Assessment And Its Process Flashcards
can be standardized and unstandardized
not only for acads but also for behavioral development
assessment
Assessment Developed by a wide array of groups and individuals the ff.
teacher,
district administrators,
uni
private company
state department of education
What is the cycle of assessment
plan
assess
analyze
improve/reflect
Not random but planned
This involves setting measurable goals that align with institutional, program, and course-level objectives. Effective planning requires an understanding of what students should learn and how these outcomes can be integrated into the curriculum. The focus here is on developing programs and courses that provide opportunities for students to achieve these identified outcomes.
Plan
return the paper to analyze the paper/the result of the paper
it is crucial to analyze the data collected during the assessment phase. This analysis helps educators determine the extent to which students are achieving their learning outcomes. It involves looking at both individual performance and aggregate data across courses or programs to identify trends, strengths, and areas needing improvement.
Analyze
This phase involves implementing various assessment methods to gather data on whether students are meeting the established learning outcomes. Assessment can take many forms, including projects, exams, presentations, and other direct measures of student performance. The goal is to collect evidence that reflects how well students are grasping the material.
Assess
Change the question/Adjust the paper
Educators must consider what changes can be made to enhance teaching strategies and improve student learning outcomes. This may involve revising curricula, modifying instructional techniques, or adjusting assessment measures themselves based on insights gained from previous cycles.
Improve/Reflect
Immediate support, early strategy
Strategy used to teach a new skill
intervention
Assessment is the —- part of instruction
integral
address the problem as early as possible
Once the need is identified, effective interventions can then be used to overcome any barriers in the child’s learning
Intervention
Learning mentor
Quality feedback
personalized target setting, targeted homework,
one to one coaching,
in class support, communication with parents, booster sessions,
focusing on exam techniques, reward system,
positive reinforcement
focus on the scientific language,
literacy and mathematics focus
14 intervention strategies
Learning mentor
Quality feedback
personalized target setting, targeted homework,
one to one coaching,
in class support, communication with parents, booster sessions,
focusing on exam techniques, reward system,
positive reinforcement
focus on the scientific language,
literacy and mathematics focus
14 intervention strategies
Effective feedback should be specific, constructive, and timely, allowing students to understand their strengths and areas for improvement.
Quality feedback
trained individual who provides support to students, helping them to overcome barriers to learning. They work closely with students to identify their needs and develop personalized strategies that can enhance their academic performance
Learning Mentor
assignments are designed to reinforce concepts taught in class while addressing specific areas where a student may struggle
Targetted Homework
personalized instruction tailored specifically for an individual student’s needs
One to one coaching
creating individualized goals for each student based on their unique abilities and needs
Personalized target setting
refers to additional assistance provided during regular classroom activities
in class support
Effective communication with parents is crucial in supporting student success. Regular updates about a child’s progress, challenges faced in school, and strategies being implemented at home can create a collaborative approach that enhances the educational experience.
Communication with parents
supplementary classes or tutoring sessions aimed at reinforcing knowledge before exams or assessments. These sessions typically focus on key content areas where students need additional support or practice.
Booster session
helps students understand how to approach different types of questions effectively. This includes time management strategies during exams, understanding marking schemes, and practicing past papers under timed conditions.
Focusing on Exam Techniques
motivate students by recognizing their achievements and efforts in learning tasks. Rewards can be tangible (like prizes) or intangible (like praise), but they should always align with educational goals.
