Third Trimester PE

ASD Students
Chad __________(ASD)
1) Sensory Issues:
Chad will often make noises, flap his hands, and put his fingers
in his ears. These behaviors usually occur when he is
frustrated. Most of the time you can ignore the behaviors and
he will stop on his own. Telling him hands down when he
puts his fingers in his ears will sometimes work as well.
Allowing him to have a break (take a walk in the hall, go sit
down in the office, put his headphones on for 10 minutes will
sometimes help with his anxiety).
Chad is hypersensitive. He does not respond well to loud
noises, touch, and certain textures. He will need to dress in the
office bathroom.
2) Behavioral Issues:
Chad will often refuse to do certain activities. It is helpful to
tell him work first, then break Have him complete an activity
like walking around the gym, stretching, or passing a ball with a
peer. Then allow him to take a break. Use as little verbal
language with him as possible.
Chad has a behavior plan that I will give to you.
3) Strategies for Chad:
Allow him to take frequent breaks: Cheryl Thorn or Jill Avison
can take him out of the gym for his breaks as needed.
Alternative activities: Allow Chad to walk instead of running.
Instead of participating in team sports, allow him to work with
a peer or para to complete gross motor activities like catching,
throwing, or kicking a ball.
Allow Chad to use a trampoline, exercise ball, and exercise
bands instead of weight lifting.
Allow Chad to use his headphones during breaks.
Give Chad simple single step instructions. You may need to
repeat the instructions to ensure he understands.

Michael ______________(ASD)
1) Behavioral Issues:
Michael does not do well with breaks in routine. He needs to
know what to expect.
Michael will sometimes kick walls, stomp his feet, talk about
hurting himself, and throw things when he is upset.
Michael is very slow to process information. Directions will
need to be repeated and restated for him. He will often forget
what he is supposed to do.
Michael might have issues with other students in the locker
room. He is not physically violent, but he will become upset if
kids tease him. He will need to be monitored or allowed to
change in the office.
2) Strategies for Michael:
Try to always talk to him in a non-confrontational manner.
Do not engage him in arguments. When he starts to get angry it is
best to try and ignore the behavior at first. Have other kids move
away from him and try not to give him attention he likes an
audience when he is mad. Mike can usually calm down on his own
and even apologizes afterwards.
Allow Michael to take breaks if he is becoming upset. On his
breaks allow him to read a book or draw for a few minutes. He
may go to the office or my classroom to do this.
Set up opportunities for him to succeed. Mike will have a very
hard time with team sports. He does not have very good
coordination, so he may become frustrated easily when playing on
a team. It may be necessary to allow him to do a different or
modified activity. (For example, if the kids are playing basketball,
have him shoot free throws).
Pair Michael up with Hamza and/or Chad to do a separate activity.
Let Michael know ahead of time what activities you will be doing
in class for the day. Explain your expectations for him for the
activity.
Follow Michaels behavior plan (Mark Muscat is in the process of
adding updates to it).

Hamza ___________ (ASD)

1) Behavioral Issues:
Staring too much at other students (usually male students)
Non-attention: Hamza daydreams and talks to himself
Blurting out
Odd fixations: Hamza often becomes fixated on people and
objects.
Impulsive
2) Strategies for Hamza
Tell Hamza no staring every time you catch him staring at
someone too much.
Repeat instructions and give Hamza reminders that he is supposed
to be paying attention. Say, Hamza eyes up here.
Try to redirect Hamza when he is talking about things unrelated to
class or fixated on things. Remind him of what he should be
doing. Give him short, simple directions.
Ask Hamza to repeat back to you what he is supposed to be doing.
Closely monitor Hamza so that he is not bothering other students.
It may be helpful to talk to the other students in class and redirect
their behavior if they are having issues with Hamza. Hamza does
not understand social cues and will not pick up on kids making fun
or him.
Hamza will need to be monitored in the locker room. He might
have problems with other students (particularly if he is staring at
them when they are changing). It will be important to remind
Hamza not to stare before he goes in the locker room to change. If
he cannot be monitored or you have a sub, he may need to change
in the office.
Team sports may be difficult for Hamza. He will struggle with
understanding the rules. It may be necessary to have him do
alternative activities with Chad and Michael.

People who can help:

Shannon Hilliker
Mike Dennisuk
Lani Jakovick (Occupational therapist) Taylor Schools
Megan Laura (ASD consultant)
I will have Lani and Megan touch base with you to give you some additional
strategies for working with these students.