Key Principles Of Attention Autism

Practitioner research question: Can I improve communication skills, engagement and participation for pupils who have Autism by implementing the key principles of Attention Autism programme across the curriculum in a Key stage 1 classroom?
The purpose of this practitioner research study is to explore how I could improve the pupil’s communication skills by embedding the key principles Attention Autism programme and strategies in my teaching of the curriculum to my class which is a Key stage 1 class with children with who have an ASD. The research was carried out within the school day in a classroom, which is part of a school for children with ASD and for children who have a learning disability. The author who is also the practitioner, used

The children I work with all have a communication difficulty, many remain non verbal and learn to use an augmentative communication system which will be suited to their individuals needs. Communication is imbedded throughout the whole school curriculum, as a practitioner I strive to find effective strategies to support the children’s communication. Introduction
I first became aware of the work of Gina Davies when I began a distance learning course at Birmingham University WEB AUTISM. During the course material we were given a range of examples of the best practice in autism education. One example that stood out and intrigued me amongst the many I observed was a film clip of an interview by Gina Davies. Gina Davies is a Specialist Speech and Language Therapist, at this time she was the Head Teacher at the Little Group School.
This unique nursery provision integrated speech and language therapy approaches throughout whole day within every area of the

• Stage 1 `The Bucket` teaching children how to focus their attention.
• Stage 2 the attention builder. Teaching how to sustain attention
• Stage 3 the interactive game. Teaching children how to shift their attention
• Stage 4 the individual independent table top activities. Teaching children to independently transition.

I attended more Attention Autism training, a story telling course inspired by the work of Louise coigley (Lis n tell). The story telling techniques were delivered through the AA programme. This training demonstrated how using the `irresistible invitation to learn` through amazing motivating resources used creatively, to inspire visual imagination. Each sequence of a modified story presented with an immense amount of fun. The training delivered by Gina is inspirational and I was excited to bring it to my class,
I introduced the Attention Autism (AA) to my class and I was excited by the almost immediate progress the pupils began to make in their level of interest, engagement and willingness to participate in the ` bucket` sessions. I moved the sessions on to incorporate stage two and stage