Many times, we create tasks that are fun for students but can be frustrating for them at the same time. When pieces keep sliding, moving, or falling off when the student retrieves the task or attempts to put it away the student will not be successful. A cookie sheet is a fabulous way to present these tasks with multiple pieces. Simply glue small magnets onto the pieces and voila! This task can be set up in a variety of ways for individual students. We always plan tasks that can be adapted for a variety of learning levels. For example, one student may need a reduced number of pieces available to them and some black dots on the tree. They would place the pieces using one to one correspondence. Another student may be able to have colored dots to match with a variety of the pieces, again completing one to one correspondence but with the added component of color matching. Another student may have a list of decorations to check off such as “put 4 red circles n the tree” and finally another student may be able to have this task open ended if they are beginning to learn that not all activities have a distinct ending. It is a great idea to have a variety of activities for students to explore when their work is finished. Unscheduled time is often the most difficult time for our students with Autism, so it is helpful to have “what’s next” activities available until their next work session.
Sunday, December 10, 2017
Friday, December 1, 2017
After many years of wonderful experiences and making memories we will be leaving our Raleigh, North Carolina offices for a new home in the neighboring city of Durham. Our staff and services will remain unchanged. As always, our goal will continue to be serving those who have autism, their families and caregivers.
Our new mailing address is:
Tasks Galore Publishing, Inc.
5806 Henner Place
Durham, North Carolina 27713
Our phone number 919-789-8275 and email firstname.lastname@example.org will remain the same.
Keeping with the modern and everchanging world of technology please note we will no longer be receiving orders via facsimile. We are saying goodbye to the old fax machine!
Our office will continue to accept all purchase orders, simply scan and send via email.
Questions?? Please visit our website www.tasksgalore.com, email email@example.com, or phone us at 919-789-8275.
Are you looking for the perfect holiday gift? Our products may be purchased by mail, through our website or on iTunes. We also have “scratch and dents” which have very minor imperfections available on Amazon. Be sure to check out the super prices coming up on Amazon! Our move is your gain!
Thank you for your continued patronage and dedication to Tasks Galore. We are thrilled to have reached so many readers over the years and to have made so many new friends. We hope to make many more in our new home!
Tuesday, November 28, 2017
Time for making that list and checking it twice and you have a loved one on your list who has Autism. You want to get them something that they will enjoy and use, but what direction do you even start to look for that special gift? Thankfully you are reading this blog today, because we have a few ideas to get you on the right path for your holiday shopping. These ideas will help you purchase a gift for that someone special who has Autism, an educator who teachers those with ASD, or parents and caregivers of those with Autism. (These ideas can of course be used for everyone)
Sensory toys are great for all ages and stages of development. The holidays can often be overwhelming to our friends with autism. Crowded spaces, unplanned events or company, changes in routine etc. A sensory toy or activity will help them to remain calm. Please be sure to purchase age and developmentally appropriate toys for your loved one. Teachers love these for their classroom and parents love them for around the house, in the car, medical visits etc., anytime there may be unpredictable circumstances. These items can be found at educational stores, big box stores, or ordered from Amazon.com. Simply google “sensory toys”, “fidget toys” or “therapy toys” for a myriad of ideas.
BOOKS and MOVIES
Of course we highly recommend TaskGalore books for those teachers/parents on your list!! Hahaha! We all know how helpful these books are for them in the classroom and at home. If we can assist you in your book choice, please contact us at firstname.lastname@example.org.
For the loved one in your life who has Autism, choose books that are appropriate to their reading level (ask the parents if you don’t know, they will be so happy to share this information) and especially geared to their special interest. I remember the year my own loved one was into plumbing books and was super thrilled to get a manual on how bathrooms were plumbed. She held onto that and read it for years!! Movies are often a big hit, ask mom and dad if your recipient has a favorite. Again these are all activities that will be helpful when the holidays get to be too much.
PUZZLES/LEGOS and GAMES
Puzzles are usually a hit with our especially talented visual learners with autism. Choose the puzzle that will excite as well as challenge the recipient. Your friend with autism may need to be excused from the holiday group for a while and working on a puzzle OR Lego activity will be comforting.
