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List Of Questions
What is the Classroom Support Plan?
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The Classroom Support Plan provides individualized, hands-on recommendations to parents and teachers about how to help students with Autism and similar needs have the most successful experience at school.

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How does it work?
The Classroom Support Plan asks questions from a parent, caregiver or educator about a child’s particular learning style and needs. Based on that feedback, it generates a report of individual strategies that can be applied immediately. This information is collected in a simple, easy-to-follow printable report that can be given to your child’s educational team to help them implement strategies that are likely to work for your child. Most of the strategies can be easily implemented in a general education classroom. For a one-time fee, a parent, caregiver or teacher can fill out the survey, producing an individualized 15-25 page report that can be printed and accessed online for 6 months.

The Tool asks both open ended questions about the child's strengths and needs within the classroom and asks a series of multiple choice questions that allow for specific strategies to be added to your child's personal report. See the below questions to see if your child could benefit from helpful suggestions in these seven domains.

  • Working Through Transitions
  • Creating an Optimal Learning Environment
  • Supporting Social and Emotional Development
  • Addressing Sensory Challenges
  • Managing Emotional Regulation and Behavior
  • Helping with Classroom Routines
  • Enhancing Communication

  • Working Through Transitions

    1. Does your child transition easily from one activity to the next with little or no confusion and/or emotional distress? 

    2. Can your child move from being with one person to another (adult or peer) easily, quickly, and with little or no confusion and/or emotional distress?

    3. Can your child move in and out of one place to another (rooms in your house, classrooms, within a room, areas in stores, different buildings) easily and quickly, with little or no confusion and/or emotional distress?

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    Creating Optimal Learning Environments

    1. Does your child participate easily in free play or less directed/structure situations (recess, hanging out at the park/play areas/free play time, etc)?

    2. Is it easy for your child to focus and participate in places that are busy, noisy, crowded or unorganized?

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    Supporting Social Emotional Development

    1. Does your child play with and make friends with other children easily (knows how to and/or can initiate with peers, knows what to do or what needs to happen when peers say or do something to keep play going)? 

    2. Does your child easily take turns in play and/or conversations with other children and adults (e.g. taking turns in a game, taking turns in a conversation, playing games others choose, talking about topics that others choose)?

    3. Is it easy for your child to understand and follow social rules (talking too loudly in certain places, asking certain kinds of questions, keeping his/her hands to his/her self, asking permission, etc.)?

    4. Is it easy for your child to watch another person’s face (adult or child) or to watch what another person is doing with her/his body, and then understand what that person wants, needs or means (e.g. when someone’s eyes are opened very wide and both eyebrows are raised and her mouth is open, she is surprised; the crossing guard holding up an open palm to tell him to stop; a friend gesturing to him to come play, etc.)?

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    Addressing Sensory Challenges

    1. Is your child able to play, pay attention, stay in places without needing to do certain things (touching everything, tapping, lining things up, spinning things or his/her own body, etc.) so much that it prevents him from completing activities and engaging with others?

    2. Does your child generally use objects, toys and/or materials for the purpose that they were intended to be used (e.g., uses pencils to write with as opposed to tapping them on the desk, books to read or look?

    3. Is your child able to handle most kinds of sensory input (does not avoid or show distress related to certain movements, textures, sounds, smells, etc.)?

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    Managing Emotional Regulation and Behavior

    1. When things are difficult or confusing for your child is he/she able to cope and/or accept assistance coping without hurting himself/herself, others or things?

    2. Are your child's moods generally even (as opposed to having rapid mood swings, seemingly without warning); does your child express his/her feelings in ways that you can accurately interpret; and do you generally understand why he/she is feeling what he/she is feeling?

    3. Does your child know what is dangerous and/or do they respond to dangerous things in a safe way?

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    Helping with Classroom Routines

    1. Is it easy for your child to follow directions?

    2. Can your child finish things by himself/herself?

    3. Can your child easily figure out the classroom routine by watching and following what other children are doing?

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    Enhancing Communication

    1. Can your child use words to tell you what he/she needs and wants?

    2. Is your child able to use new, creative and flexible ways of telling you about different things (as opposed to repeating things that other people say and/or content from videos/television/radio, and exhibiting the tendency to be very literal and concrete)?

    3. Is your child able to transfer what he/she learned in one setting to other settings (for example, if he/she learns something with one person or in one place can he/she then use that learning with a new person or in a new place)?

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