reward system
acknowledging desirable behaviors or accomplishments through praise or rewards which encourages continued positive behavior in the futur
positive reinforcement
Examine someone’s knowledge of something to determine what that person knows or has learned
Testing
Refers to the extent to which a test measures what is It supposed to measure
Validity
Testing should meet basic Mauirements such as
Validity & reliability
Keywords
Product
skills
knowledge
Testing
4 Types of test
Placement Test
Diagnostic test
Proficiency test
Achievement Test
Refers to a tool technique or method that is intended to measure students knowledge or true abilities to complete a particular task
testing
Refers to the consistency of test scores when administered on different occasions
reliability
Intends to measure the skills and knowledge learned after some kind of instruction
achievement test
Aims to help teachers and learners identify strengths and weakness
Diagnostic test
Aims to measure a learner’s level of language
Proficiency test
Design to help educators place a student into a particular level or section of a language curriculum or school
Placement test
Used to assign grades
evaluate students learning
Assessment
keywords
Process
various methods
Assessment
3 types of assessment
formative Assessment
summative Assessment
Alternative Assessment
Assessment of learning assessment as learning
Summative assessment
Alternative to traditional
what can they do with this knowledge
Alternative assessment
Five factors that influence assessment
Physical factor
mental or behavior factor
home factors
School factor
rater, teacher, clinician factor
Systematic process of documenting and using empirical data on the knowledge skills attitudes and beliefs by taking the assessment teachers try to improve students learning
Assessment
What are the factor of physical factor
Age level
development level
physical disabilities
general health condition
The process of collecting information about students from diverse sources so that education course conform an idea of what they can do with their knowledge
Assessment
What are the similarities of testing and assessment
Used for feedbacking measure skills and knowledge improvement purposes collection of data
Process oriented
assessment for learning ongoing process to monitor learning
aim to provide feedback to improve
Formative assessment
The process of gathering information about objects and events using senses of sight smell sound touch and taste
An act of recognizing and toting a fact or occurrences often
Observation
What are the roles of observation
Observation helps teachers be more accountable
What’s the other role of observation
It is used to plan and implement curriculum
How to become a skilled observer
4
Present
Knowledgeable
Inquisitive
Intentional
Think of yourself as a researcher your primary mission is to investigate the children in your care by routinely gathering your evidence using a variety of observation methods and tools
Approach observation like a researcher
Be inquisitive
Understand the core concept of early childhood education extremely important if you are set reasonable expectation and plan developmentally appropriate learning experiences
Be knowledgeable
As you organize learning experience set up the classroom and outside environment assess students developmental progress engages in activities and interact with your children and family you must have a total plan of action in place
Have a specific goal
Be intentional
To capture all the individual mannerism subtle social new announces nonverbal body language and dynamic conversation that occurs throughout the day you must be attentive focus and ready to go at any given moment
Be present
What are the two types of observation
Spontaneous observation
Plant observation
They occur all the time whether teachers are actively engaged with their children during an activity or in the background training up after an activity teacher have numerous opportunity to see and hear some wonderful development as the randomly occur
Intentional teachers appreciate when teachable moments arizon expectedly
Spontaneous observation
Incorporated official observation time
Allow teachers together more specific evidences
Time is limited and you cannot possibly observe everything
Plant observation
When should teachers observe
Observe at various times throughout the day
Where should the teacher observe
Around structured or teacher directed activities
What observation should the teacher use
Go to method
Who should the teacher observe
Observe a child as individuals
What is the focus of the teacher observation
Have a specific goal in mind so you know what to expect
What are the characteristics of observation
Observation is a systematic process
Specific
Objective
Quantitative
An affair of eyes
Definite aim
The record of observation is made immediately
Verifiable
Observation should be objective and free from biases as far as possible
You have to be neutral not subjective
Observation is objective
Although many important phenomena cannot be quantified it becomes almost an imperatives to use some means for quantify observation in order to increase their position and to facilitate their analysis
Observation is quantitative
Observation must have some definite aim and objectives it should be clearly defined before the beginning of the actual observation process
Target what you supposed to darket having clear and specific goals
Definite aim
Drink observation period it is very difficult in the part of the observer to remember each and every element of observation he may forgot much important information if we rely on memory the factor for getting will enter and affect the data of observation
Therefore the observer should record all important information as soon as the observation is completed
