| Describe in detail what you need | Read (2015) states common strengths of children with autism are strong visual skills. Stage 1 of Attention Autism Bucket activity (Davis, 2022) promotes focusing attention which further learning can be built on. This approach has been used in my setting for a number of years, with very positive progress and outcomes for children; however, background reading has reminded me of why the strategy is used. TLP 5, which was also observed by mentor and personal tutor demonstrated a ‘Bucket Time’ session with 3 children and child M. Behaviour management features strongly in the routine of this activity and definite boundaries are set, such as only the adult touching the demonstrated object. This is to maintain intended focus and anticipation, but also introduces consistent rules and expectations which can be built on – this leads on from managing behaviour through IEP targets, discussed in the critical evaluation section. It has been beneficial to explain and demonstrate in action to less ex |
| How many pages | 1 |
In recent years, educators and therapists have been increasingly recognising the unique strengths of children with autism, particularly in the realm of visual skills. According to Read (2015), these strengths can be harnessed to facilitate learning and engagement. A popular approach in this context is the Attention Autism Bucket activity, which promotes focused attention as laid out by Davis (2022). In my educational setting, we have successfully implemented this strategy for several years, yielding positive outcomes for the children involved. This paper aims to explore the theoretical underpinnings of the approach, the observed outcomes, and the importance of behaviour management within the framework of this activity.
The Attention Autism Bucket activity is designed with the intent of capturing and maintaining children's attention, creating an environment conducive to focused learning. Stage 1 of the activity is particularly effective, as it uses captivating visual stimuli and engaging materials. This initial phase promotes anticipation and excitement, which are crucial for fostering further learning opportunities.
In my setting, I have witnessed the effectiveness of this strategy first-hand. Children often display increased engagement and enthusiasm when participating in Bucket Time sessions. The structured nature of these sessions allows children to gain confidence as they learn through observation and participation, solidifying their understanding and skills.
A critical component of success in the Attention Autism Bucket activity is the emphasis on behaviour management. As evidenced in Teaching and Learning Practice (TLP) 5, observed by my mentor and personal tutor, the routine of Bucket Time includes clearly defined boundaries. For instance, only the adult is allowed to touch the objects demonstrated during the session. This rule not only helps maintain focus but also establishes a set of consistent expectations.
By introducing these definitive boundaries, we create an environment where children feel safe and supported. The consistency of these rules can then be built upon in a way that aligns with their Individual Education Plan (IEP) targets, as discussed in the critical evaluation section of this paper. Implementing structured routines aids in managing behaviours and can lead to significant progress for children with autism.
Over the years, the use of the Attention Autism Bucket activity in my setting has led to remarkable progress for the children involved. Teachers have reported enhancements in various skills, including communication, social interaction, and independent learning. By capturing children’s attention, we allow them to participate meaningfully in their learning journey.
For example, child M, who was part of the observed Bucket Time session, demonstrated increased focus and engagement during activities compared to previous sessions. This shift indicates not only the effectiveness of the activity but also highlights the importance of using strategies that resonate with the strengths of children with autism, such as their visual learning capabilities.
In conclusion, the Attention Autism Bucket activity serves as a valuable tool in supporting the learning and development of children with autism. By leveraging their visual strengths and maintaining a structured environment with clear behaviour management strategies, we can create opportunities for engagement and learning. It is crucial to continually revisit the rationale behind our strategies to ensure they remain effective and beneficial for all children involved. This reflective practice not only enhances our teaching methods but also ultimately leads to improved outcomes for the children we aim to support.
This paper succinctly demonstrates how the Attention Autism Bucket activity, through its focused attention principles and robust behaviour management practices, contributes positively to the learning experiences of children with autism.