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What are some tools to support early learning skills?
What are some tools to support early learning skills?
For kids with complex needs, early learning skills are like building blocks for their future. These skills cover things like paying attention, communicating, playing, and understanding the world around them. Every child learns at their own pace, and that's okay. The key is to find what works best for each child and make learning fun. The right tools, can help children learn important skills like matching, sorting, counting, and recognizing letters. They can also support language development and social skills.
Teaching Joint Attention Skills to Complex Needs Children.pdfJoint Attention Handout
Teaching Learning Readiness Skills to Complex Needs Children.pdfLearning Readiness Skills for Children with Complex Needs
For more information and resources, please see:
What tools can be used to support communication?
What tools can be used to support communication?
Communication is vital for all children, especially those with complex needs like autism and intellectual disabilities. Many of these children struggle to express themselves or understand others using typical speech. But there are many ways to communicate beyond talking. Communication tools can help bridge this gap, giving children a way to share their thoughts, needs, and feelings. These tools range from simple picture cards to high-tech devices. Finding the right method for each child can open up their world, reducing frustration and improving relationships. With the right support, children with complex needs can find their voice and connect with the world around them.
_Something is Wrong__ Activity.pdfSomething is Wrong Activity
_I FEEL_ activity.pdf"I feel" Activity
Interactive Token Board TemplateSample Token Board
Using Pictures to Help Children's Communication.pdfPictures to Help with Communication
Visual Cue.mp4Visual Cue Video Model
Visual Schedule.mp4Visual Schedule Video Model
First-Then Board.mp4First-Then Video Model
Choice Board.mp4Choice Board Video Model
More information and resources in this area can be found on the websites of other TDSB departments, including Speech-Language Pathology and Assistive Technology.
References:
References:
Garbacz SA, McIntyre LL, Santiago RT. Family involvement and parent-teacher relationships for students with autism spectrum disorders. Sch Psychol Q. 2016 Dec;31(4):478-490.
Lynch, S. L., and Irvine, A. N. (2009). Inclusive education and best practice for children with autism spectrum disorder: an integrated approach. Int. J. Incl. Educ. 13, 1–15.
Macdonald, L., Trembath, D., Ashburner, J., Costley, D. and Keen, D. (2018), The use of visual schedules and work systems to increase the on-task behaviour of students on the autism spectrum in mainstream classrooms. J Res Spec Educ Needs, 18: 254-266.
Meadan, Hedda & Ostrosky, Michaelene & Triplett, Brooke & Michna, Amanda & Fettig, Angel. (2011). Using Visual Supports With Young Children With Autism Spectrum Disorder. Teaching Exceptional Children. 43. 10.1177/004005991104300603.
Nyström, P., Thorup, E., Bölte, S., & Falck-Ytter, T. (2019). Joint attention in infancy and the emergence of autism. Biological Psychiatry, 86,631-638.
Poon, K. K., Watson, L. R., Baranek, G. T. & Poe, M. D. (2012). To What Extent Do Joint Attention, Imitation, and Object Play Behaviors in Infancy Predict Later Communication and Intellectual Functioning in ASD? Journal of Autism and Developmental Disorders, 42, 1064–1074.
Robledo J, Donnellan AM. Supportive Relationships in Autism Spectrum Disorder: Perspectives of Individuals with ASD and Supporters. Behav Sci (Basel). 2016 Nov 3;6(4):23.
Rutherford M, Baxter J, Johnston L, Tyagi V, Maciver D. Piloting a Home Visual Support Intervention with Families of Autistic Children and Children with Related Needs Aged 0-12. Int J Environ Res Public Health. 2023 Mar 1;20(5):4401.
Thomas N, Karuppali S. The Efficacy of Visual Activity Schedule Intervention in Reducing Problem Behaviors in Children With Attention-Deficit/Hyperactivity Disorder Between the Age of 5 and 12 Years: A Systematic Review. Soa Chongsonyon Chongsin Uihak. 2022 Jan 1;33(1):2-15. doi: 10.5765/jkacap.210021. PMID: 35035237; PMCID: PMC8733412.
Toth, K., Munson, J., Meltzoff, A. N. & Dawson, G. (2006). Early Predictors of Communication Development in Young Children with Autism Spectrum Disorder: Joint Attention, Imitation, and Toy Play. Journal of Autism and Developmental Disorders, 36, 993–1005.
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