Games on the other hand can be a wonderful way to work on social skills! We had a blast not long ago with a game night where we played Pictionary, and Pie Face! We want to encourage all to play and to learn to be good winners and losers, take turns, and enjoy laughter with friends. However, remember that it is ok too if your friend with autism prefers to watch. They will still be a part of the activity.
For the little guys a trampoline or trike, ball pit or sit and spin will be lots of fun. An adolescent or adult may prefer an exercise bike, exercise video game, or even light weights. Exercise as we all know is also a great stress reliever.
GIFT CARDS FOR ACTIVITIES
Just like all of our children, our friends with autism will probably have a favorite place to visit. The aquarium or zoo, museum or gym, movie theater or park. Purchasing admission to one of these may be a fun idea. Just be prepared for the question WHEN? This gift may need to come with a calendar! Setting up a play date for these activities will only enhance social skills, so think outside the box!
Does your friend with autism get upset with surprises? Do they open a gift and frankly state “I don’t want this!!” Perhaps in these cases it would be good to give a gift card and the recipient will then be able to have the gift they choose.
THE GIFT OF TIME
Wherever possible give the gift of time. Maybe you could make a special visual recipe set and bake some cookies for the holidays with your loved one. Or take a stroll to see decorations in an outdoor mall along with an “I Spy” card to check off. Whatever that gift may be will take just a bit of prep work to make the activity predictable and understandable and create a very special memory for you both.
Don’t forget Mom and Dad may truly treasure the gift of time as well! Caring for a child with autism can be all consuming so we need to remind families that it is ok to have a night to themselves whether it be for a soak in the tub while you take their child for a walk or the parents have a date night. Simple gestures are often the very best.
Whatever you choose we hope you have fun with your search! We know your kindness will be appreciated.
Monday, November 6, 2017
Visuals are a must when teaching students with autism spectrum disorders and other special needs. Often, we place the visual reminders about rules and routines in centers or show them during group times without remembering that we need first to teach the meaning of these visuals during 1:1 practice with staff.
Then we present the same visual we use at teacher table in a new setting, such as here where the boys are playing with trucks and learning to trade when their teacher shows the reminder that it is time to trade. Because the boys have learned to trade with the teacher when shown this visual prompt during 1 on 1 times, they know what to do when playing with each other.
Once students find the visual prompts meaningful because they have worked on understanding them during 1:1 times with staff, the teacher can then present the visuals during group times. In this example, the teacher has put the important group rule reminders into a flipbook. If a student needs a reminder during group time, she finds the applicable page in the book and shows it to the child. Because the student can look at the reminder and then knows what to do, the teacher does not need to interrupt group time by verbally correcting the student.
In other situations, children might be given small cards with the visual prompt that reminds them of the rule or routine. Here, the student sees the card and understands he is to wait.
Two students will play with puzzles independently. The teacher sets up two puzzles, a bin with the pieces hidden, and a posted visual reminder to give the piece found if it does not fit into the puzzle in front of them. Because they learned the meaning of this visual prompt during teacher time, they know what it means. If the teacher sees that they are not giving a piece that fits into their peer’s puzzle, she does not say anything but instead points to the visual “give” prompt. The teacher follows this procedure because she wants the students to look for the visuals and utilize them instead of being dependent on teacher prompts.
Looking for visuals in all settings and then following the direction given by the visual leads to greater independence for our students.
Monday, October 2, 2017
Our students with autism spectrum disorder obviously struggle with communicating. Even those with a large vocabulary often do not realize how to ask for what they need or want directly. Many students with ASD may say the word but not realize they need to get someone’s attention and make sure they are heard. For this reason, we have our students give an object, picture, or written word to express their needs and wants even when they know the words. Once we are sure they understand not only how to express their needs but also know that communication requires two people. We observe them to see if they make sure their words are heard.
Within our school day, we set up situations where students have opportunities to request their choices.
After a one-on-one work time with his teacher, this student hands a top to request having her spin it. The teacher knows he enjoys watching the movement and will be interested in making such a request. When he hands the top to make his request, the teacher associates a single word, “spin,” as a means of teaching this vocabulary word.