The record of observation is made immediately
Observation result can be checked and verified observation must be verified with usual criteria of reliability validity and usability
It’s the comparing the result of different observers
Observation is verifiable
Young remarks that observation is a systematic and deliberate study through eye
An observer gathers the data which is seen in his own eyes collecting through ice is probably the most stressfully technique of data collection
Observation is an affair of eyes
It is not just looking around for general aspect of children’s behavior rather it is directed all the specific aspects of total situation which are assumed to be significant from the standpoint of the purpose of the study
Observation specific
Observation is not unplanned the length of observation periods the interval between them the number of observations the area or situation of observation and virus techniques used for observation are carefully planned
Observation in systematic method
What are the factors that affect observation
Physical disturbances
Psychological disturbances
External environment
Observer’s personality
Biases
Settings or situations
Refers to this problem as working out you from what you view our individual experience attitudes needs desires and fears tend to act as filters
Observer’s personality
We all have vices and these could not be completely eliminated to observer must be conscious of them and should try to control them in order not to lose the objectivity of the data the observer should try not to be influenced by what he likes dislikes or what he accepts or does not
Biases
Noise extreme temperature for lightning crowded classroom and other
Many of these variables are beyond the personal control of the observer but the ability to recognize their effects may be invaluable
External environment
The setting which could influence observation includes such things as the size and arrangements of the physical space the equipment and materials available to the children and the observer
Settings or situations
Personal problems anxieties in fears or trying to do too much at once may also affect observers
Psychological disturbances
Fatigue is an obviously limiting conditions or illness and physical discomfort this condition can distract observers and take one’s attention away from the task
Physical disturbances
What are the errors in observation
Errors of omission
Errors of commission
Errors of transmission
The fault lies in recording the behavior observed in improper sequence
This can be a serious mistake for it is frequently the order of events that gives them meaning
Errors of transmissions
This occurs when the observer includes more information than is actually present in the situation
Errors and commission
This error occurs when information that is important or helpful to understand a child’s behavior is left out
Errors of omission
What are the aspects in observation process
Objective description
Interpretation
Evaluation
This refers to placing a value on or judging the worth of something it is during evaluation that observer applies her values and attitudes to the child’s behavior characters and personality
Evaluation
This is beyond the objective description trying to explain or give some meaning to an observe behavior
Explain what you observe
Interpretation
Is referred to as reporting which consists of reporting world of services as precisely as completely ask possible
Complete details
Objective description
Written like a story with description of events or incidents
Anecdotal records
Identify a child response triggers and interaction
It is also used to determine how often a specified event or behavior occurs
Event sampling
It is a structured observation technique where behaviors are recorded at specific time intervals instead of continuously
Time sampling
It is an inventory of behaviors or skills that observe remorse or checks if the people is seen the demonstrate them it is sometimes called tick list or tick chart
Checklist
It is a collection of works created by an individual which demonstrate his talent and accomplishment in a particular area it has two types showcase and developmental
Portfolio
Showcasing all your achievement
Showcase portfolio
Your showcasing all your result
Developmental portfolio
It is used to record observation of individual a group or a whole class it is also teachers to indicate the degree or frequency of the behavior skills and strategies played by the learner
The most common types or numerical descriptive graphical and comparative
Rating scale
It is used to record details of spoken language tone of voice and other sounds
Audio recording
It is used to record details of what is seen and heard of the child’s behavior and development
Video recording
Problems with tension skills like sustained attention selective attention and divided attention
Cognitive characteristics of learning disability
A neurological condition which affects the brain’s ability to send receive and process information
Learning disability
Motor skills deficit both fine and gross
Problems with hand eye coordination
Memory problems
Sensory issues
Physical characteristics of learning disability
Strong emotion
Feeling little control over emotions
Always feeling at lisa stop behind classmate
Feeling of frustration and anger because they believe them never keep up
For social skills
General characteristics of learning disability
What are the factors affecting brain development of children with learning disability
Heredity
Illness during and after birth
Stress during infancy
Environment
Comorbidity
It is observed with a child’s parents have had a learning disabilities likely to develop the same disorder
Heredity
During the learning disabilities are at a higher than average risk for attention problems or disruptive behavior disorders
