Materials

It is helpful to examine each student level of understanding and use of materials. Again, looking at the learning style of students with ASD will provide insight into how to better introduce and use materials more effectively. Think back to 4-year-old Mark who had access to a wide variety of toys and materials at home and school, but didn't know what to do with them. Many of the ideas listed below are based on the importance of organization and structure to help students like Mark.

• Label supplies and materials. Use visuals as appropriate to the student’s level student (miniature object, pictures, symbols, printed words, etc.).
• Label boxes, shelves, and drawers to help students know where to find and return items (clear plastic boxes for storage can help as well).
• Supply adaptations as needed (a slant board for ease in writing, a clip to secure papers, an adapted computer mouse).
• Keep multiples of materials to help prevent arguments over materials; as children become better able to understand how to ask for and share materials, multiples can be decreased.
• Make sure too many materials are not out at once in one area as this is difficult for children with ASD. Often in early childhood classrooms a variety of materials and activities are set out at different tables and centers. Most ”typical” children can walk to a table, look at the array of materials and are able to figure out which materials go with which task (These pegs go to this pegboard; all of these puzzle pieces go to this template, etc.). However, individuals with ASD have difficulty with regard to organization and initiation, and therefore when faced with a confusing array of materials, have no idea of how to start an activity, let alone figure out which pieces go with which activity. Starting out with a limited array of materials in defined areas can be a big help. For example, putting the pegs and the pegboard on a tray with defined borders indicates that these pieces go with this pegboard. It gives a clear visual to the student and can help her initiate and complete the activity more independently and successfully.

When trying to help 4-year-old Mark develop more meaningful independent play skills, his teachers and parents recognized that it was very difficult for Mark to understand the sequential components of starting and completing a task. His toy-rich environments were too visually stimulating. Mark's teachers created a work area for him in the classroom. His table and chair were in an enclosed area with limited distractions, and he was presented with one simple task at a time. Initially, Mark was given a simple activity in which he pulled three blocks off of a piece of velcro and put them in a container. Next time the activity was similar, pulling three pegs from a board and putting them into a container. His teachers were careful to keep the activity simple, with a limited number of pieces, so that Mark could be successful.

In addition, Mark’s teachers included his “work time” in his picture schedule. Mark soon learned to recognize that the picture and words “work time” meant that he went to his one-to-one work area to work with his teacher. When he was in his work area, he could visually identify how much work he had to do by the number of tasks laid out at his table. Initially, Mark required physical assistance to start and complete the tasks, but this soon faded to prompts, then independence. As Mark became more successful and independent with his tasks, his teachers would put the same activity (and only one activity!) at a table in a small group area in his classroom. His teacher would ask him to complete the activity at the table and Mark began to generalize his task completion skill. As Mark became more successful with a variety of simple skills (pegs in pegboard, shapes in a sorter, etc.), they were brought into the small-group area in his classroom. Mark also learned to go to the choice area, choose a clear plastic bin in which he could see the activity, complete the activity at the table, and then return the bin to the shelf. His teachers remained in close proximity to anticipate any problems and intervene before he had difficulty.

Have clear rules with regard to materials

Classroom rules vary according to age and developmental level, but should be visual, clear and reviewed for understanding. In the preschool classroom, rules should be clear and consistent with regard to the use of toys (ie;-water play toys stay at the water table; cars stay in the play area), with the rules being taught and put into practice. If a specified number of children are allowed at an area, this should clearly be indicated .(ie; the number “4” should be displayed or four circles with which children match their picture when in the play area) As students get older, rules can be printed, but should be discussed and reviewed to ensure understanding.

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