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PROJECT 2EXCEL STRATEGIES for GT/ASD AND GT/EBD Learners
Contributor
Social Emotional Behavior Academic
Karen Rogers
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Anne Bleyl
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Anne Bleyl
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What is the Strategy? Why This Works…
Gray’s Comic Conversation Strips. It works because both adult and child
use an external stimulus to talk about a very personal issue to the
child in helping the child to understand what was really going on
socially specific to that child’s issue. This is not another opportunity
for the child to have to wonder what a general classroom activity on
“no bullying” for example is supposed to mean to him or her. There is
no blame attached and the child finds a positive way to express own
anxiety or concern or anger in what is viewed as an acceptable way.
Letting the child be a leader in topic of interest. For example, my
student would get up in front of the class and show his classmates
how to do a complicated math problem in a different way. It helped
the other classmates see this child as “capable” and showed him in a
different light. The classmates also showed a new respect for him, but
above all, the student found a new sense of confidence and belonging.
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For the child who has difficulty multi-tasking or has attention issues, it
is important to provide him/her with organizational skills. Provide
charts with both pictures and written words and attach them to the
inside of the desk (so as not to be obvious to other classmates.) For
example: I have a note that my student can look at in his agenda and
under his desk top when he is confused at what he should be doing. It
involves him to first look around to see what others are doing, second,
to ask a neighbor, and third, to ask me.) It not only helps him take
more responsibility, but gets him to the task at hand much more
quickly. His folders are also organized into one big folder, with clearly
written subjects so he can locate them more easily. I will often come
by after we are finished with something to ask him if he has placed his
paper in the correct folder. Finally, I ask him how he thinks new
strategies are working for him. This allows us to adjust things if we
need to and also involves his being aware of his own responsibility.
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Contributor
Anne Bleyl
Social Emotional Behavior Academic
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Jessica Swanson
Jessica Swanson
Managing stress seems to be an ongoing thing for many kids. I feel
like I can talk and reassure until I’m “blue in the face” and some kids
still feel stressed about making mistakes. I do several
activities/lessons in the beginning of the year that involves both what
stress looks/feels like, and how to distinguish acceptable amounts
from worrisome amounts. Set the tone in the classroom that it is okay
to make mistakes and point out your own! Talk about what learning
is…meaning it involves not knowing something! I talk about a
“learning curve” in my room. That means they will start somewhere
close to the bottom and will continue to rise upward. I will grade the
learning (improvement,) not where they begin. Additionally, I
emphasize that I would rather hear 100 wrong answers from them,
than not trying at all. To sum it up, provide an environment where
students are comfortable to grow and take chances.
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What is the Strategy? Why This Works…
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I provide a “Choice Time” in which the children are presented with
several assignments/tasks but may choose the order of what they will
work on. I also point out that although they may not always have a
choice, this is a time where they do. This is very motivating for them
and gives them some control and ownership of their time and work.
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Students sometimes feel stress or anxiety due to belief in
perfectionism and would fall apart / explode if their work was not at
an expected level. I not only allow, but also encourage revising
assignments or retaking a different version of a test for a “better grade”.
This has minimized the frequency of breakdowns as well as providing
a means for the kids to achieve mastery of material. We talk about it
as a process that is similar to our writing process in which we make
revisions until we have our final version.
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Contributor
Social Emotional Behavior Academic
Jessica Swanson
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What is the Strategy? Why This Works…
I have several students who struggle with remembering our morning
routine (selecting lunch, putting planners in desks, sharpening pencils,
putting coats in lockers etc. I printed a checklist that lists each step of
our standard morning routine as well as an area in which I can fill in
anything special for the day such as a work assignment. I tape this to
the top of the students’ desks each morning. Although the routine is
already posted in the classroom and the morning work assignment is
always written on the white board, these individual desktop copies
have worked so well that other students have request them.
Sharon Saunders
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Yoga Calm: A program of breathing and stretching that allows
students to record heart rate after an active stage, then follows up
with a breathing/stretching activity that brings the heart rate down to
in a calming, centering manner. It has worked well in my large math
group when the students are exhibiting excessive hyper-kinetic
energy.
Terry Friedrichs
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I have found that Gray’s Social Stories have been helpful in raising
awareness of others’ points of view, in both gifted ASD and EBD youth.
I have also seen these stories being successful in achieving some
behavior change for at least older gifted ASD youth, some of whom
would gladly try to change if they had a “simple” formula on how to.
Gifted ASD youth also tend to work in more “feeling” words when
“programmed” to do so. Finally, they tend to think more frequently in
terms of raising questions, as well as providing answers, to teachers in
the discussion of social development issues, after these stories’
training in using both forms of communication.
