Teaching personal hygiene to children with autism – free visual story

Management of personal hygiene is a very important skill for all children to learn in order to grow and develop independence.

 

Daily activities as part of a routine

As a teacher of children with autism, personal hygiene tasks are a high priority on the school daily timetable. Dedicating time to personal hygiene activities as part of a routine, every day, is a good method of ensuring the children have regular time to learn these important skills. These activities can include:

  • washing hands (before and after eating, after messy lessons)
  • getting dressed and undressed (for exercise or P.E.)
  • brushing teeth (after lunch)
  • washing face (after brushing teeth)
  • using the shower (after swimming)
  • washing under armpits and using deodorant (I have taught this as part of a lesson and then implemented time to wash under arms in the afternoon – (best taught in the summer when the weathers warmer if you live in the UK!!)

 

Model how to do it

Show the children how to do it – brush your teeth before and whilst the child is brushing their teeth to show how it is done. Wash your hands to show the child how to wash theirs. Always have a set of your own equipment ready to model! Children can learn a lot faster by seeing you do it.

 

Use visual support

Here is a visual lesson-starter I made for an introductory lesson on washing armpits and using deodorant. Each picture is a slide on ‘Powerpoint’.

teaching hygiene autism asd teacher

 

I either modelled the steps (I modelled washing my armpits by wearing a vest and using a large bowl and flannel) or acted out (I definitely couldn’t model being in the bath!).  I then printed it and made it into a ‘Social Story’ book that the children could look at another time.

 

You can download the powerpoint ‘I need to keep my body clean’ story for free > here.

 

Visual supports to aid the structure of an activity can be very helpful for a child with autism; in understanding what is expected, in setting a routine and knowing when the activity has finished. Here is an example of visual structure for putting shoes and clothing on just before leaving home to go to school.

 

I know a child who currently uses this independently (moving the symbol to the red side when he has completed the task). A few months ago, his parents were both physically helping him and having to verbally prompt him to do each of these steps. He has now learnt to do this independently and the whole process takes less time! Brilliant result!

 

Shoes-on schedule

Do feel free to share any strategies and resources you use that work well!

 

Learn more about visual structure > here or visual timetables > here

 

Teaching Resource Tuesday

The importance of using a visual within-lesson schedule for children with autism

For children with autism, it can be hard to predict what will happen next. Often without realising, teachers can under prepare their students by not informing them of what will take place in an activity or lesson, in a way the child can understand. This can lead to high anxiety and confusion which obviously can result in challenging behaviour.

Visual within-lesson schedules, based at the level of sense making of the child, can give information to show exactly what will happen. If used properly, it can show the child what is to come, what has finished and when the lesson will completely finish.

Visual within-lesson schedules can be used individually or for a whole class (any class!). Some of the examples below are from mainstream classes of 30 children where all of the children are benefiting from the visual schedule.

 

Here are some examples:

within-lesson schedule

 

This is a visual within-lesson schedule for a numeracy session. It shows the activities which are going to take place and in which order. Lastly, there is a very motivating activity (playing with a ball) which helps to keep this particular child focused and engaged!

As each activity finishes, the photo is placed on the red side to show that it has finished. Over time, children can learn to do this action themselves and therefore increasing their independence in completing tasks themselves. This type of resource can really be used for any lesson, for ALL children!

 

 

making pizza within-task schedule asdteacher autism

Here are some other examples of how the same system can be used at different reading and comprehension levels. The second board shows increased vocabulary to the first board. This must completely depend on the individual child and their level of sense making. As you can see, for a child who understands symbols, this step-by-step guide will clearly support to show the child the different steps of the activity. This would be used in combination with modelling what to do by the teacher. The symbol program used to create these symbol resources is Communicate in Print.

 

within-lesson schedule making slime asdteacher

 

 

 

Here is an example of a visual within-lesson schedule for a child who can read or is at the early stages of reading. The child can use a pencil to tick off each step as they work through the stages. This would also be used in conjunction with modelling from a teacher.

 

 

 

 

within-lesson visual schedule

 

 

Here is a within-lesson visual schedule for a child who reads and it helps to structure what he needs to do and where he needs to be.

 

 

 

sticky note within-task visual schedule

 

 

 

It can be as simple as using a sticky note and pen! (if the child can read)

 

 

 

 

 

 

 within-task visual schedule

 

 

Pairing a picture with words can give more meaning to a child. This is an example of the different movements in a dance sequence during a dance lesson.

 

 

 

 within-task visual schedule dance lesson mainstream class

Here is an example of a within-lesson visual schedule, drawn by the teacher in front of a mainstream class of 30 children. The visual shows the steps of the lesson. After showing the class, the teacher placed it on the wall and at different points during the lesson, some of the children went up to it to look at it. It clearly supported ALL of the children and is very inclusive.

 

As educators it is our job to ensure all pupils can access the learning. Visual within-lesson schedules can support ALL pupils, not just children with autism. Children are never to old to use pictures (I have had comments/ questions about this from teaching staff before), this really is not the case so do not stop using pictures if it is helping a child/ class. I prefer using pictures to words and can grasp meaning quicker myself! Keep it visual!

 

Teaching Resource Tuesday