Inhaltsverzeichnis für March 2024 in Foughtism

Hello and welcome to Foughtism, a monthly magazine dedicated to celebrating the unique gifts of individuals with autism. A treasure of practical, playful and engaging activities for kids on the spectrum Foughtism magazine offers strategies and ideas to enrich the lives of children through meaningful activity. More than 20+ activities help the child on the spectrum: follow directions, stay focused, and strengthen motor skills; interact with peers and develop social skills needed for playdates; build vocabulary, expand communication, and answer questions. Our pages are filled with inspiring stories of individuals who have overcome challenges, followed their dreams, and made a positive impact on the world. At Foughtism, we're all about embracing your unique perspective, exploring your creativity, and connecting with a community of like-minded individuals. Let's celebrate your unique gifts,…

If a child is continuously doing something they enjoy, such as biting their nails, they are more likely to avoid doing that behavior when adults are around. The child may MODIFY the behavior only so they do not receive punishment. Bribery • Child is in control • Offering a preferred item or activity to try and stop or influence a behavior in the moment • Occurs after problem behavior has already begun • Stops behavior in the short-term, but increases it in the long-term • Favorable to the person giving the bribe Positive Reinforcement • Adult is in control • Preferred item is delivered contingent (after) an appropriate behavior occurs • Increases, strengthens and maintains the appropriate behavior long-term • Favorable to the leaner What is Positive Reinforcement Positive reinforcement…

INCLUDES LONGER STORY, SHORT A4 STORY OR POSTER & COMPREHENSION TASK CARD, SOCIAL STORIES Strategies & Ideas for Use BEHAVIOUR BUNDLE Social Stories aim to give a first-person description of the who, what, when, where and how of social and life experiences. They are frequently used, along side combination strategies, to support learning and/or reduce problem behavior in special educational settings. General Strategies for Using Social Stories: • Read the story regularly across a number of days/weeks so that your learner has frequent opportunities to learn the new expectations. • Where skill level allows, give your learner the opportunity to read the story to you and if they are able to read the story themselves, keep the story easily accessible to them. • If your learner is able to respond…

✓ What the author wants you to learn or know. ✓ A broad idea about life. ✓ Usually not stated, must be inferred. FIND THE THEME BOOK TITLE _____________________________________________ The theme or message of a story is not usually stated directly. You can infer the theme by looking at what the main character thinks, does, and how he or she changes. Use the questions below to help you find the theme. How did the characters react to obstacles? What important decisions did the characters make? How did the characters grow or change in the story? What did the characters learn? Use your answers to determine the theme of your story. Write the theme in the scroll below. THEME BOOK TITLE ____________________ CHAPTER _______________ Write the theme (message) of your story…

You have exactly one minute to hop on one foot as many times as you can. Count your hops. If you touch the ground with your other foot, you must start over! Find a partner to make a group of two. Face each other and do the moves as quicky as you can: clap right hands, touch left toes, clap left hands, touch left toes. Once you got it down, try going faster! Mill around the room until the teacher calls out, "House, Tree, Rock." Quickly join two friends to make a group of three. In your group, one of you must pose as a house, one must pose as a tree, and one must pose as a rock. Play again, but find a different group. Get into a group…

□ Sanitizing surfaces □ Desks □ Tables □ Bookshelves □ Chairs □ Technology □ Sanitizing materials □ Math manipulatives □ ELA manipulatives □ Toys/Game materials □ Scissors □ Whiteboards □ Classroom library organization □ Make sure library books are put away correctly with spines out & books in correct bins □ *****My students are very good at keeping my classroom library clean because of how it is organized. If you want to see how I organize my classroom library, □ Pass out remaining student papers (place in cubbies, folder or backpacks) □ Sort through materials □ Make sure art materials are sorted correctly □ Throw away dried out markers, glue, damaged materials, etc. □ Organize technology and charging stations □ Collect labels and items that need to be "relaminated" or…

There is nothing more frustrating to me then when a child continuously uses the word "fine." • "How was your day?" Fine. • "Do you need help?" No, I'm fine. • "Why are you sad (mad)?" Nothing. I'm fine. • "I've noticed that you often seem upset when you come back from____. Tell me more about that." I don't know. It's fine. Most of the time I want to scream, "IT'S NOT FINE!" But as the professional… I don't. During my short experience of teaching first grade, I realized that children would often rather to show me their feelings instead of telling me. I created the "Heart Check Worksheet(s)" for CHILDREN to evaluate and notice how they are feeling throughout the day. This resource allows children to recognize patterns of…