We have students make requests during music times by using objects or pictures. They pick which animal about which to sing for “Old MacDonald” and use pictures to choose which verse they want to hear when singing “The Wheels on the Bus.” We encourage the children to say the word as they choose.
When choosing which crayon, this student has a reminder to use a sentence when requesting.
When requesting sand toys during a playtime, this student has a prompt to include the teacher’s name when making the choice.
A great routine for the classroom is to have students choose what they will eat for lunch. According to the level of the student, they can choose an object that represents the choice, a picture, say the word, or use a sentence to make their request.
This tool from Meyer-Johnson Boardmaker pics allows more able communicators to have prompts to remind them of what they might request or how to respond to requests.
When thinking about designing your classroom, the space, activities, group sessions, individual areas, always be sure to think about how the student may convey his thoughts and wishes. You will find all of the Tasks Galore publications helpful in designing communication within everyday tasks and activities. After all for everyone of us, aren’t we less stressed and better behaved if we understand what is going on around us??!!
Tuesday, September 5, 2017
It is September and back to school time! We were always excited at the start of a new school year. It was fun to meet our new students and their parents and to begin problem solving how to teach effectively.
We had to remember, however, not to move too fast. We also had to remind ourselves each year to set up the class in a simple manner that ensured students’ immediate feelings of success. Simple tasks and establishing routines were beginning emphases.
Keeping life in the classroom simple at first allowed us time to observe our students’ skills. We watched to see how they approached a task and their abilities to organize, problem solve, sustain attention, follow routines, etc.
Establishing routines was invaluable during those early days of a new school year. These routines could change over time given the skills of our students or could remain the same for the duration of the year.
Here are a few examples of some of these routines.
Setting up an individual schedule with an individualized type of cue
The cue tells what activity and where to go.
Creating a wait area for transitions
We taught our students to go to their wait chairs to wait their turn for getting their coats before recess or their belongings before going home or for going to the bathroom. When told it was time to wait, we gave some students a small wait card like the one on the bin. This helped them get to this location in the classroom independently. For students who had a hard time sitting and waiting their turn, we provided a basket of fiddle toys.
Setting up routines for turn-taking
In this turn-taking routine, the toy Spiderman head is Velcroed under the photo of whose turn it was.
Establishing a routine for finish
Highlighting the concept “finished” teaches the importance of sustaining attention to complete work or play activities. The concept can then be generalized to many situations. Once students understand the routine of placing completed objects in a finish bin, they can more easily disengage from a preferred activity to make a transition to what is next on their schedules.
Teaching the meaning of important words that can be incorporated into daily routines
We find stop is a valuable word and concept to teach. It can be used in many ways. In the example above, it is used to teach that you press for one squirt of hand soap and then stop or you wash for five scrubs and then stop. The stop sign can also be placed on exit doors or cabinets.
We also try to remember that it is interesting to the students if we teach the important vocabulary in fun ways, such as during a chase game with stop and go signs.
"Back to school ideas" for setting up the classroom and where do to start can be found in all our resources. We hope you will check these out on our website.
Thursday, August 3, 2017
Adapted books are books that are modified to make them more meaningful and interesting to readers. There are many ways to adapt a book for an individual student’s learning style or disability. In this post, we will focus on those learners who do best with a multi-modal approach to learning.
We often prepare symbols, props, pictures, photos, or representational drawings for our students to match or sort within a book.
By adding this interactive component, we make the books more motivating. We use cut-out pieces, communication boards and/or story boards. Not only does this make the book more interesting, it also allows the student to demonstrate comprehension by placing the pieces onto the matching picture in a book or onto a story board or by handing the piece as requested by the teacher.
As professionals, we often do not realize all that a student knows or understands until we structure the materials in a way that allows them to show us. By adapting books, we give the student opportunities to explore books further than just stating the words or pictures from a page.
Beginning with our youngest students, they find adapted books to be fun and interesting. Perhaps one child is motivated to turn a page so he can remove a picture and place it into a slot while another student is motivated to finish by placing all the pictures into the book.
Others may sequence cutout pictures to retell a story.