Up to 25% of children with reading disorder also have adhd conversely it is estimated that between 15 and 30% of children diagnosed with adhd have learning disorder
Comorbidity
Increase exposure to toxins such as lead in paint ceramics toys and etc
Environment
An illness or injury during or after birth may cause learning disabilities other possible factors could be drug or alcohol consumption during pregnancy physical trauma growth in the uterus low birth weight and premature or prolonged labor
Illness during and after birth
A stressful incident after british us high fever heat injury or poor nutrition
Stress during infancy
What are the types of learning disability
Dyslexia
Dysgraphia
Dyscalculia
Dyspraxia
It is a neurological disorder of written expression that impairs writing ability and final motor skills
It is called writing disability
Dysgraphia
It is common disorder that affects movement and coordination
It is also known as dcd
Dyspraxia
What’s the name of dcd
Developmental Co-ordination Disorder
It is in the left hemisphere
Learning disability that affects a person ability to understand number based information of math
It is the struggle with numbers and math
Dyscalculia
It is in the right hemisphere a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and
It is called a reading disability
Dyslexia
For some students read slowly or with difficulty i read along techniques may be used with tape text and materials to allow learning
Read along techniques with tape text
For students with memory problems are difficulty taking notes of fellow student my share notes the student might tape the lesson or the teacher might provide a copy of the lesson outline
Note sharing or tape lesson
For students read below expected levels educational videos and films or talking books can provide the general information that cannot be acquired through printed page
Provide educational videos
For students with shorter memory problems a table fast or calculator could be provided
Math table or calculators
For students was run riding is low legibly or include many reverse letters a casset recorder or computer with word processing software to be used for written work or test
Casset recorder or word processors
For students who have difficulty with spelling a mass power dictionary of computerized bell tracker can help make written materials readable
Misspellera dictionary
For student will have difficulty reading cursive small or crowded print type handouts large print or double space materials can help
Large print or double space
The development and listening skills poetry rhyme songs audio tape materials and demonics may improve performance
Mnemonics
To teach spelling the teacher might use a multisensory approach that combine saying spelling allowed and writing words
Learn using different senses
Ways to improve vocabulary and comprehension can include the development of vocabulary word and the use of word webs and visual organizers to relate words and ideas heard or read on paper
Vocabulary developmental tools
For students who have difficulty organizing time materials and information a variety of approaches can be used including acquired and cluttered homework space alarm watch purchase tax that can be marked with a highlighter a homework with assignments diary coordination between home and school study skills and structure or personal developed and date book or schedule
Assist time management skills
For students who copy in a currently but need written practice for solo defy learning changes that may help improve living space directly under each word phrase or sentence or having handouts on the test for those who can’t copy from the blackboard or take dictation accurately
Adjustment for copying
For students who seem to process auditor information slowly be patient allows a patient wait time for the answers or provide a question in written form
Allow time for students to process spoken information
Oral and written language should be taught together as much as possible illustration in the book being read should be used to generate conversation vocabulary and concepts that will relate to what it is to be read
Integrate oral and written language skills
Students who find reading slow and difficult may benefit from supplementing the subject matter being with with video tapes dvds caption tv programs or computer software
Multimedia supplements
It is sometimes called classic autism
What most people think of when hearing the word autism people without the sick disorder usually have delayed language to lace social communication challenges may in the usual behaviors and interest many people with the test is also have intellectual disability
Autistic disorder
People who meets some of the criteria for artistic disorder or asperger’s syndrome but not all may be diagnosed with a typical autism these people usually have fewer and bio symptoms than those with autistic disorder the symptoms may cause only social and communication challenges
Pervasive developmental disorder not otherwise specified
PDD-NOS
People with asperger syndrome usually have milder symptoms of authentic disorder
You might have social challenges and you show behaviors and interests however they typically do not have problems with language or intellectual disability
Asperger syndrome
Developmental disability caused by differences in the brain
Problems with social communication and interaction
Restricted or repetitive behaviors or interest
Different ways of learning moving or paying attention
Neurodevelopmental disorder
Autism spectrum disorder
It is a disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity.
ADHD
is one of the most common neurodevelopmental disorders of childhood.
* It is usually first diagnosed in childhood and often lasts into adulthood.