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Contributor
Terry Friedrichs
Social Emotional Behavior Academic
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What is the Strategy? Why This Works…
I like extending Grandin’s idea of “snugly fitting” clothing, to make for a
more uniform sensory experience for the ASD child’s body, to other
sensory areas for gifted ASD youth. Thus, I like the ideas of preparing
these youth for the notion that they will hear one consistent minute of
elephants’ bellowing (to teach them that noise), that they will have
that minute without other competing stimuli, and that then they will
give their reactions to that stimulus. Another thorough and consistent
learning experience with another auditory, visual, or tactilekinesthetic stimulus can then follow in similar fashion. This highlycontrolled procedure may be too much control for some gifted EBD
students.
Terry Friedrichs
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I have found very helpful over the years, for both gifted ASD and EBD
youth, the visual presentation of both the parts and the whole of an
instructional unit that is just being started. Thus, if there is a Latin
prefix unit that is to come, both groups of students have appreciated
how much material (how many specific prefixes) they will need to
acquire, what that material is (in terms of specific prefixes), and how
many lessons will be needed to achieve unit completion. Students also
like to see succinct examples of the kinds of comprehension and math
skills that will also be enhanced along the way, just by studying the
vocabulary skills.
Kristine Matulka
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Picture Schedules. Creating picture schedules that help the child see
what is to be expected throughout the day. This helps the child with
his/her organizational and possible memory issues. It is also a great
way to help the child know if there is going to be a change in his/her
day and when it will occur. For many ASD children they need structure
and to have their routine remain the same. This strategy prevents
frustration as the day goes along and helps the child go from one
subject to the next.
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Contributor
Social Emotional Behavior Academic
What is the Strategy? Why This Works…
Kristine Matulka
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Creating a Room. Many children with ASD are hypersensitive to light,
sound, touch, taste, and smell. Other children with ASD are “undersensitive” to sensory stimuli. Figure out what sights, sounds, smells,
movements, and tactile sensations trigger the child’s “bad” or
disruptive behaviors and what elicits a positive response.
Kristine Matulka
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Creating a Private Space. Some ASD children need a time and space
away from others. Carve out a private space in the classroom and
home where the child can relax, feel secure, and be safe. This will
involve organizing and setting boundaries in ways the child can
understand. Visual cues can be helpful. This space is designated just
for that child and provides a place the child can go to calm down when
frustrated and to just be alone when needed.
Grace Raymond
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Breathing exercises. The reason I’m listing this is because it seems to
be a universal solution to many situations. Dr. Boatman said if we
remember anything, we should remember this! The breathing
technique helps for anxiety and can calm the flood of fear rushing into
our heads. I’ve used the count to eight system…where I instruct to kids
to breath in as you count to eight and then exhale into their fist as I
count to eight. OR just take 5 very deep breaths works too!  At any
age!
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One of the difficult common social perception cues for ASD children is
empathizing… they often can “feel the emotion” but do not know how
to express it. This 4 step process with pictures seemed useful. Think:
about another person’s experience.(Picture of a think bubble)
Identify: the emotion he/she is having and why (picture of three
faces: sad, straight mouth, happy) Feel: the emotion yourself (picture
of a heart) Express: let the other person know you can imagine his or
her experience. (Picture of a head with lines coming from the mouth
showing speaking). The fourth step of expressing the feeling models
empathy as child understands your imagining of his emotion.
Grace Raymond
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Contributor
Social Emotional Behavior Academic
Grace Raymond
Nancy Randall
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What is the Strategy? Why This Works…
Often times, people on the spectrum might have challenges expressing
their needs and desires to others. This strategy is a communication
technique and focuses on teaching kids to just say the “key” things that
are needed. I feel_____therefore, I need______________.This tool is called
the Talk Blocks for Work (Innovative Interactions, 2000) Have the kids
practice with red feeling blocks (or these phases on red paper) : angry,
appreciated, exhausted, happy pressured, impatient, productive,
frustrated, irritable, undervalued, anxious, bored, motivated, focused,
overwhelmed, excited, successful, disappointed, etc. Have the children
them pick the feeling that best describes how they are feeling. Then
look at the blue blocks (or paper) (see below) and think what they
would need to help with the feeling identified with the red blocks
(paper) Then have the blue blocks (or these words on blue paper): to
be listened to, no interruptions, time alone, more information,
nourishment, to talk, more support, to assert myself, to set some
limits, to take a break, solutions, to listen, to have fun, to laugh, to be
patient, to calm down, to stop and think, to take a deep breath, etc.For
example: Asking someone to stop something that is hurtful or
upsetting to you…say:I feel anxious, I need to calm down.Another
example: Asking someone to turn off a light because it is bothering
you…say: I feel irritable, I need to be patient. OR I feel anxious;
therefore, I need more information. OR I feel overwhelmed; therefore,
I need to take a break.
