Sue Larkey Blog

For those of on holidays or about to start the break.  I thought you might like some holidays reading -Term 3 Newsletter. By subscribing to our newsletter below you will then be able to print out or read online the complete newsletter. Many of you would have heard me say “It takes a community to raise a child with ASD”. It is the support from home, school and the wider community that can truly make a difference – and make it a success. I strongly believe that UNDERSTANDING is a key element of this. In this Newsletter I have included a range of tips, information and resources to help you understand and support the children you know. I have included a number of INSIGHTS from parents and people on the spectrum as this is a wonderful way to increase understanding.   In this Newsletter I have included: Ten Things Every Child with Autism Wishes You Knew – written by a parent and provides great tips for school and home (Pg 2-3).  Teen Years and Beyond – 10 Top Tips to Increase...

Puberty is a natural development for all children. Puberty starts in girls around 10-11 and boys 11-12. Menstruation for girls typically occurs between 12 and 13, while voice changes for boys is often around 15. We ALL need to have on-going discussions with the child and this is where having both home and school helping the child’s understanding is vital. Boys and girls need to know about their changes and changes in the opposite sex too (particularly, if they have opposite sex siblings or are at co-ed schools). It is important to start the information before the changes occur otherwise the children can worry they are sick or something is wrong with them. I know some parents who talk about the changes before they happen and as they happen their children tell them and they celebrate!  Open, honest and on-going information is most effective, and not too much information all at once! That being said some children want to know everything and that is where books can be wonderful....

 Has anyone ever told you to calm down? How did you respond?Have you ever sent a child to a "break area / time out" and it escalated the behaviour?Do you know children who have difficulty regulating emotions? Do you know kids who struggle with friendships because of emotional reactions? Are you struggling with kids who don't respond to your behaviour plans?"How to be a Super Hero Called Self- Control" is such a wonderful book it really engages children in being a detective for emotions and give fantastic strategies - "super powers" to regulate emotions. For example; Frustration needs super powers of ' take a deep breath', 'make a mantra' or 'use your words'Anxiety needs super powers of "just give yourself a hug' or 'make a worry box'See below for more information"The Kids Guide to Staying Awesome and in Control" helps children create a menu to use for self- regulation. I highly recommend students create a menu to use when sent to "take a break/ time out" areas. See below for more...

Role of Writing and Fine Motor Skills "The process of writing requires much more than the ability to form pretty letters. The writing process involves skills in language, organization, motor control and planning, and sensory processing: four areas that are problematic for many individuals with ASD. It is essential that parents and teachers consider how each of these areas may be affecting a student’s aversion to the writing process." Great Post from my Facebook.read more Print this Blog in One Page >> Tip Sheet - FineMotorChallengesWriting: Why Use Pencil Grips? Children need to hold a pencil in a way that provides both stability and mobility. Speed, legibility, and endurance of handwriting are influenced by the way a child holds their pencil. Pencil grips help the child maintain a position of stability to allow for efficient mobility and improved handwriting. Pencil Grips: Our pencil grips are available in three types and are for both left and right handers. The Crossover...

Understanding Sensory NeedsDr Temple Grandin talks a great deal about her sensory needs, how sensory has been one of her biggest challenges in life, and how a huge amount of her behaviour could have been stopped by some simple clothing changes (e.g. pants not dresses). By recognising and understanding a child’s sensory needs we can put in place different strategies to help alleviate their discomfort and improve their behaviour.Many people try to stop behaviour in children with ASD. But we now know there is a hierarchy – they always replace one behaviour with another. If you take away fidget toys, or things they have in their hands they will replace it with body behaviour. For example, if you stop them chewing their collar they may chew their hand, fingernails, etc. Therefore, rather than trying to stop the behaviour just find appropriate replacements and manage the behaviour instead. This is why the use of sensory tools is so important as a replacement for many behaviours observed...

A Different Way of Learning and Engaging People with Autism Spectrum Disorder (ASD) experience the world differently.In this Newsletter I have explored and explained a range of different ways to support their learning, engaging, behaviour and more.Many children with ASD, ADHD, developmental delays, etc. need a range of adaptions and educational supports to engage them successfully in educational settings. My doctorate research found two of the biggest challenges educators had were having time and resources.In this Newsletter I hope you find some timesavers and information to engage the children you know. In this Newsletter I have included:Reading and Hyperlexia – Plus 9 Handy Hints.A Meltdown is not a Tantrum – 17 Common Causes of Meltdowns.10 Ways Girls with ASD Differ From Boys.11 Key Questions to Ask when you see a Behaviour.Understanding Sensory Needs and What to Do To Support.The Importance of Play and How to Support Play.Puberty – Preparing for Success at Home and...

