Strategies & Practices:

To Receive a Student's Attention or Encourage

Engagement in their Work
#1: Make sure you have the students attention before you deliver an
instruction or ask a question.
(Autism Speaks Inc., 2012, p. 81)
To receive this initial attention: begin an instruction with the students name - this
increases the likelihood that he may be attending by the time you deliver the direction
(Autism Speaks Inc., 2012, p. 81).

#2: Gain eye contact before speaking

(Autism Speaks Inc., 2012, p. 97)
* Although some students may avert their eyes, the initial contact was made, and they
will continue to listen. Using the student's name may assist in this process.
* This strategy is simple yet very important, for without establishing eye contact, the
student may not be fully engaged. (Autism Speaks Inc., 2012)

#3: Use an object of interest, or cue card with a message on it for example,
and place it within the student line of sight, while calling his name and
slowly moving the object to your eyes or the activity/sheet/ book his
attention should be given to.
(Raising Children Network, 2013)
Overtime, simply calling out his/her name will bring about this attention automatically or
more willingly.

#4: Teach contingencies and waiting strategies

(Autism Speaks Inc., 2012, p. 92)
Such strategies may include:
* A Countdown (5, 4, 3, 2, 1)
* First, Then. (Autism Speaks Inc., 2012, p. 92)

#5: When [the student] makes a sound or says a word, repeat it back to
[them]. This can develop ongoing interactions and develop [a students]
(Raising Children Network, 2013)

#6: Comment as you and [the student] are working on [a] task. When
you talk about what [he/she] is doing, ask questions and give
suggestions.
(Raising Children Network, 2013)
*Simply having this exchange between the student will encourage focus and
attention on the task for a longer period of time. (Raising Children Network, 2013)

#6 Each student has a different learning preference, knowing the strengths

of each student in regards to this will ensure that modification or
accommodation are made to enhance and simplify their learning.
(Autism Speaks Inc., 2012, p. 92)
*This will increase competence and motivation and minimize frustration. (Autism
Speaks Inc., 2012, p. 92)

References
Autism Speaks Inc. (2012). Supporting learning in the student with autism. Retrieved from
https://www.autismspeaks.org/sites/default/files/sctk_supporting_learning.pdf
Raising Children Network. (2013). Learning to pay attention: children with autism spectrum
disorder (ASD). Retrieved from
http://www.raisingchildren.net.au/articles/autism_spectrum_disorder_attention.html