For meltdowns, reduce verbal directions, and use visual cue cards or a whiteboard to communicate. Note, the only part of the autistic brain that is not affected by autism is the visual cortex. And with close connections with the motor planning part of the brain, a written request may be carried out.
A systematic and easy-to-follow protocol is an effective tool to promote student readiness!
Breaks are not punishment. They are taking a break to calm down--not because they made a poor choice or acted out.
Using an appropriate prompting hierarchy for the student, the adult may point at a break card, or says something supportive, “Let’s check your schedule."
By taking a break for self-regulation a student learns that they have agency over their body and mind.