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Using Socratic and higher levels of questioning and providing
opportunities to think critically are essential for the ASD/GT and
EBD/GT child. According to Susan Baum and Attwood, along with
many others, they recommend experiences to think, communicate,
challenge, persuade, share, perspectives with one another. Designing
and developing opportunities for discussions assist in establishing
friendships, relationships and deeper understandings and empathy,
compassion. Emotional intelligence and building self-efficacy and selfawareness are also developed.
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Contributor
Nancy Randall
Social Emotional Behavior Academic
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Martha Palm
Martha Palm
Teynae Richardson
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What is the Strategy? Why This Works…
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Dr. Theresa Boatman’s recommendation to teach the anxious and
angry child to breath and calm himself/herself is a powerful tool to use.
It works because the individual stops/halts the flooding of chemicals
to the brain which impairs the ability to think rationally. The
breathing technique allows the brain chemistry to return the ability to
think rationally. It also restores and it’s ability to resume executive
functioning. This supports the identification, ability to process,
practice, control reactions and self monitor his or her behavior.
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One thing we do for emotional health is to look to rules . I think back
to Module 9 when we read the things Algozzine said and then how
Pierangelo generally supported the same ideas and beliefs. I
understood that both authors recommended a respectful classroom
where a calm prevailed. They said things like create a set of general
rules, teach the students how you expect them to follow the rules, and
then remain consistent as you enforce the rules. I know when this
happens, the classroom tone is one of calm. There is respect toward
the students as well from the students to the teachers. I think the
respect I demonstrate toward the kids is how they know how to
behave towards me.
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These are the requests to teach to the kids’ strengths. That is not the
first time we have heard that either. Further, scaffolding the learning
is pretty critical for those angry kids. Finally, teaching the students
how to break projects apart is very important as they learn how to
become more responsible for themselves.
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I have a highly capable student who becomes extremely anxious when
given longer projects to do. For him to be successful I now separate
each project task into chunks for him and I give a specific due date for
each chunk. This has worked well for both student and parent.
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Contributor
Social Emotional Behavior Academic
Teynae Richardson
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Teynae Richardson
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Colleen Heck
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Colleen Heck
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What is the Strategy? Why This Works…
To ease the stress on students who suffer from test anxiety or who
often feel overwhelmed, I often do what Cooley suggests, which is to
first acknowledge the student’s feelings. Furthermore, I always remain
calm in hopes that my calm demeanor will in turn calm him or her.
I have a student with behavior issues, none of which are
demonstrative, but quite disrespectful and disruptive at times. For
this student, as suggested in many of our readings, I implemented a
behavior plan and I made sure to include the parents on this.
Including parents is essential to the success of these plans. If nothing
else, this plan has made the students more aware of his disruptive
behaviors and he is now beginning to self-monitor his behavior.
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Standing desks or sit disks can help students focus better in class if
they have difficulty sitting for extended periods. The sit disks can help
with movement and tactile stimulation while still allowing students to
stay engaged in classroom activities.
Social Stories can help student be prepared for potentially difficult or
stressful situations by providing practice in advance. It is helpful to
involve the student, especially in the upper grade, in the creation of
the social stories.
Colleen Heck
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A behavior contract can be helpful especially when students are part of
the process and work together with teacher and parents to identify
target behaviors as well as positive and negative consequences. Selfmonitoring and correction of negative behavior is the goal, and
behavior contracts can give students skills to achieve this.
Debbie Van
Schooten
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Take a Break Chair-I provide a chair inside of my classroom that
students can go to and “take a break”. This works as a quick reminder
to students of what behavior they need to change without interrupting
their learning away from the classroom.
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Contributor
Social Emotional Behavior Academic
Debbie Van
Schooten
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Debbie Van
Shooten
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Theresa Campbell
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Theresa Campbell
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What is the Strategy? Why This Works…
Immediate Check-In – Last year when I had an EBD student in my
honors class I did a quick check-in with him immediately after
instruction to begin work time. This student was given a chart and had
to check if he understood where to start or if he needed further
instruction. If I saw he understood, and he had materials out, I left
him alone. If he indicated he needed more instruction, I gave him the
additional help he needed to get started.
Fidgets and Popsicle Sticks – This year when I had a ASD/GT student in
my class he received three popsicle sticks when he entered the room.
