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Anxiety disorders occur on a spectrum and can impact children in a variety of ways. Some children may deal with low levels of apprehension, while other children develop severe and intense anxiety. While students with anxiety will benefit from the following recommendations, consider implementing them in larger groups such as classrooms or group therapy. In these groups, they practice Therapist Staffing Agency and occupational therapy. This promotes an inclusive environment from which all learners can benefit.

Use structure: Incorporate daily and weekly routines to help children learn what to expect. Post schedules in a visible area. This is especially important for older children who have rotating or complex schedules. If there are any upcoming changes in routines (such as a substitute or a fire drill), give children advance notice whenever possible.

Provide a ‘just right’ challenge: Allow students to learn and grow while building their self-confidence. Grade your activities so that they are just challenging enough to stretch the child’s learning. For further assistance, you may consult the Speech Therapy Clinic Rhode Island.

Offer choice:  By using a topic, subject, or medium that is exciting to students, they will naturally gravitate toward engagement. Especially when an assignment or activity is new and daunting, a small piece of choice can motivate children to initiate the task. This could include anything from designing a math problem based on their favorite sports team to giving a book report on their favorite classic.

Use positive feedback:  Positive reinforcement signals to children that they are doing what is expected and can be a great way to boost the confidence of children who have anxiety. Feedback can be in the form of a token system, a smile, nod, or words of affirmation.

Teach challenging skills:  Sometimes, learners need extra direction. Direct instruction can be a great way to improve skills and, therefore, confidence for activities with a physical component, such as writing or playing a sport. Break down tasks into smaller chunks, demonstrate skills to your students, and practice.

Be flexible about participation:  Try making group participation optional. Let students know that they can contribute to the conversation when they are ready and that you will not call on them.

Use clear expectations:  Letting students know exactly what you expect is a great way to communicate mutual respect. Particularly when a project or activity is brand new, knowing the outcome will be helpful to children with anxiety.

Eliminate busywork: A child working on fractions does not need to complete 100 problems to master the skill and demonstrate competence. If a worksheet looks overwhelming or visually ‘busy,’ it could likely benefit from being revised or broken up into smaller assignments.

Identify strengths:  Use the one-on-one time to reflect on past successes, strengths, passions, and skills. If you want to use an example in a group setting to provide an example of problem-solving skills, ask for student permission beforehand.

Teach self-management:  Another strategy that students with and without anxiety disorders can benefit from is self-management skills. Talk about self-regulation, brainstorm symptoms of being dysregulated, and develop language, and teaching strategies. Use examples from your personal life to connect with students and demonstrate the importance of this life skill.

Children with ASD often qualify for an Individualized Education Plan (IEP) or a Section 504 plan.  Each of these programs promotes support for students to access their learning environment.

Anyone on the IEP team can suggest accommodations: Teachers, behavior analysts, Speech Language Pathologist, occupational therapists, and even parents and administrators.  Each student should have accommodations in place to best support their unique needs.  Common adaptations fall into the cognitive, sensory, behavioral, emotional, and communication domains.

Cognitive

Pre-teaching. This involves giving children a heads-up before diving into a lesson or new routine.  You can use this accommodation to pre-teach an upcoming fire drill, a new teacher joining the classroom, or novel lesson concepts.

Provide short, concise directions. Clear directions that are understandable to the student can give a child a successful start and reduce confusion.

Visuals cues. Picture cues are essential for children who are not reading independently.  Visuals are often used as schedules that children can reference with independently or with support.

Active learning opportunities. This might include experiential learning, incorporating movement, or selecting materials that align with the child’s interests.

Break down large tasks. Rather than providing the child with a 10-step sequence, break down intimidating tasks into smaller, more manageable chunks.

Sensory

Reduction of visual clutter. Students overresponsive to visual input can become highly distracted by busy posters, toy shelves, and excess writing on a printed page.

Access to a quiet space or noise-canceling headphones. This will allow the child to regulate if the classroom feels too loud.

Flexible seating. The opportunity to move and change positions can help many children with ASD self-regulate and attend.