ADHD
ADHD is not considered a learning disability but research indicates that from 30-50 percent of children with ADHD also have a
specific learning disability
what is the meaning of ADHD
attention deficit hyperactivity disorder
ADHD falls under the category
Other Health Impaired
What are the Red Flags of Learners with ADHD?**
Impulsive
Interrupting
Trouble Taking Turns
Emotional Turmoil
Inability to Sit Still
Problems Playing Quietly
Problems Finishing Tasks
Trouble Focusing
Dislike of Tasks That Require Sustained Mental Effort
High Prevalence of “Careless Mistakes
Daydreaming
Problems Staying Organized
Forgetfulness
Inattentiveness and/or Hyperactivity across Various Settings
Types of ADHD
Hyperactive-Impulsive Type
Inattentive-Distractible Type
Combined Type
- This type of ADHD is characterized predominately by inattention and distractibility without hyperactivity.
- It is sometimes called as Attention Deficit Disorder (ADD).
Inattentive-Distractible Type
- This is the most common type of ADHD.
- It is characterized by impulsive and hyperactive behaviors as well as inattention and distractibility.
- It is when a person persistently presents with symptoms of both inattention and hyperactivity-impulsivity. A person’s behavior may indicate this subtype if they meet sufficient criteria for both the inattentive and hyperactive-impulsive subtypes
Combined Type
A child with hyperactive-impulsive ADHD can display restlessness in the form of running, jumping, or climbing in inappropriate situations. These children consistently struggle to resist the urge to release their energy, even against their own better judgment.
Hyperactive-Impulsive Type
Children with ADHD tend to be self-focused, so they may not recognize others’ needs, desires, or social cues. This does not mean these children are inherently selfish or rude. Rather, from a neurological standpoint, they may be centered on a signal focal point or idea. To others, this can appear to be impulsiveness or trouble with interrupting and taking turns.
impulsive
Children with ADHD may struggle with waiting their turn in the classroom or on the playground. They tend to be self-focused on what they believe to be important and have trouble with external rules and cues.
Trouble Taking Turns
Children on the hyperactive end of the spectrum may struggle with “fidgeting.” Because their minds are in constant motion, they may have a harder time sitting still
inability to sit still
A characteristic of this disorder is that a child has trouble processing and expressing their emotions. This can lead to outbursts as these children attempt to express how they feel.
Emotional Turmoil
Because children with ADHD are self-focused, they may have trouble looking outside of themselves and following the typical structure of games or conversations. As a result, they may interrupt or “speak out of turn” to express themselves (even if the other person has not finished talking). It is not because these children are intentionally rude – it has more to do with them feeling that what they have to say is important.
Interrupting
Similarly, children with ADHD may have a hard time interpreting “quiet time” or settings for quiet play. Internally, their minds are in constant motion or “on the go,” so they may try to express themselves with noise.
Problems Playing Quietly
Children on the inattentive end of the spectrum may have problems finishing tasks. These children are often genuinely interested in a lot of things, but inattentiveness makes it difficult to follow through with all instructions or fully complete tasks. This can become a problem in areas like studying, completing homework assignments, or finishing chores.
Problems Finishing Tasks
ADHD can cause trouble focusing on the issue at hand. This can even occur if the person is speaking to them directly. For example, a child might make an effort to focus but have a hard time repeating instructions or remembering the second and third steps.
Trouble Focusing
Children with ADHD may demonstrate a high number of “careless mistakes” in areas like schoolwork or housework. Rather than laziness or low intelligence, it can instead be a sign of inattentiveness.
High Prevalence of “Careless Mistakes
These children may avoid or dislike activities that require strenuous mental effort (such as ongoing classwork or homework). It does not mean they are lazy. Rather, because they have a hard time focusing, these activities require a sustainable effort to successfully complete.
Dislike of Tasks That Require Sustained Mental Effort
Problems with organizations are one of the telltale signs of children struggling with ADHD. These children can have a hard time keeping track of required tasks and activities. This can pose a problem with successful performance in school or with self-help/adaptive requirements.
Problems Staying Organized
Those on the inattentive or combined part of the spectrum can suffer from chronic daydreaming. These children may get lost in a daydream or staring off into space – even as other children are actively playing or doing schoolwork around them.