During the course on the period if the student blurted a popsicle stick
was given back. If the student still had popsicle sticks at the end of the
hour, he received a fidget for each popsicle stick that remained. This
worked for this particular student because he really wanted him
fidgets. For a different student you would have to find a different
reward that would work.
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Graphic Organizers/Rubrics: For the GT/ASD child lacking central
coherency I have found the use of graphic organizers helpful in
harnessing the small details and providing a framework for the larger
product. When doing an extensive research project, book project, etc.
it is critical that the big picture is clearly defined before the small
details have begun. For my students with GT/ASD the frequency of
“meltdowns” is greatly reduced if the project outcome/product is
explained in detail before the small steps have begun.
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Multiple Writing Genres: Many times the GT/ASD will be fluent in
narrative writing as a communication tool. Due to their social
inabilities, this can be an outlet. However, the narrative writing often
tends to be abstract and rambling. Providing exposure and concrete
framework for multiple writing genres will help improve the writing
skills while introducing a new format.
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Contributor
Social Emotional Behavior Academic
What is the Strategy? Why This Works…
Theresa Campbell
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Appropriate Share Time: For the GT/ASD student who has the
inability to make/keep friends and socialize with peers it is beneficial
to provide time for sharing of those “special” interests they possess.
When allowed to share randomly throughout the day it can be
overdone and become a distraction to themselves and those around
them. When given a particular time set aside just for the purpose of
sharing their “interest” GT/ASD kids will learn that sharing in limited
amounts is more socially acceptable than multiple times.
Jane Moechnig
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Thinking Social-A Social Thinking Curriculum for School Age Students
by Michelle Garcia Winner..The purpose of these activities is to build a
sense of community among students in a classroom so all students
understand that there are differences in learning abilities and
aptitudes in all areas of learning. It will also help students who
struggle with social skills to become more adept at these skills in of
variety environments It will also help students develop a common
vocabulary related to social skills amongst students and staff.
Jane Moechnig
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Jane Moechnig
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Identify the power of the brain and how it helps us with physical
movement, social smarts (skills necessary for social issues), and
science smarts (skills necessary for most academic success). Activityuse a whiteboard, Smartboard, or chartpaper write the brain at the
top with 3 subcategories underneath--How it helps with physical
movement, how it helps with social smarts and how it helps with
science smarts.
To explore How people work together in a group understanding that
there are "hidden' expected and unexpected behaviors within the group
that people are subconsciously aware of and regulate their behavior.
The behaviors are not explicitly stated. Have students sit on the floor,
involving them in a discussion. During the discussion the teacher
performs unusual behaviors. Encourage the students to discuss what
is "unexpected" and how they felt when you did these things.
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Contributor
Social Emotional Behavior Academic
Jane Moechnig
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James Eich
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James Eich
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Carol Malueg
To establish a common vocabulary to use when discussing
superflexible thinking and the problems (Team of Unthinkables) that
get in the way of us having superflexible thinking. Activity-Read
"Superflex Takes on Rock Brain and the Team of Unthinkables.” After
the story discuss the different characters and their role in each
students' life.
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Teach thinking skills to aid with problem solving, conflict resolution,
and identification of key idea and relevant information
Teach and practice social and mediating skills (talking rather than
arguing), using specific social interactive behaviors that are
problematic for individual students
James Eich
James Eich
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What is the Strategy? Why This Works…
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Teach and practice “doing what needs to be done right now” skills to aid
with organization, task focus, and direction following issues for
individual students
Teach and practice coping skills, and calming strategies
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The use of ‘asides’ to explain the abstract meanings of words or
phrases. Theatrical asides are used to explain subtext in a play that
the audience might otherwise miss. In the classroom, an agreed upon
cue would be given when an idiom is used, and either the idiom-issuer
or the person who catches it would explain the meaning. This word or
phrase would then go on a class list of words and phrases to research.
The students could ‘check out’ a word or phrase, research its origins,
and present to the class.
This would serve the dual purpose of making the kids aware of how a
language evolves, and helping them become better listeners.
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Contributor
Social Emotional Behavior Academic
Carol Malueg
Carol Malueg
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What is the Strategy? Why This Works…
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How does one find space in a crowded classroom in a busy school?
I’ve seen kids find quiet reading spots in the most unlikely locations—
under tables, beneath chairs, in hallways, corners, and nooks. I’ve
heard teachers talk about study carrels, and how nice it would be to
have that kind of space for kids to go when they need a break, or to
work on assignments while still in the classroom. Could this be
accomplished with three-part cardboard screens? The kids could
personalize them to create their ideal work space and use them as
needed.
