• Replies 7 replies
  • Subscribers 67 subscribers
  • Views 8384 views
  • Users 0 members are here
Options
Related
Hints and tips
  • To quote someone's message, first select/highlight the relevant text, and then use the Quote button that appears
  • To "mention" someone, type @ followed by the start of the forum name, and choose from the list; that person will get a notification of being mentioned

Supporting a child with ASD in Reception

Islandofcalm

Hi,

I am new to this forum and apologize for starting a new thread, can't find one that quite fits.

I am a 1:1 for a 4 year old who started school in September of this year. The child has a diagnosis of ASD and has a delay in speech. 

There were some issues at the beginning with the original 1:1 not being available for the first half of the term and i have been there from half term. I have worked to build trust with the child and we are forming a good bond. I have had a lot of experience with children with differing abilities and this is my first time as a 1:1.

The challenges that we  are facing are:

Not sitting for carpet time. I know this sounds trivial but with all the other children sitting it can be difficult for the other children to understand that this child can continue to play while they sit on the carpet. The child has their own spot and we are using the now and next board but so far this has not been working, but we persist. We have gone back to objects of reference.  Any advise would be greatly appreciated. So far i have tried books, sometimes this works, fiddle toys, not interested and holding a small toy, again not interested. I do not want the child to sit for the whole of carpet only a few minutes.

Assembly. Initially the child did sit but now only walks up and comes back straight away. Do not have a problem with this as the child does walk up, so this is something i can work on at a later date.

Washing hands. When it is time for lunch the child will only wash hands when their lunch box is shown to them and then only a quick one hand under running water and dry. I have tried turning it into a game, talking to other children about washing hands with the child their and racing. None are working at the moment.

There are others but the above are the main ones at the moment.

The child is lovely and happy, they do have meltdowns and knows to take themselves to their safe area to calm down. We have had episodes of lashing out but these have become much more minimal. The child is mainly non verbal and i have been looking at PDA, the child is showing some signs of this so am beginning to use some of the strategies, so far unsuccessful as i am still learning myself.

The child enjoys the adult lead activities at their table and will stay for a while engaging.

I really hate to point out the difficulties as the child had made so much progress since i have been their, this is what i am concentrating on. The teachers are supportive but sometimes i feel that i should be doing more to support the routine of the classroom and the school day. Sometimes i think they expect to much and i find i am having to defend the child.

Sorry for referring to the child as 'the child' but obviously safeguarding them and sorry for the essay! 

Parents

  • You are obviously very caring towards this child, alot of reception children struggle with carpet time the school I work in has several children with asd at various degrees of severity have the parents consented to disclosure? As where I am one child had alot of issues that you describe and from day one it was explained to the children (not in detail just to give awareness) this gave them the opportunity to think everyone is different which is not bad and has really led to understanding from the other children . One of the children I work with still has issues with carpet time in year 2 others settled down by year one

     As with the hand washing does he/ she have issues with the soap? Or not like the feeling of wet hands my daughter can't stand her hair washed but has the opposite problem with her hands she spends far to long playing with soap (likes the feeling)  

    Just keep supporting this child it is good that they have learnt to move away when they are going to have a meltdown they are starting to learn their triggers take note of what they are they may seem trivial and inconsequential to us but to the child it might as well be the end of the world 

  • in reply to NAS39248

    Hi,

    Thank you for replying, no i have not got consent, will do that today. Did not think i needed it as have been very careful not to identify the child in any way shape or form.

    Hand washing, does not like messy play or sleeves being wet. Am working on making sure that the water is warm so as to minimize any issues that the child has, because you are right what is trivial to us is huge to them. Will talk to parents and find out.

  • in reply to Islandofcalm

    No I meant to discuss the child in question with class mates you were very careful here! So should be no issues. 

    I just know some parents don't want the condition disclosed to other children as they fear child would be singled out, but even a general class discussion about people's differences can be enough just to give the other children a bit of understanding to stop them from using the 'but they do it" line! As for assembly I would leave that for a while the visual timers and reward systems that have been suggested are a great idea

  • in reply to NAS39248

    No, thank you it has been helpful, i will keep you updated and share any things that work. It is all trial and error!

Reply Children
No Data