Frequently Asked Questions

Q: Is it possible to use classroom management tools with a non-verbal child?

A: Absolutely! They may not understand what you are saying when you are speaking to them but you will find that classroom management tools can aid in communication with a non-verbal child. Processing information in a visual format can be much easier for a child with ASD than attempting to process auditory information.

Q: Do I need special training to implement classroom management tools?

A: No, not really. If you stop and really think about it, you have probably used some type of classroom management tool to communicate with your child. The important thing to keep in mind is that the tool must be understood by and meaningful to the child.

Q: Once I have classroom management tools in place and they seem to be working well, can I ever change the type or format of the tool?

A: It depends on the child. As the child grows and matures, his or her needs will change. For example, you wouldn't continue to use all pictures for an older, high functioning child who enjoys reading, just because he or she began using a visual schedule that was all pictures and no words way back in preschool! Of course you wouldn't. On the other hand, suppose another child becomes frantic if the People Locator that he or she has always used is suddenly changed. In a case like that, you would obviously go back to the original format you had used for the People Locator, in order to reduce the stress on the child. Like almost everything involving Autism Spectrum Disorders, there is no completely right or wrong answer; everything depends on each individual child.

Q: Is there ever a reason NOT to use classroom management tools?

A: NO! As easy as most classroom management tools and supports are to create in these times of internet access, digital cameras, etc., there really is no good reason not to try using some type of classroom management tool. Even if you don't have access to a computer or don't feel proficient enough to attempt using one, you can always cut pictures from old magazines, use photographs, simple "stick" people and line drawings, etc. to get your point across to the child with ASD. Remember: it doesn't have to be fancy - it just has to be understood!

Q: Is it a good idea to allow the child with autism to help create his or her classroom management tools?

A: Of course! If the child is capable and interested in doing so, helping in the creation of their classroom management tools more meaningful to the child. Generally, the more input the child has in the creation of the visual tools, the more meaningful those tools can be for the child.