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Poor theory of mind often manifests as non-compliance in ASD
students, and lack of participation due to anxiety about unknown or
imagined consequences is seen as non-compliance in EBD children.
Jessica had a great idea for a getting-to-know-you activity for the
beginning of the year that involves discovering the ‘hidden curriculum’.
As the group brainstormed the idea, we thought that perhaps
everyone, teacher and students, would create a portfolio of strengths,
challenges, and expectations. The teacher would present his/her
portfolio (possibly in a game-show format, Terry’s neat idea), which
would include a description of what is most important to this teacher
as far as classroom behavior, testing, and homework. The kids would
present, too, and then add to them as the year goes on. Martha added
that the activity would address the gifted side, as well, if the kids
categorized characteristics, ranked expectations in importance, and
discussed how importance changes in various situations.
This kind of open communication would help with two problems
common to ASD-- not being able to read a teacher’s expression and
not being able to communicate needs. This would also help the EBD
child, who would have some concrete ideas of teacher expectations
and behavioral standards to work from. Erin told us about Gallup’s
Strengths Explorer—this might be a great tool for this activity.
https://www.strengths-explorer.com/
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Contributor
Michelle Ahrens
Social Emotional Behavior Academic
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Michelle Ahrens
Michelle Ahrens
Karen Rogers
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One strategy I use with a student who may be doing something
inappropriate (but small enough to keep in class, poor language,
behavior issues, etc.) is to have them do something physical like
pushups or sit-ups or even jumping jacks (choices are important). I
allow them to do them in the hallway or classroom depending on their
comfort but I have found this to work very well with students who
have a little extra energy or have EBD issues going on in their day.
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Another strategy I have is a basic 3 strikes and you're out rule (usually
assigning detention or calling home). This can be done visually with a
name on the board to keep track of the times I've had to talk to the
student or most times I will tell the students that's one and give them
what will happen if they get to three. This is usually done so that
other students are not aware of what's going on. If behavior needs to
be corrected again, I usually make eye contact with the student and
show them a number with my fingers so they know where they're at.
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Michelle Ahrens
Another strategy I use is usually very subtle but many times effective.
If behavior needs to be redirected, I will touch a student on the
shoulder, letting them know they need to calm down or get to back to
what they should be doing. I think we sometimes forget how effective
touch is. This doesn't work well with all students as some don't want
to ever be touched so it's on a case by case basis.
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What is the Strategy? Why This Works…
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Other things that have worked for me include use of exercise balls,
allowing students to move more freely around the room if needed,
allowing students to have something in their hands to help them focus
on the lecture/notes and providing as many choices as possible in
assignments, groups and consequences.
Use of the Exploring Feelings groups designed by Tony Attwood to help
GT/EBD children manage anger or anxiety. It’s an application of
Cognitive Behavior Therapy and very effective.
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Contributor
Social Emotional Behavior Academic
Carol Aasen
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Allow students with ASD to have some flexibility in deadlines for
assignments. This relieves their anxiety about time issues
Carol Aasen
Carol Aasen
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Carol Aasen
Carol Aasen
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Carol Aasen
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Karen Rogers
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Gloria Hankins
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Gloria Hankins
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What is the Strategy? Why This Works…
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Teach time management through estimating the amount of time an
activity will take. Start with concrete examples and move toward
abstract concepts.
Use SOCCSS, a teacher-directed process to help children develop social
understanding and problem-solving skills. Developed by J. Rossa.
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Capitalize on student’s interests and learning styles, incorporating
these as much as possible into their curriculum
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Use STAR as a test taking strategy. Acronym for Survey the test, Take
time to read directions, Answer the questions, and Reread questions
and your answers
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Teach self-monitoring system to students so s/he can set reasonable
academic and behavioral goals and track own behavior
Use of the Baron-Cohen Mind Reading Program. Provides children
with 412 different emotions expressed in words, facial expressions,
voice, scenarios to learn what a person is feeling. It’s a very explicit
program for children who do not have well developed Theory of Mind
or empathy.
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Self-knowledge about ASD for GT/ASD learners: the more the child
knows, the better they will be able to understand self. Use of book
characters or movies is one of the best ways to help with this.
What I am Good At (WIGA): has helped twice exceptional children
focus better when they are given short daily few minutes to do this.
Child actually gets to do this WIGA for that few minutes (e.g.,
doodling)
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Contributor
Gloria Hankins
Social Emotional Behavior Academic
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What is the Strategy? Why This Works…
Use of social stories. Really helps with playground and other social
settings, giving them the skills to interact with their peers
appropriately.