Wednesday, January 1, 2020

January 2020 Task of the Month

Happy New Year!!!!

We hope everyone had a wonderful holiday season! We are excited to be starting our 17th year here at Tasks Galore Publishing. We change and grow over the years, but our dedication remains the same. To help those with autism, their families and caregivers. Our information is classic and remains strong over all these years. What we have researched and used in our practices over 40 years works. That is what makes Tasks Galore so magical and of course you our dedicated audience. We thank you!

It is so important for students with ASD and other special needs to learn through multimodal tasks that engage the senses and aid retention. To make these tasks so that we individualize for the range of students’ abilities, however, is time-consuming. To make the job easier, we try to think of ways to use the same materials for a variety of objectives.

These large Tinker Toys affixed to a lid have pencils placed in them. The black strip has Velcro for attaching the various cards. A container holds erasers; these are ice cream scoops. The classroom teacher can use these same activity pieces to have her students match colors, copy a top-to-bottom sequence of colors, place the correct amount on the pencil, or follow written directions with picture cues to locate the correct colored erasers in the specified positional order by understanding the words, top, bottom, and middle. To make these different tasks requires us to make different directional cards only; the set-up and other materials remain the same.

Match Colors

Copy Sequences


Place in Correct Position

Sunday, December 1, 2019

December 2019 Task of the Month

For many families during the Christmas season, routines change. Increased chores and fun activities increase, and excitement builds with the extra shopping, wrapping, decorating, cookie-making, holiday card exchanges, etc. For folks with autism spectrum disorders and other special needs, these changes in routine can be overwhelming.

Finding ways to allow children to be part of the preparations can help them understand better what is happening and what may come next. Helping with holiday cards is one example illustrated in this activity. Children add address labels. The simple cut-out template enables them to do the task independently. First, they choose an envelope from the tray on their left, place the envelope into the template making sure the flap is turned to the back, peel a label from the sheet to their right, and place the label into the opening in the template. Then they place the labeled card into a finish box. If doing the entire task, there would be templates for the recipients’ addresses, the return address and the stamps.

Next children can take these to the mailbox or post office for mailing and then watch for cards to come in the mail. Helping children understand the connections between the envelope chore, mailing to friends and relatives, and receiving cards from them makes the activity even more meaningful.

***FYI alert!*** For the first time in 16 years we will be taking a break for the holidays. We will be closing for the month of December and will reopen January 6th. Please check these dates regarding any orders you may wish to make.

May ALL your tasks be MERRY!

Monday, November 4, 2019

November 2019 Task of the Month

Photo courtesy of Laura from the blog My Montessori Journey.

Turkeys are one of the items associated with the November Thanksgiving holiday in the US. In this cute activity shared by Laura, on her blog  My Montessori Journey, students choose one of the “feathers” made of felt material from the bin. Using a pincer grasp they position the opening onto one of the buttons on the turkey and button it. If students have an objective of matching colors, the buttons could be colored to match the color of the felt feathers. The buttons and the opening on the feathers can gradually be made smaller as students become more adept with the skill. This is a great way to practice buttoning skills needed in real life for dressing independently within a fun, manipulative task. Of course, securing the turkey and the cup of feathers onto a container top add structure to the activity. When activities are self-contained, they aid those students who have struggles with organization. When the feathers are all out of the cup and the buttons are all covered the students will know the activity is finished.

All of us at Tasks Galore Publishing  hope you have a wonderful Thanksgiving! So many of you have become a part of our family of folks who care.

***FYI alert!*** For the first time in 16 years we will be taking a break for the holidays. We will be closing for the month of December and will reopen January 6th. Please check these dates with any orders you may wish to make. We will post our December Blog with a reminder.

Tuesday, October 8, 2019

October 2019 Task of the Month

This is a useful beginning task for students who are learning about simple sequences. When initially seeing this toy, many of our students do not understand that they are to place the rings in a sequential manner based on size. They often lose interest before testing out how to make all the rings fit.