Provide directions to more than one sense. This often looks like a teacher presenting verbal directions and a visual cue simultaneously.  Communicating to two different senses helps children understand what is expected.

Behavioral

Preferential seating. Specify if the student needs to sit near a teacher, facing away from a visually stimulating area or somewhere else.

Consistent programming among adults. Children with ASD thrive off of routines.  Adults should be consistent with scheduling, rules, and expectations.

  Positive reinforcement. Reward appropriate behavior with praise, incentives, or a token system.

  Small group instruction. This can be a behavioral or academic accommodation and reduces sensory and social demands.

Emotional

Deep pressure breaks. Deep pressure helps many children feel calm and connected.  You can carry out deep pressure by giving the student a weighted ball massage, presenting a weighted lap pad, or letting them wear a Lycra body sock.

Zones of Regulation. The Zones curriculum can be carried out across school and home environments and give children the language and tools to practice self-regulation.

Communication

Modeling. A common strategy that is often included in an IEP is adult modeling for peer interactions or self-talk.

Assistive technology. One essential accommodation for children with autism spectrum disorder involves communication devices.  Both low and high-tech devices help a child communicate.  Be specific in the language of this accommodation by specifying if a child needs a PECs system, an alternative and augmentative communication system, or another device.

Creating IEP accommodations is a collaborative process.  Different disciplines will bring a unique perspective on supporting the child with an autism spectrum disorder.  It is helpful to attend the meeting with suggestions and ideas but stay open-minded to hear views from the entire team. Visit at https://cbstherapy.com.

Universal strategies support learning for all students regardless of their disability status. However, systems embedded in the classroom are especially beneficial to students at risk of falling behind or receiving special education or related services. Providing best practices to all of your students is a win-win for general and special education staff and, of course, students.

Flexible Seating

Many people picture elaborate chairs and spaces when the topic of flexible seating comes up. T-stools, rocking chairs, and swings built into classrooms are excellent but flexible seating doesn’t have to be complex! Allow your students to stand at their table, move to a different space, or lay on their bellies during read-aloud. Movement helps both children and adults focus (hence the popularity of the office sit-stand desk). Click here.

Positive Reinforcement

Positive reinforcement helps create a nurturing classroom environment and is a tool that encourages children to engage in appropriate behaviors. Positive reinforcement also builds up a child’s self-esteem. Give your students a high-five, recognize their hard work, or allow them to earn a fun activity. Use positive reinforcement often and with all of your students.

Use a Routine

Routines provide structure for a day with academics, social participation, lunch, breaks, and more. A transition is much smoother when a student is expecting it. Let your students know when there will be a change in the routine and remind them throughout the day. Post a schedule of the day where everyone can see it. Use picture images for young children and write the plan out for students who are confident readers.

Check-in

For student well-being to occur at school, an adult must connect with them. Touching base with them each day can foster a community of positive mental health. You can use the Zones of Regulation or other programs or even teach and provide language for them in the classroom. Make them feel comfortable sharing by using examples from your own life and validating that experiencing different emotions is okay. When appropriate, offer strategies such as deep breathing or movement to help your students feel their best, and feel supported.

Provide Extra Time

Some children can easily recognize and process sensory information in the world and then quickly recall information and figure out how to respond to a question, for example. For others, it takes longer. Giving extra time to all students offers everyone a chance to participate in the conversation. Especially after asking, “does anybody have questions?” try to pause for five to ten seconds.

Heavy Work

Sensory supports encompass a wide variety of strategies to support student learning. One popular activity, heavy work, targets the proprioceptive system to help students feel calm and regulated. Classroom jobs like pushing in or stacking chairs, wiping down tables or chalkboards, or carrying heavy books to the library all target the proprioceptive system. If any of your students are seeking movement, offer structured activities at recess. Include activities and games like wheelbarrow walking, hopscotch, four-square, climbing monkey bars, or climbing a hill. Embedded strategies aren’t just for children who receive special education or related services. Try these ideas to help all of your students be their best. For more information visit at https://cbstherapy.com/