Supporting Online Learning For Students With Autism

UNC Frank Porter GrahamChild Development InstituteAutism TeamSupporting OnlineLearning for Studentswith AutismSallie Nowell, Ph.D., & UNC FPG Autism Team:Victoria Waters, Becky Dees, Yolanda Perkins, Brianne Tomaszewski, Kara Hume,Jessica Steinbrenner, Ann Sam, Susan Szendrey, Lindsay Rentschler, & Sam OdomContent adapted from:Hume, Waters, Sam, Steinbrenner, Perkins, Dees, Tomaszewski, Rentschler, Szendrey,McIntyre, White, Nowell, & Odom, 2020Sam, Dees, Waters, Hume, Steinbrenner, Tomaszewski, Perkins, White, Rentschler, McIntyre,Szendrey, Nowell, & Odom, 2020Many schools across the country have moved to partial or full-time online instruction due tothe coronavirus (COVID-19), creating uncertainty and stress for many families and studentswith autism. It may feel challenging or overwhelming adjusting to remote learning, navigatingnew learning platforms, and making sure that learning is occurring.UNC FPG CHILD DEVELOPMENT INSTITUTE AUTISM TEAM1

5 Strategies to SupportOnline Learning forIndividuals with ASDThe purpose of this guide is to prepare families and theirCreate a learningspace & limitdistractionschildren for online learning. This guide was created inresponse to teacher and parent feedback aboutchallenges faced by students with autism whentransitioning to online learning during the COVID-19Create a schedulepandemic. The logistical and social nuances of onlinelearning may be particularly challenging for students withautism. This guide is intended to provide support toAccess learningplatformsfamilies and their children and offer tools that canincrease the likelihood of success.We want to acknowledge what a difficult time this is forSupport activeparticipation &social connectionfamilies who are balancing work, virtual learning for theirchild with autism (and often other children in the home),and the many other demands/stressors of this time.Maintain healthyhabits & takebreaksChoose just 1-2 strategies to address the issue that iscreating the most immediate concern for yourfamily/child.For more resources for students with autism and theirfamilies, including those for understanding and copingwith these uncertain times, please see SupportingIndividuals with Autism through Uncertain Times andSupporting Adults with Autism through UncertainTimes: Companion Guide.UNC FPG CHILD DEVELOPMENT INSTITUTE AUTISM TEAM2

Table of ContentsCreate a Learning Space and Limit Distractions . 4Structuring an Area for Online Learning . 6Learning Space Checklist .7School is at Home . 8Create a Schedule . 9Countdown Example . 10Visual Timer Using Stickie Notes . 11Timer Apps. 12Daily Schedule Template . 13Daily Schedule Example . 14Daily Schedule Example Using Stickies . 15Morning Meeting Checklist Example. 16Guided Reading Checklist Example .17Math Time Checklist Example . 18Monthly Schedule Template . 19Monthly Schedule Example . 20Weekly Planner Template for College Students. 21Weekly Planner Example for College Students . 22Access Learning Platforms . 23Tips for Online Learning . 24Creating a Safe Online Learning Environment . 25Joining Zoom. 26Joining Google Classroom. 28Joining Canvas . 30Educational Resources for Kids . 32Resources for College Students . 34Support Active Participation and Social Connection . 35Digital Etiquette . 36Online Learning Expectations . 38Self-Management. 39Reinforcement: Token Economy . 40Social Games via Zoom . 41Maintain Healthy Habits and Take Breaks . 42Meals & Snacks during Online Learning . 43Snack Choice Board Example . 44Staying Active. 45Exercise Activities . 46Movement Resources for Kids . 48References . 49Acknowledgements . 49Suggested Citation . 49UNC FPG CHILD DEVELOPMENT INSTITUTE AUTISM TEAM3

Create a Learning Space andLimit DistractionsMany children and young adults with autism are now learning in their home setting due tobuilding closures or physical distancing requirements. To build new routines and support onlinelearning, it will be helpful to create a designated learning space and reduce distractions. Severalhelpful tips are described below:Designate a space: Find a quiet area in yourhome that can be used for online learning.Try to avoid areas thatare commonly used byyour child for otheractivities like eating,playing, using screens,or sleeping as it can bedifficult to transitionback to learning fromthose other activities. If possible, declutterthat area of your home and set it aside toprimarily be used for online learning. Thefewer distractions, the better!Consider the basics: At a minimum, yourchild will need a surface to work on and adevice to use for onlinelearning. Think about yourchild’s height whenselecting a workingsurface and whether theycan pay better attentionsitting or standing. Makesure there is room to setup a computer, tablet, or other device onthat surface at a distance that gives a goodcamera angle for your child and allows themto see images and text for online lessons.Chairs should be supportive such that yourchild’s back and legs form an “L” shape andallow your child’s feet to rest on the floor. Ifthe chair is not the correct height, they canalso rest their feet on a step stool or box.Personalize the space: Consider your child’slearning needs and interests when designingthe space. Include your child in choicesabout the space when possible. Try usingspecial interests like TV characters topersonalize and motivate your child to usethe space and think of it as a fun place to be.Set up a routine: Before the start of onlinelearning, it may be helpful to set up a routineof going to theonline learningspace daily. It mayhelp to have asimilar routine asyou did when yourchild went to school in person (regularwake-up time, morning routine). Anotheridea is to practice “going to school” bysetting up video calls with family or friends inthe space. Some children may need to buildup to the amount of time they will spend inthat space, so you may have your child startworking there for an amount of time youknow will be successful and then build upgradually.UNC FPG CHILD DEVELOPMENT INSTITUTE AUTISM TEAM4