By incorporating sequencing into the visual instructions for this ring stack, students understand more clearly what to do. They work from left to right while matching rings to the same color on the toy. Many beginning learners may not realize they need to retrieve only one item at a time to succeed. To help students comprehend this concept, we segment the rings into individual slots.

After students become familiar with this toy during direct teaching and learn to stack the rings from large to small when given these visual instructions, we assess which cues to fade, into which different classroom setting to place this toy so the student can play with it independently, and which other toys or activities also address the same skills (using only one at a time, color matching, left-to-right progression, size sequencing, sustaining interest until finished). It is essential that we figure out how students can generalize new skills to other activities and settings.

To learn more about how to teach appropriate play with toys and peers please check out our Tasks Galore Let’s Play book.

Thursday, August 8, 2019

August 2019 Task of the Month

Learning Life Skills is SO Important!

This task focuses on using functional daily living skills to enhance understanding and retention. Students gather a bag of groceries from an assigned area and take it to a kitchen setting. They then sort the objects onto two shelves, one labeled cans and one labeled boxes. The student knows to continue until all groceries are put away and the bag is empty.

This is a good activity for students with goals regarding the gathering of materials; moving between areas; following a sequence to complete an activity independently and sorting from a field of two.

Once mastered in a structured setting a student may move on to the next step of helping unpack and put away groceries after a trip to the community store. Remember it is very important to generalize skills across settings whenever possible. For example, students begin by learning these skills in a classroom setting then generalizing to home and then to similar tasks in a work situation.

If you have further interest in structured daily living skills for your students, please be sure to check out our book Tasks Galore for the Real World .

Wednesday, July 3, 2019

July 2019 Task of the Month

Strategies for attempting new skills

This task breaks down cutting into its initial steps: how to hold scissors, position them on a black line, and snip.
Children must hold the paper with one hand while snipping on the line with the other.
These tasks provide ideas about how to structure cutting activities for students who are beginning to use scissors. The first breaks down cutting into its initial steps: how to hold scissors, position them on a black line, and snip. Strips of paper with short black lines are firmly attached to a bin. While they are cutting, students use their other hand to stabilize the container.

The second task uses similar strips of paper with black lines but children must hold the paper with one hand while snipping on the line with the other. When finished cutting, they place the pieces of paper into the “all done” pocket.

Each of these tasks has materials already organized so that the students can focus on the skill of cutting, instead of, first having to figure out how to set-up the task. Additionally, each task incorporates clear indicators of when the task is finished to the students. In the first, when cut, each strip falls toward the bin; in the second, strips disappear into the “all done” pocket. Students usually sustain attention better if they know when they will be finished.

There are many ways to teaching beginning snipping/cutting skills. However, helping the students to learn this new skill while also understanding when they will be finished aids in misunderstandings or confusion often associated with new tasks. Many times, when there is an ending to a new skill the student is much more willing to try new things.

Please be sure to visit for this and many other task ideas and the accompanying strategies.

Thursday, June 6, 2019

June 2019 Task of the Month

Routines are Important

Our students benefit when they know what the routine will be. When we expect their attention and focus, we provide to-do lists that answer.

· What work?
· How much work?
· When will I be finished?
· What is next?

We forget sometimes that students need such a list even when working 1:1 with their teacher. This to-do list for teacher time has written directions with a check-off format. The numerals match work folders and the store activities include work on skills using real money to purchase items. The checkmark or X that students place in each box when they complete an activity lets them know that activity is finished. Choice, the last entry, lets students know what is next: choosing among options of high interest to them.

Not only are students’ attention, concentration, and retention improved through use of such a to-do list; they also feel less anxious when they know what will happen and when they will be finished working. When the student is less anxious, we see fewer behaviors and these reduced behaviors also are a result of the student seeing what he will get to do next. For example, they may see that their favorite activity will soon be coming.

For this and other wonderful ideas about structure and routines, and how/why we use these structures please visit!