FoughtismMarch 2025的目錄

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,…

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. BOOK TITLE CHAPTER Write the theme (message) of your story in the scroll at the top of…

Six year old Darren was extremely uncooperative with his parents. In the hope of learning how to deal more effectively with his excessive commanding behavior, Darrens parents took him to the Gatzert Child Developmental Clinic at the Uni. of Washington. As his parents described the problem, Darren virtually “ran the show” at home, deciding when he would go to bed, what foods he would eat, when his parents could play with him, and so on. To obtain direct observations of Darren’s behavior, both cooperative and uncooperative, Dr. Robert Wahler asked Darren’s mother to spend time with Darren in a playroom in the clinic. The playroom was equipped with adjoining observation rooms for data recording. During the first two 20-minute sessions, called a baseline phase, Darren’s mother was instructed: “Just play…

Discussion Questions: • If I said "feelings" or "emotions," what words come to mind? • Do you believe that emotions can be positive or negative? Why or why not? • What's the difference between feelings and actions? Did you know that your heart can hold lots of feelings at the SAME time? It's true. Think about the beginning of the school year. What were some things you felt? Excited, nervous, happy, tired? What about: • A new baby • Moving • Trying a new hobby • Meeting a new friend • Going on vacation • School What examples can you think of? Your heart is strong enough to hold lots of feelings at the same time. I want you to know that it's ok to feel emotions. Emotions are not…

You have exactly one minute to hop on one foot as many times as you can. Count your hops. It 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…