cry and lay on the floor. Te aide read him a social story before he entered the classroom about leaving at the end of the lesson. She also quietly read him the story (see below) in the music room as the class was finishing the lesson. Tis story was used once at the beginning and end of class. Te following two class periods, the story was read just before the student came to music. It took three class periods to extinguish the inappropriate behavior.
Today, when the music lesson is done, I will stand in line like the other second grade students. Second grade students do not cry or fall on the floor when it is time to leave music. Second grade students stand quietly in line. Second grade students quietly walk and follow the line into the hallway. Example: Social Story
Transitions and Timers
If a student is struggling to come into the music room they may be struggling with transitions. Many times people think the student doesn’t want to come to music because it is noisy. Most of the time that is not the case. It is just a transition issue. Te student is nervous or scared to go into a new situation. A social story before the transition can help in this situation. A visual schedule can help the child see what subjects or classes are coming during the day. Timers have been very helpful for ASD students. Bring the timer with the student. Start with five minutes. Ten let the student take a break. Each class period following, the timer should be extended an additional five minutes until the student can stay in the classroom. Te visual of the timer helps the student feel comfort in knowing they have control of their time.
Powerpoints Autistic students are very visual. Powerpoints give them a focus and a purpose to accomplish the activities the teacher has prepared. If the student has an aide, the aide can be given a copy of the powerpoint so the student can have the visual in front of them. Te copy of the powerpoint can also be used as a visual schedule. When you are done read- ing the powerpoint, the lesson has been completed.
LINKS (Loyal Interested Nurturing Kind Student) Program and Friend for the Day Schools with Autism programs may have the LINKS program. Te LINKS program allows regular education students to sign up, with parent permission, and learn how to be a helper with an autistic student. Tis program is at the elementary, middle school and high school levels. Te LINKS program will usually be run by your special edu- cation teacher or coordinator for your school. Te LINK student will have training sessions on how to be a friend and strategies to help their autistic friend. Tey may be as-
signed to eat lunch with them, play with them at recess and other such duties. In the music classroom the music teacher should know the LINKS students. Tese students can sit by their assigned student and help them be successful during the lesson by using sign language when necessary, point to visual strips and invite the student to participate in activi- ties such as dancing with a partner. Autistic students may not know how to hold or play an instrument properly even aſter the teacher gives the instructions. LINKS students will quickly show their assigned student how to play quickly and quietly without interruption to the lesson. If your school does not have the LINKS program, the music teacher can still assign a Friend for the Day. Find student volunteers that would like to help. Rotate the friends periodically so that the autistic student can have a variety of friends helping them. Let the Friend for the Day sit with the student and help the student with any of their needs.
Carpet Squares for the Floor or Assigned Chairs Te floor is a vast space for an autistic student. If they have trouble sitting on the floor the teacher will need to give them a designated spot. Poly spots, can be found in PE cat- alogs or from your gym teacher, and they can help students. Carpet squares are a little bigger and give the student more space to sit cross legged on the floor. Assigned chairs seems to be the best for an autistic student. Te comfort of know- ing they have a chair helps them transition into the music room. It is also a comfort to the autistic student to not look different from their peers. Chairs should be provided for all of the students in your classroom with a seating chart. Chairs used for all students will not make the autistic stu- dent stand out or look different. Many times a new student will want to observe from their chair as other students move to the floor for movement activities or singing games. As the student becomes comfortable with the music room and music lessons, they should be given visuals to help them transition to other activities that may be on the floor. Going back to the chair is a good idea at the end of the lesson. It helps to refocus the student that the lesson is ending. It helps the autistic student get ready to leave when they can just stand up in front of their chair and file out in line order.
Small Groups and Individual Help for Successful Inclusion If a student is having trouble participating in music with their peers from their classroom, they may need a few lessons by themselves or with a small group. If you can provide this service for a student who is struggling, it is well worth it. Do not give them a new lesson but let them practice with the lesson you will be teaching their classroom peers. When they come to music with their class, they can accomplish so much more because they have already prac- ticed the skills being taught.
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