Show consistency in the classroom by keeping up a visual schedule and following a daily routine. The use of visual forms of communication eases the children by eliminating the unexpected; therefore, reducing aggressive behaviors. For example, a child may find comfort in knowing that after pre-reading at 11 a.m. comes lunch at noon. A helpful visual aide on the wall would be a student reading a book followed by an arrow pointing to food.
Find alternatives to verbal communication. Since many of these children have limited verbal skills, highlight their other gifts. For example, use their interest in art, drawing and computers to teach lessons. Flash cards, pictures and technology can capture their attention more than auditory instructions. These students also respond better to singing than to speaking. Implement songs into the classes to stimulate and develop their memory skills.
Create organized stations in the classroom. These stations should include strong visual hints so the children do not need to rely on auditory directions. All stations should be distinctively clear on their functions. Each student should be able to decipher what needs to be done and what comes next.
Implement direct instruction of social skills. These lessons teach how to identify emotions when they occur inside of yourself as well as in others. They also review how to react in social situations. Use the concept of social stories to teach these social skills, in which the teacher and students create a short story about a specific social situation. The teacher guides the children by exploring possible emotions which may arise and explaining the best way to respond to each situation.
Include sensory opportunities in the schedule for relaxation. Many students need to be constantly active and moving around to focus and feel comfortable. Ask an occupational therapist to complete individual sensory profiles for the students so the right stimulation can be incorporated during the day.