Daydreaming
Another red flag is that children with ADHD can show the same traits across various settings. They do not “act out” in school simply because they do not like it. Rather, they tend to display the same traits in school, at home, during sports practice, and so on
Inattentiveness and/or Hyperactivity across Various Settings
Because of inattentiveness, children with ADHD can be forgetful. They can forget not only schoolwork and chores, but also where they placed items like books and favorite toys.
Forgetfulness
- Use flexible seating, like wiggle chairs, standing desks, footrests, seat cushions, or resistance bands on chair legs.
- Increase the space between desks or work tables.
- Designate a quiet work space in the classroom.
- Set up preferential seating close to the teacher and/or away from high-traffic areas.
- Post a written schedule for daily routines and rules. When possible, let the student know ahead of time about schedule changes.
Setting up the classroom environment
Give directions out loud and in writing, and have the student repeat them.
- Provide a lesson outline that details instructions and assignments.
- Keep instructions simple, clear, and concrete.
- Use pictures and graphs to help create visual interest.
- Provide a rubric that describes the elements of a successfully completed assignment.
- Help the student break long assignments into smaller chunks
Giving instructions
- Use an assignment notebook or an electronic calendar.
- Provide an extra set of books to keep at home.
- Provide folders and baskets of supplies to keep desk organized.
- Color-code materials for each subject.
- Provide typed notes or an outline of the lesson to help with taking notes.
- Teach note-taking strategies, like using graphic organizers and mind-mapping software.
- Have a buddy take notes for the student.
Building organization skills
- Use a behavior plan with a reward system.
- Use a nonverbal signal (like a sticky note on the desk or a hand on a shoulder) to get the student’s attention and indicate the need for things like taking a brain break.
- Talk through behavior problems one-on-one.
- Check in frequently to monitor the student’s “emotional temperature” or frustration level.
Managing behavior
Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.
- Provide different ways to respond to test questions, like saying the answers or circling them.
- Minimize the number of questions and problems per worksheet.
- Schedule frequent short quizzes, rather than one long test at the end of each unit.
- Give credit for work done instead of taking away points for late or partial assignments (with a plan for moving toward completing assignments).
- Grade for content, not for neatness.
- Give extra time and quieter space for work and tests.
Completing tests and assignments
is a developmental disability caused by differences in the brain.
- People with ___ often have problems with social communication and interaction, and restricted or repetitive behaviors or interests.
Autism Spectrum Disorder
People with ASD may also have different ways of
learning, moving, or paying attention.
It is a neurodevelopmental disorder associated with symptoms that include “persistent deficits in social communication and social interaction across multiple contexts” and “restricted, repetitive patterns of behavior, interests, or activities.”
ASD
What are the Characteristics of Children with ASD
Problems with social interaction
Unusual interest in objects
Need for sameness
Great variation in abilities
Under or over reaction to one or more of the five senses: sight, touch, taste, smell, or hearing
Repeated actions or body movements
Unusual emotional reactions and expressions
The Red Flags of ASD
Social communication
Social interaction
Repetitive behaviors and restricted interests
Unusual ways of moving their hands, fingers, or whole body.
- Develops rituals such as lining objects up or repeating things over and over.
- Very focused on or attached to unusual kinds of objects such as strips of cloth, wooden spoons, rocks, vents, or doorstops.
- Excessive interest in particular objects, actions, or activities that interferes with social interaction.
- Unusual sensory interests such as sniffing objects or looking out of the corner of their eye.
- Over- or under-reaction to certain sounds, textures, or other sensory input.
Repetitive behaviors and restricted interests
Does not look right at people or hard to get them to look at you.
- Does not share warm, joyful expressions.
- Does not respond when someone calls their name.
- Does not draw your attention to things or show you things they’re interested in.
- Does not share enjoyment or interests with others.
