Implementing visual schedules is simple.

The
schedules can progress by activity or by time.
Once the schedules are made, the teacher can
either display one for the whole class somewhere
in the room where all students can see. Or the
schedules can be individually at each students
desk. Each morning the students can fill out their
schedules together as a class with the teacher and
talk about what is coming next as they more from
activity to activity.

References

Knight, V., Sartini, E., & Spriggs, A. (2015). Evaluating Visual

Activity Schedules as Evidence-Based Practice for Individuals with

Visual schedules are a

teaching tool used to provide
a clear and organized way
for students to recognize
where they are in their day
and what activities are
coming up next. This ensures
that there is little to none
confusion for the student on
what to expect in their day.
Visual schedules have proven
to be very affective for
students with Autism and
ASD however, they are also
very useful for all students
(disability or not). Visual
schedules may be used
individually and/or
collectively as a class. Visual
schedules reduce stress and
anxiety, are used as a
calming method, and reduce
the possibility for trouble
behavior.

Autism Spectrum Disorders. Journal Of Autism & Developmental

Disorders, 45(1), 157-178 22p

CASE, L., & JOONKOO, Y. (2015). VISUAL PRACTICES FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN PHYSICAL
ACTIVITY. Palaestra, 29(3), 21-25.

Knight, V. v., Sartini, E., & Spriggs, A. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism
Spectrum Disorders. Journal Of Autism & Developmental Disorders, 45(1), 157-178

SELF-TALK
Self-talk is a helpful teaching tool because it involves targeting a
problem that we all experience. Self-talk is the way we talk to
ourselves when we are approaching something new. Sometimes we
have to do something new and we think Okay, I can do this. Or we
think Oh that looks way too hard, theres no way I can do that.
Positive self-talk teaches students to use their inner voice to
encourage and motivate themselves when they are approaching a new
or difficult task.
Implementing self-talk can be as simple as having students to write
encouraging messages to themselves to look back on when they are
having trouble with a task. Self-talk works well with students who
have both education and behavioral difficulties.

References

Hardy, J., Begley, K., & Blanchfield,

A. W. (2015). It's good but it's not
right: Instructional self-talk and
skilled performance. Journal Of
Applied Sport Psychology, 27(2),
132-139.
Puchalska-Wasyl, M. M. (2015).
Self-talk: Conversation with
oneself? On the types of internal
interlocutors. The Journal Of
Psychology: Interdisciplinary And
Applied, 149(5), 443-460
Lee, S., McDonough, A., & Bird, J.
(2014). Investigating eight- to
nine-year-olds self-regulatory
self-talk in the context of their
classroom tasks. Early Child
Development And Care, 184(11),
1661-1676