Regardless of the way you choose to adapt a book, the goal is to make it more enjoyable and meaningful Enjoy the journey.
For more information on adapted books and literacy ideas for special learners, please visit www.Tasksgalore.com and check out Literature-Based Thematic Units for a plethora of curriculum-based information. This book set demonstrates how to utilize the themes in I’m Hungry, I’m Hungry, What Shall I Do? (a simple board book that is included in the set) to design hundreds of ways to help a student with multiple facets of learning.
We have created a very limited number of adapted I’m Hungry, I’m Hungry, What Shall I Do? books to go along with this unit.
The books have:
- fully laminated pages,
- pre-cut pictures for matching,
- Velcro already in place, and
- no preparation required JUST OPEN AND USE!
These adapted books are available only on Amazon for $14.95 USD.
Simply click https://www.amazon.com/dp/1934226998 to purchase one of these fantastic and fun books!
Wednesday, July 5, 2017
Our task for this month addresses the need for us to be sure that our students are generalizing all information. Because a student knows what a cow looks like when he sees the real thing does not mean that he knows a drawing of a cow represents the same animal. So we design tasks to be layered. For example, we may begin by having a child match one toy cow to another toy cow. This may progress to matching a toy cow to a photo of a cow, then an illustration of a cow, then a drawing and so on. Once these skills are mastered through practice and role play we may choose to add words. Many of our students love to read but at the same time may not be comprehending the words. Again, because they know how to read the word cow does not mean that they understand it represents the real thing. Therefore, we have the students match objects to words, photos, pictures, and actions to word etc.
This is a simple yet very well done task which requires the students to match an illustration to its photo as well as the corresponding word.
For more information on classroom literacy and task-making please visit our website and take a look at our Literature-BasedThematic Units book. This book, the fifth in our series, takes a single book and develops multiple units of study. From these studies we demonstrate creating developmentally appropriate, hands on activities for ALL young learners in a variety of curriculum areas.
Sunday, June 18, 2017
To negotiate the world independently, we need to function in situations where there are others. We take our turn in the grocery line, share space in the elevator, sit near others in the theater, wait to use the gym equipment, and so our day goes. By the time we enter kindergarten, we have already learned many of the rules that govern group interactions. We are ready to be group learners. Playing and working with others have become satisfying parts of our lives.
What if we are asked to participate without knowing the purpose, would we be willing to sit still, remain near others and be quiet?
And, thus, the text of our book Tasks Galore Making Groups Meaningful begins. Based on our experiences with 100’s of students with autism spectrum disorders and other special needs, we describe the strategies and tasks in words and pictures that have helped our students find group settings and interactions more meaningful.
Including group times for students with special needs is essential. If the students know their role within the group and that role is understandable and meaningful to them, they adopt the appropriate group behaviors. They begin to find groups enjoyable and realize being with others is fun. Learning to be part of a group enables our students to become more integrated into school and the community and even their own families.
- Chapter 1: Structured Teaching Strategies Give Meaning to Group Learning
- Chapter 2: Visually Structured Routines Make Group Expectations Understandable
- Chapter 3: Integrating Students’ Individualized Goals Makes Groups Meaningful
- Chapter 4: Circle Time
- Chapter 5: Project Groups
- Chapter 6: Movement Groups
- Chapter 7: Music Groups
- Chapter 8: Parties
Multiple examples of visual strategies for group times are included in Tasks Galore Making Groups Meaningful. Here are a few helpful ideas for creating work systems, communication cues and making smooth transitions during a circle time.
Individualized work systems for circle times, let students know what is to happen.
Word + picture list tells one students what will happen in group while actual objects tell another. Keeping track of when the activities are finished (by placing an X on the list or putting away the object) and knowing what happens next encourages attention and participation.
Rings indicate how many laps to run in P.E.
Teacher-made book for circle time has a page for each teacher whose class students attend. This helps students learn names of their teachers. For non-readers, the ball is an object that represents P.E. class.
When students go to P.E., Coach B, wearing the same picture as in the book, greets them. Beside the picture is a written + picture reminder to say “Hello, Coach B.”
Students place instruments under their chairs when done. This routine helps ease their transition to a new activity.