Many students with autism have sensory regulatory needs that impact their ability to thrive in alearning environment. We recommend talking to your child’s IEP team about adapting anyindividual accommodations to your home. Here are some general ideas to consider:Seating: Some students with autism mayattend better to online learning using simplealternatives tositting at a desk.Your child mayprefer to standup during onlinelessons or evento walk back andforth across theroom. If available and needed, you may wantto have a seating option like a bean bag chairor sensory seat cushion to help your childfocus.Fidgets: Many children and adults fidget tostay focused duringonline meetings.Students with autismmay find light sensoryinput from fidgetinghelps them focus too.Some good silent fidgettoys to try include liquidtimers, foam stressballs, Rubix’s cubes, fidget spinners, andmarbles. Some students find chewing gum ordoodling with pen and paper helpful as well.Check in with your child’s teacher to seewhen/if fidgets are appropriate during onlinelearning lessons.Headphones: Consider using headphones toreduce auditory distractions, especially ifyour child will be working with other peoplein the room (siblings, parents, neighborhoodlearning group) or in a busy area of thehome. Headphones will make the instructor’svoice clearer and help your child engage inonline learning. Noise cancellingheadphones or playing soothing musicthrough headphones may be helpful duringindependent work times.Motor movement breaks: Even with othersupports in place, it is important to build intime for movement breaks during the day.Depending on what works with your family’sschedule and in your home andneighborhood, you could try activities liketaking a walk or run, doing jumping jacks, orjumping into a pile of pillows.Resources include:Structuring an Area for Online LearningLearning Space ChecklistSocial Narrative: School is at HomeUNC FPG CHILD DEVELOPMENT INSTITUTE AUTISM TEAM5

Structuring an Area for Online Learning1. Organize the table/desk area from left to right where the left side of the space is fortasks that need to be completed, the middle is cleared for working, and the right side isdesignated for materials that are finished. You may want to provide bins/baskets that areclearly labeled as work “to do” and work that is “finished.”EnglishScienceMathFinished2. Color code materials by subject to stay organized or use favorite characters to personalizematerials for organization. For example, a Marvel comic character could identify eachsubject.3. Create physical barriers between your child’s work area and other parts of the room. Thismay be especially important if multiple students are working in a room of the house or theroom serves multiple purposes. Use rugs, shelving, a tri-fold presentation board, curtains,etc. to distinguish one area from the other.Based on principles of structured teaching which originated from the University of North Carolina TEACCH AutismProgram.UNC FPG CHILD DEVELOPMENT INSTITUTE AUTISM TEAM6

Learning Space Checklist Pick a dedicated learning spacewith good lighting Set a learning schedule (see thenext section for tips on creatinga learning schedule) Clear any clutter or items thatmay be distracting BUT leave some personalpreferred items - check in withyour child for ideas Ensure equipment and/ordevices are charged, plugged in,and are working correctly Organize needed materials - thismay include a notebook andpencil to take notes Clean up the space at the end ofthe school dayUNC FPG CHILD DEVELOPMENT INSTITUTE AUTISM TEAM7

School is at HomeThere is a virus that is making people sick. My school is closed sothat students and teachers do not get sick. Even though I am athome, I can still learn. My class meets on the computer insteadof at school. I pay attention to the teacher and participate inclass. It is important that I stay on topic and use kind words justlike I would at school. I will go back to school when it is safe tolearn there. Learning at home keeps me, my family, and myfriends safe and healthy. If I get worried about the virus, I cantalk to my family or teachers.UNC FPG CHILD DEVELOPMENT INSTITUTE AUTISM TEAM8

Create a ScheduleVisual supports can help students understand a basic schedule and create routines during thisunusual school year. Often students with autism have trouble understanding the abstractconcept of time which can lead to confusion and/or stressabout when they will see familiar people, complete preferredactivities, and finish tasks. Expectations may be confusingduring this time of online learning during which your child maycomplete all of their learning at home, go to school on anirregular schedule, or go to a new or different location foronline learning support. Having a monthly, weekly, and/or daily schedule can help manage someof the uncertainty.Countdowns, checklists for tasks, and timers can be used as visual supports for within a task oractivity. These help your child to understand what is expected for certain learning times andwhen learning times will be finished. Making time a more concrete concept throughout the daymay decrease uncertainty during online learning.Resources include:Countdown ExampleVisual TimerTimer AppsDaily Schedule TemplateDaily Schedule ExampleDaily Schedule Example Using Stickie NotesMorning Meeting Checklist ExampleGuided Reading Time Checklist ExampleMath Time Checklist

Daily Schedule Template . Daily Schedule Example . Daily Schedule Example Using Stickie Notes . Morning Meeting Checklist Example . Guided Reading Time Checklist Example . Math Time Checklist Example . Monthly Schedule Template . Monthly Schedule Example . College Weekly Schedule Template