Autism Awareness Day Sat April 2nd (or anytime in April is Autism Awareness Month)Your opportunity to make Big Difference in 2016Great Books to Read to Children, Students, Family & Community during AprilAcceptance is the key to making a difference. When people understand that a child with ASD learns differently and needs different supports I see the BIGGEST difference for the child, family and school.There are three parts to understanding the ASD diagnosis:When to Tell a ChildWhat to Tell a ChildWho and How to Tell (Talking to Class, Peers)Part 1: When to Tell the ChildDr Tony Attwood recommends you tell the child around seven years of age or when they start noticing difference.“Diagnosis for my son opened a whole lot of self-acceptance for him. He realised that although he always felt different, that there was a group of people who are the same as him. We viewed diagnosis as a tool to help us and others best help our son. School has been very supportive, and family have had...

Saturday April 2nd is Autism Awareness and a wonderful opportunity to raise understanding of ASD.As it is on a Saturday, I would love you to start planning now what you can do Friday April 1st in your school, preschool.That is 2 weeks away at the time I post this Blog Hope these  9 Key Tips to Promote Understanding in the Classroom might give you some ideas9 Key Strategies to Promote Understanding in the Classroom1.   You must first have permission from parents to discuss the child’s ASD in the classroom.Conduct the ‘My Life in a Box’ activity. This is a fantastic activity for the whole school. ‘My Life in a Box’ is where for News each child brings in a box with objects that tell us about themselves e.g. favourite book, places they have been on holidays, favourite food, favourite colour, sport, pets, etc. If the child has ASD or has a sibling with ASD they can include a book about ASD to read to the class. It is VERY important they talk about all the other interests they have...

In my experience successful education for a child with ASD starts with a positive working relationship between home and school. One of the biggest challenges for parents/carers and teachers is to develop an effective relationship. It is in the interest of everyone involved – child, staff and families – that we create a positive partnership. This is created through teamwork, meetings, clear goals, regular communication and learning together.When I looked back at who had attended my sessions I found a MISSING LINK! So few parents compared to teachers and teacher assistants. In 2016 I would love to see at my sessions ‘Dream Teams’: The Teacher, Teacher Assistant and Parents/Carers coming together for the overall benefit of the child with ASD.“We are parents of 7 year old ASD boy. We have gone away with so much more knowledge and resources.” Olivia8 Key Strategies for Working with FamiliesTeam work is the key to achieving desired outcomes. We are all on the same side. We all have the...

Transition from One Activity to AnotherMany children with ASD have difficulties accepting change and transition from one activity to another. In fact, most behaviour happens during change/transition. In my experience this is because it requires problem solving, choices and adults tend to use more verbal information instead of visual information. It can also be a time of movement and high noise level, which can cause sensory processing difficulties. Below I have listed some key times you may need to put in place strategies to support children during change.  The KEY - Planning the Transition. Transition Example Activity / BehaviourStructural ChangeRoutine ChangePack away / finish activityGive five minute warning.Use a Time Timer (see below)so can visually see ‘how long’.Use a visual schedule that shows what is happening throughout the day or use ‘Now, Next, Later’ visual to tell them when they will return to a preferred activity.Choose an activityMinimise the choices i.e....

Many of you may just be finding out who the students are in your class or who is your child's teacher. This is a great time to catch up on my Time Savers and Proven Practical Strategies if the student has an ASD, ADHD, ADD, ODD or SPD diagnosis.This Newsletter contains How to Make the Biggest Difference in 2016                         9 Key Strategies to Promote Understanding in the Classroom Help Children Embrace Difference                                   14 Key Strategies for Managing Ipads and Tablets                                     NEW Online Learning                 Quick Results in Secondary School: 6 Key Strategies              9 Essential Strategies for Homework                                     Key Strategy - Transition from One Activity to Another                                            Creating Dream Teams8 Key Strategies for Working with Families                            Top 12 Tips for Setting Up for Success in 2016           Upcoming Workshops          ...

Content of E-Book √ Total of 41 Tips & Strategies √ 8 Key Strategies for Setting Up for Success √ Schedules and Timers √ 10 Essential Strategies for Inclusion √ Creating Successful Playgrounds √ Summary Profile of Student  8 Key Strategies for Setting Up for Success If you have a student on the autism spectrum no matter what age there a few KEY strategies that will make a huge difference and set both you and the student up for success. S.P.E.C.T.R.U.M Schedules Have a visual timetable up in the classroom. If there is going to be a change, let the student know in advance and indicate on the timetable/schedule. Processing Time Allow them time to process information (both verbal and visual) before you repeat instructions, questions or take away visual information. SEt up for Success Most students on the spectrum have a huge fear of failure and this can be seen as “perfectionism”, “constant rubbing out/crossing out work” or “doing NO work”. Discuss the importance of making...