You can currently find a great sale on Tasks Galore Making Groups Meaningful by checking out our Amazon listings. As the saying goes “it doesn’t have to be perfect to be beautiful”. The books on Amazon have slight cover defects but are, otherwise in excellent condition. They are being sold at $19.95 due to printer error and we are passing on the savings of $30 to you! As always, proceeds go to support organizations that provide services for people with autism spectrum disorders and their families. Please take advantage of this offer while the copies last and enrich the groups experiences for your students.
Monday, June 5, 2017
While students with autism spectrum disorders and other special needs are learning new academic skills, it is essential not to forget to teach them practical, everyday skills. Not only does learning such skills help them become more independent in life but also gives them a sense of accomplishment as they contribute to classroom or home routines.
This nice visually structured task enhances students’ ability to set a table without help. Their teacher or caregiver places placemats on the table and the designated number of pieces in the bin to give them information about how many settings. The jig attached to the basket gives cues in case they forget where each piece belongs on the placemat.
For other students who know how to count, the task can be easily changed so that they place the correct number of items in the basket instead of having this step done ahead of time. A written or picture list can direct them to how many of each item is needed.
Following directions by using a jig, a written or picture list, etc. generalizes to all sorts of academic and daily living tasks.
For more information about designing tasks and structured teaching please visit our website.
*NEW* We are now offering a new grouping of ALL 6 Tasks Galore books at a highly discounted rate when you purchase the set. Find it here!
Monday, May 15, 2017
Tasks Galore Publishing believes in delivering only the very best quality in everything that we do. At times we receive books that have a minor imperfection, a scratched cover or a bent page, but that doesn't make it less beautiful. It only makes it less expensive!
You can generally find our "scratch and dent" books being sold at discount rates on Amazon. Be sure to look for us (Tasks Galore) as the "seller". Simply go to Amazon books and type in the title of the book you are interested in.
Because of guidelines set forth by Amazon we must list the books as used, however they are NOT used, they are just slightly marred or irregular. Check them out and you may just save enough money to purchase two! Email us with any questions regarding these books at email@example.com .
Monday, May 1, 2017
A Look at Heavy Lifting Activities
Including a sensory diet into our classroom day is so helpful to many of our students. These activities may help the student to be calmer and more focused or organized. For those students who have difficulty with modulating their behavior it is often helpful to incorporate a heavy lifting activity into their schedule or routine. There are many great and varied ways to create these activities but we found this one to be simple and fun and a great beginning step. This task was designed for a student who was clearly demonstrating her mastery and interest in matching colors.
Two-liter bottles were filled with colored sand and stored in a tray donated by a bottling company. A second tray is lined with coordinating colors. The student moves a bottle from the tray on the left and fits it into to the tray on the right. When the tray on the left is empty she knows that she is finished and may check her schedule.
When first teaching this the trays are placed in very close proximity within the sensory motor room. As she becomes comfortable with the task the trays are placed further apart where she will have to travel independently a bit further. Just the simple act of walking a few feet may be overstimulating for some students.
Eventually the trays are taken out of the sensory motor room and placed into the classroom where she may practice this task at scheduled times throughout the day. By doing this we begin to generalize the task into different settings.
Now that she has mastered this skill, the bottles can change! They may be filled with different materials or labeled with photos or patterns or words etc. The concepts are endless. A fun idea is to allow the student if capable to decorate the bottle to look like they do. The student may then carry their “Bottle Buddy” with them to each center, giving some needed input during each transition. Students will even begin to recognize and associate their peers by the way their bottle looks. Brown hair, blue eyes, big bow, etc. This can turn to a social activity…”give Johnny his bottle please” and the student will have to look at and search for his/her peer.
We always strive to start simple and teach the concept of the task until mastery and then add steps to take the task to the next level. No need to reinvent the wheel just give it a whole new look!
One final reminder is to always have a visual reminder of the place to put the bottle or bottles when the student arrives in his area.
Here are a few good sites for more information on Heavy Lifting Activities. You will also find more task ideas incorporating heavy lifting and alternative sensory activities in the Task Galore Series of Books.