Social interaction
Limited use of gestures such as giving, showing, waving, clapping, pointing, or nodding their head
- Delayed speech or no social babbling/chatting
- Makes odd sounds or has an unusual tone of voice
- Difficulty using eye contact, gestures, and sounds or words all at the same time
- Little or no pretending or imitating of other people
- Stopped using words that they used to say
- Uses another person’s hand as a tool (e.g., putting parent’s hand on a jar for them to open the lid)
Social communication
What are the Types of ASD
Autistic Disorder
Asperger Syndrome
Pervasive Developmental Disorder – Not Otherwise Specified
People with this type of autism usually have milder symptoms of autistic disorder. They might have social challenges and unusual behaviors and interests. However, they typically do not have problems with language or intellectual disability.
Asperger Syndrome
This is sometimes called “classic” autism. It is what most people think of when hearing the word “autism”. People with autistic disorder usually have significant language delays, social and communication challenges, and unusual behaviors and interests. Many people with autistic disorder also have intellectual disability.
Autistic Disorder
What some Teacher’s Accommodation Resources for Children with ASD
Flexible communication accommodations
Sensory differences and sensitivities
The importance of movement
Consult an occupational therapist
To better understand the child’s specific sensory needs and the sensory supports that will be most helpful
Consult an occupational therapist
Some children with autism may also need the flexibility of movement or seating to be able to listen and learn most effectively.
- Wiggle seats or periodic exercise breaks to carry heavy books or simply use a fidget spinner can help children stay focused.
The importance of movement
- For children with ASD, verbal communication and eye contact may be difficult or even painful. Words often get translated into pictures, which means instructions might be missed.
- Some students might feel more comfortable communicating via sign language or AAC (Augmentative and Alternative Communication) devices, as opposed to spoken speech.
Flexible communication accommodations
- Some children with autism may be more sensory-seeking, while others may fit a more sensory-sensitive profile. Knowing your child’s specific sensory profile will provide insight into what kind of environment and sensory supports will help them thrive.
- Each child is different and how they process sensory information varies based on their environment, mood, and individual sensitivities.
Sensory differences and sensitivities
Children with ASD usually have difficulty with social interaction. Some parents have said that before their child’s diagnosis of ASD, they thought their child was just very shy.
Problems with social interaction
- Children with ASD often have a need for sameness. They may have difficulty with changes in routines, clothes, food, caregivers, and other parts of their environment
Need for sameness
- Children with ASD may have an unusual interest in objects. They may play with toys in different or unusual ways. For example, they may be able to tell you everything you need to know about car engines. Or they may be able to sit for hours spinning the wheels on a toy vehicle.
Unusual interest in objects
- Children with ASD may have great ability in one area and great difficulty in another. But not all children with ASD have the same abilities. For example:
- A child with ASD may have difficulty holding a pencil but have a strong memory for the words of songs or movies. On the other hand, they could be fabulous artists or have perfect pitch.
- A child may have difficulty knowing how to play a game with a peer but may have a very good understanding of how computers work.
- A child who does not speak may be able to build complex structures out of Lego.
Great variation in abilities
- Children with ASD may also have unusually strong reactions to one or more of their five senses. For example, some children with ASD may react to bright sunlight. Others are excessively bothered by tags on their clothing or by loud noises. Many children may be bothered by these things, but children with ASD often have a stronger reaction to them.
- Children with ASD often have difficulty with the color, smell, or texture of certain foods. This may limit what they will eat to only a few foods.
Under or over reaction to one or more of the five senses: sight, touch, taste, smell, or hearing
- Children with ASD may also do the same thing over and over again. For example, they may repeatedly flap their hands, jump, or walk on tiptoes. This is common. It is something that many parents talk about when they describe their children. Your child may be doing these things to help calm themself during stressful situations or to help occupy or entertain themself.
Repeated actions or body movements
- Children with ASD may also have unusually intense and prolonged emotional reactions. For example, they may get very angry when asked to stop playing and get ready for lunch. These emotions do not match the situation they find themselves in. These reactions may occur as a result of anxiety they feel when making changes in routine.
- Children with ASD may talk constantly about specific things that interest them and be unaware that other people might not have the same level of interest.
Unusual emotional reactions and expressions
