11/05/2023
Three conditions for matching the demands to the child-
This takes the basic premise that children do the best that they can given the situation they are in, and their current skills for dealing with it. If children are struggling, there is a good chance that the demands we place on them are greater than their skills for dealing with them. In these cases, the first line of strategies should be to lower the demands or provide greater supports so the demands match the child's skill level. You can modify three factors in doing this: modify the environment, modify the task itself, and modify the teaching style or assistance given to the child.
1. Modify the environment. First, look at the environment to see if it interferes with your child's performance. Based on your child's sensory, social, and emotional needs, are there elements threatening their performance? Let's take school as an example. Do the lights, noise, smells, or activity level overwhelm the child, so they cannot focus, process, and perform adequately? Does their seating arrangement need to be changed to allow them to concentrate? Would they be better off sitting on an air cushion or exercise ball to allow them to "fidget to focus?" Do they need to be facing away from the group or window to minimize distractions? Maybe they could benefit from chewing gum to maximize attention. Are there too many children sitting close to them that overwhelm or distract them? Or maybe there is a bully in the classroom teasing them? If your child has sensory needs, ask the occupational therapist to recommend classroom modifications to accommodate their sensitivities and a sensory diet to keep their nervous system calm and organized.
2. Modify the task itself. Is it too hard or asking for too much? Should it be downsized or broken up into smaller steps? Possibly placing only a couple of problems on a page, instead of many, or providing more visual strategies to support their learning style. Would it be more motivating by incorporating their favorite topic into the learning? There are a host of accommodations and modifications that can help match the demands to the child’s abilities.
3. Look at the interaction style of the teacher. Is teacher or aid too demanding, pressing too hard, giving too many verbal directions that confuse and overwhelm the child, or walking away without guiding them? What are the best ways to provide instruction, guidance, and encouragement for the child? Maybe the teacher should use fewer words and more demonstrations, or maybe they should support the child by doing the first couple of problems with them or helping them outline what to do. Does your child respond to a soft, slow interaction style or an upbeat, animated style? Does your child feel safe, accepted, and competent with that teacher? If not, what can they do to change it?
These three factors can be modified to better match the demands to the child’s abilities in any setting or task conditions (home, school, community setting, etc.). When your child is struggling, look at the environmental demands, task requirements, and instructional methods to modify that maximize success.
This series on “School Issues” can be found in the green book, “Autism Discussion Page on Anxiety, Behavior, School and Parenting Strategies.”
Amazon.com: Bill Nason
