for the student. This may include a sensory mat to sit on, fidget tools, chewy necklaces, tubes or pencil toppers. (see page 69 in this book or see Teacher Assistants Big RED Book of Ideas Pg 53)

• Parents/Carers - Remember you can support your child by letting staff know which of the above have worked in the past and which of these are important to your child.

• Early Years - Please note the above considerations are also important for your setting. You may need to also consider structure for nap times and often you will encounter more sensory issues because of the type of activities the children are engaged in, for example more play and craft activities can mean more sensory activities.

Importance of classroom preparation

Peter was having difficulty settling in at the school. We went back to the beginning and started again checking things like placement in the class, movement around his chair etc. When we made the adjustments for him he settled in quickly and really began to engage with the curriculum, teacher and his peers.

Invite the student in to the classroom for a visit before the class starts. This will help to build a relationship with the student.



Key Strategies for Successful Open Plan Classrooms

Many schools have moved to the open plan classrooms or team teaching. This can be very difficult for children with ASD because of:

• More children with whom to socialise.

• Not knowing which teacher to listen to or attend to

• A range of sensory issues o The amount of noise. o More movement around the student.

o Bigger space is more confusing for the student.

• These classrooms often do more group work and move more often to different areas to carry out activities.

• Creates more distractions making it harder to focus.

Key Ideas to Try

• Sit the student close to a wall (its less confusing as there is less distraction).

• Partitions to make a smaller area for group work. This also dulls the sound (one school I visit calls this “the office” area).

• Use the students’ name to focus the student when you are giving instructions.

• If they are distracted by another teachers instructions, have a cue that means “This is not for you” a visual or hand sign or saying their name when relevant.

• Use ear plugs eg The Hush Buddies by STIHL.

• Sit the student near their teachers’ desk.

• The teacher, when giving instructions stands near the student.

• Use more visual instructions and activities so the student can refer back to the information rather than constantly asking for help.

• In group work, keep the group small and make sure they have an appropriate area to work eg “The office” or near a wall.

STIHL Hush Buddies



Meltdowns, Shutdowns & Catastrophic Reactions

Recognising and managing meltdowns / shutdowns is vital to support people with an ASD. Every child with an ASD will experience very individual symptoms that are unique to them. Not all individuals with an ASD will experience a “meltdown” and instead may “shut down.” It is very important you are familiar with each child’s triggers and responses. Use the student profile on page 31 to record the information so everyone is aware of triggers and signs of meltdowns.

Meltdowns

Meltdowns are extreme emotional and/or behavioural responses to a stressful situation. They are always involuntary. Usually there will be three stages to a meltdown. First stage “Build Up” where you will often notice a change in body posture, facial expression, movement, communication, routine or interaction. Second stage “Survival” where you may notice they withdraw themselves from activities, seek reassurance or seek repetitive activities. Each child has their own signs and it is vital people recognise them and put in place effective strategies otherwise the behaviour can escalate to the Third stage ‘the meltdown / full blown”. Once the meltdown has started all you can do is make sure everyone is safe, reduce stimulation levels and if possible address the problem at hand.

Shutdown - shut out world

A shutdown is a particular sequence of behaviour involving the senses, language skills, motor skills and memory which we observe in children diagnosed as high-functioning within the Autism Spectrum. In academic settings, when pressured by an adult to perform tasks that were difficult, these children may become unresponsive, sleepy, immobile limp to the touch for several minutes and then fell asleep in a chair for as briefly as 10 minutes and up to two hours.

Catastrophic Reactions

Catastrophic reactions on the other hand are explosive, immediate and involuntary reactions to something having gone off script or not according to plan. One moment the individual is content and the very next completely out of control with no forewarning of such an intense reaction.” (“From Anxiety to Meltdown” by Deborah Lipsky pg 113)

PLEASE never attempt to restrain a child with an ASD from self-harm during a meltdown. They will only fight against your attempts and increase the intensity of self-aggression and aggression towards you! It is too late to stop the meltdown - simply let the meltdown take its course. Consider it like an epileptic seizure. They have lost cognitive function and your role is to keep them and those around them, safe. It is often best to remove all other people from the room as with a seizure.



Transition to School

The key to a successful transition is not to overwhelm everyone involved – including parents, teachers, teacher assistants AND the child!

Making a booklet allows the child advance preparation and they can constantly refer to back the information. (See image below from “I’m Going to School” by Anna Tullemans)

Useful things to include in a transition book are: 1. A calendar showing when the student starts.

2. The name of the school, class or teachers (if known). 3. How the student will get to school.

4. A map of the school. 5. What they will wear to school ie school uniform.

6. Picture of the classroom. 7. Where their bag goes.

8. Where the toilets are. 9. The out-of-bounds areas.

10. Where to eat lunch and get a drink. 11. Important places (Library, Canteen etc).

12. A list of who is already known in the class (photo if possible). 13. Class rules.



Transition to Secondary

Key Strategies for Transition

• This can be a stressful time for the student and family.

