i-Autism Step by Step Guide For Children with Autism | Right and Left Shoes

Here are effective strategies to teach children with Autism Spectrum Disorder (ASD) how to put on their shoes. These strategies focus on breaking down the task, using visual supports, and reinforcing positive behavior.

1. Task Analysis

Break the shoe-wearing process into smaller, manageable steps. For example:

Show the child their shoes.

Identify the right and left shoes.
Sit down comfortably.
Place the right shoe on the right foot.

Place the left shoe on the left foot.
Adjust the shoes for comfort.

2. Visual Supports

Use visual aids to help the child understand the steps involved. This can include:

Visual schedules that outline each step with pictures.
PECS (Picture Exchange Communication System) images representing each action (e.g., picture of shoes, picture of feet).
Color-coded stickers on the inside of the shoes to indicate which shoe goes on which foot.

3. Modeling

Demonstrate the process of putting on shoes:

Sit next to the child and model the behavior, narrating your actions as you do so.
Encourage the child to imitate you after observing the demonstration.

4. Prompting Techniques

Use various prompting strategies to guide the child:

Verbal prompts: Clearly state what the child should do (e.g., “Put on your right shoe”).
Physical prompts: Gently guide the child’s hands to help them place the shoes on their feet.

Gestural prompts: Point to the shoes or their feet to indicate the next action.

5. Positive Reinforcement

Encourage and motivate the child by providing positive reinforcement:

Use verbal praise (e.g., “Great job putting on your shoes!”).

Offer tangible rewards (e.g., a sticker, extra playtime, or a favorite activity) when they successfully put on their shoes.

6. Create a Routine

Establish a consistent routine around shoe-wearing:

Incorporate shoe-wearing into daily activities (e.g., before going outside or starting a specific activity).

Use a consistent sequence of prompts and reinforcement to build familiarity.

7. Sensory-Friendly Options

Consider the child’s sensory preferences:

Provide shoes that are comfortable and easy to put on (e.g., slip-ons, Velcro).

Allow the child to choose their shoes to increase motivation.

8. Incorporate Play

Make the learning process engaging:

Turn the activity into a game, such as a race to see who can put on their shoes the fastest.

Use storytelling or role-play scenarios where characters put on shoes.

9. Gradual Independence

Gradually reduce prompts as the child becomes more proficient:

Start with full assistance and slowly fade to verbal prompts and then to independence.

Celebrate small successes to build confidence.

10. Collaborate with Parents

Work closely with parents to ensure consistency:

Share strategies and techniques that can be reinforced at home.

Encourage parents to use the same visual aids and prompts to create a unified approach.

By implementing these strategies, you can create a supportive and effective learning environment that helps children with ASD learn to put on their shoes independently.

How This Guide Works

This guide provides a structured approach to help caregivers assist children, particularly those with autism, in learning how to put on their shoes. Each section outlines key components of the activity, breaking it down into manageable steps and providing tools to facilitate communication and learning.

Tasks

This section outlines the smaller steps involved in the activity, breaking it down into manageable parts to enhance understanding and execution.

Show the child their pair of shoes.
Point to each shoe and identify it as either the “right” or “left” shoe.

Place the “right” shoe on the right foot and the “left” shoe on the left foot.

Prompts

Prompts are specific verbal or physical cues given by the caregiver to initiate, guide, or reinforce the desired behavior. These help the child understand what is expected during the activity.

“Let’s get your shoes on. First, we need to identify the right and left shoes. Can you help me?”

“This is your right shoe. Can you point to your right foot?”
“Which shoe goes on your left foot?”
“Great job! Now let’s put the shoes on the correct feet.”

Simple Prompts

These are simplified versions of the prompts, making them easier for the child to understand and respond to.

“Right foot.”
“Left foot.”

“Put on shoes.”
“Shoes on.”
“Shoes off.”

Positive Reinforcers

This is a list of rewards or incentives used to encourage and reinforce the child’s positive behavior during the activity. Positive reinforcement can motivate the child to participate and succeed.

Verbal praise (“Great job!”)
High-fives or fist bumps

Offering a preferred toy or activity after the task is complete

Strategies

General approaches or techniques used to achieve the desired outcome. These strategies help create a supportive learning environment.

Use the same verbal prompts consistently to reinforce the association between the shoes and the correct feet.

Make a game out of it by challenging the child to identify the shoes and put them on the correct feet quickly.
Use visual aids such as shoe stickers or drawings to help the child visually identify the correct foot for each shoe.

Checklist

A list of tasks or items to check off before, during, and after the activity. This ensures that all necessary steps are followed.

Have the child sit in a comfortable and stable position.
Use consistent and clear language to identify the right and left shoes.
Provide positive reinforcement for correct responses.

Gradually fade prompts as the child becomes more independent with the task.

Sensory Considerations

Identify any potential sensory issues that may arise during the activity that could be overwhelming for the child. This helps in planning and adjusting the activity to suit the child’s needs.

Consider the texture of the shoes and any tags or labels that may irritate the child.

Be aware of the child’s sensitivity to sounds, such as the noise of Velcro or buckles.

PECS (Picture Exchange Communication System)

This tool aids communication between a child with autism and their caregiver. In this case, we suggest using PECS images that focus on the specific actions involved in the activity.