• Orientation Days are very important. Take a camera with you and take lots of photos of the rooms, school grounds, gym area, canteen area etc for the student to refer back to. Ensure you include all areas from canteen to oval.

• Meeting new students and new teachers can be wonderful. Ask if you can take photos so the student can start to learn names and faces before the first day.

• Request extra visits and transition sessions.

• Colour code each set of books. If necessary create a bag for each subject. Include all books, stationary required for each lesson so they don’t have to transfer items between sessions.

• Colour code books with the timetable.

• Canteens can be different at secondary. Include showing the student the canteen and explain how it they can use it.

• Parents find out each teachers emails so you can quickly keep in contact.

• Get the rules and expectations of each faculty.

• Take a photo of each teacher, print this out with their name and subject(s).

• Choose a “go to” teacher for any issues. Create a time for the student to get to know them over morning tea, lunch etc.

• Create with the student a place to go to go if stressed or overwhelmed etc. High Schools can be busy and overwhelming. Show them areas they can go to if necessary.

• Buy the uniform at Orientation so it can be washed and worn well before school starts. This allows you to identity any sensory issues before the first day. (ie buttons, labels, buttons).

More ideas for transition from pre-school to school can be found in “The Early Years” pg 82, by Sue Larkey and from primary to secondary and beyond in “The Essential Guide to Successful Secondary School” pg 84, by Sue Larkey and Anna Tullemans



Sleep

Research has found that two thirds of children with an ASD have sleep problems, fragmented sleep and early awakenings. So be aware that many of our students can be fatigued by early afternoon and may benefit from some easier, more repetitive learning tasks in the afternoon.

Remember different strategies work for different children and if one strategy doesn't work try another.

16 Key Strategies for Sleep

1. Set up a good bedtime routine. Use timers/clocks/sensory tools.

2. Melatonin (Medication). 3. Teach to stay in bed even if not sleeping.

4. Epsom Salts Bath or Lavender. 5. Turn off all “blue screens” (iPads, TVs

etc) at least one hour before sleep. 6. Keep bedroom door open.

7. Accept lack of sleep can be related to anxiety levels so they may need time to pace.

8. Check for food allergies particularly gluten intolerance.

9. TV in room with a timer on it so it turns off. 10. Sleep on floor next to their bed (rather than

them coming into your bed). 11. Exercise like maniacs.

12. Wind them down early and have a calm routine. 13. Stories in softly lit room and cuddling.

14. Social script that explain why people and family need sleep. 15. Try wrapping the child in his sheets or blankets. He may need the restriction

around his body to feel comfortable. 16. Earn reward points for staying in the bedroom.

Falling and staying asleep

Dylan found it very hard to fall asleep at night. When he did fall asleep he would wake very early in the morning (3 or 4am) His mum set up a routine of either sensory toys to use or two books that he could read and re read. These books were swapped every other night.

Melatonin

Daniel uses melatonin on the nights that he is having difficulty falling asleep. It wasn’t until he was about 20 when he realised that sleep equals having a clear head the next morning and he can think much more clearly! – Anna Tullemans



Other Books by Sue Larkey and Anna Tullemans

Teacher’s Assistant’s Big RED Book of Ideas

… Companion to the Big BLUE Book of Ideas

Hundreds of ideas to try. Setting up classroom, role of teacher assistant, behaviour in classroom and playground, stages of anxiety, transition, sensory toys and activities. Includes frequently asked questions and MORE!

Teacher assistants big blue book of ideas

… Companion to the Big RED Book of Ideas

Hundreds of new strategies to try. Social skills: playgrounds, friendships, building self-esteem, bullying. In the classroom: getting on task, adapting tasks and exams, building independence. Managing anxiety and behaviour

The Essential Guide to Secondary School

Practical guide to secondary school This book has over 100 pages of proven ideas and strategies. Includes Performas to photocopy and save you time. Keeping on task, motivation, exams, assignments, sports days and more. Ideas from homework, excursions, curriculum ideas and 100s of strategies to use!

The Ultimate Guide to School and Home This book provides key strategies for all ages and stages. It offers over 500 practical strategies and time savers for school and home. Everything from setting up a classroom, developing friendships, engaging disengaged students; to moving house, choosing a school and applying for a job. It is the ultimate guide for teachers, parents and all professionals supporting children with autism spectrum disorder, including Asperger’s, ADD, ADHD, ODD and other developmental delays.

Order online at

www.suelarkey.com.au

or

www.annatullemans.com


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The Ultimate Guide to School and Home - Sue Larkey€¦ · The Ultimate Guide to School and Home Key Strategies for ... Difference between a Meltdown and a Tantrum ... 5 Key Points