These techniques will work with all children but are especially helpful for children with autism, central auditory processing disorder, ADD, ADHD, etc. I am not a special education teacher. I am an early childhood-elementary certified teacher, and the mother of two beautiful boys, a typical five- year old and a four- year old diagnosed with Pervasive Developmental Disorder, a form of autism. Check out Learning Disabilities Online at http://www.ldonline.org/ for more information.

Reduce distraction as much as possible. Sit this child close to the teacher, away from the pencil sharpener, and away from the door and more talkative children. When speaking and giving instructions to this child make sure the student has closed his books and put away all extra materials and toys. Avoid asking the child to listen and write at the same time.

Maintain eye contact when delivering information to this child. Establish eye contact by calling the child’s name, touching her hand or shoulder, and putting your hand on the child’s chin. Face the child as you speak so that she may receive visual cues from your facial expressions and by reading your lips.

Determine which is the student’s dominant ear and make sure you are on that side. Vary loudness as you speak to maintain attention. Maintaining structure and routine is crucial for this child.

Discuss prior to the lesson the main ideas that will be presented. When giving directions to this student speak slowly and clearly, using sequence words such as first, next and finally. Use visual aids and written instructions to reinforce the message. Use sign language as you speak.

Assign the student a buddy who will repeat instructions for him. Have an information center where directions for tasks have been pre-recorded so that the child may hear the directions repeated as often as needed.

After giving directions immediately paraphrase with a shorter and simpler explanation. Ask the child to be the teacher. Have the child explain and repeat the directions to you so that you know the child understands.

Prompt the student to follow directions and reinforce her for completing a task. Reinforcements, or rewards, can be verbal praise or allowing the child to have some special time when she can read a book or play a game.

Avoid repeating directions over and over. This teaches the child that he does not have to listen the first time. If the child has not responded to directions give the child a prompt such as "take out your scissors" and help the child to do so (hand over hand if needed). Then repeat the directions so that the child can then follow independently, emphasizing the importance of listening/following directions the first time.

This child may have difficulty with transitioning- moving from one task to another. It is a good idea to warn him about upcoming transitions, for example, "Mark, in five minutes we will be going to gym and you need to…". It is helpful to this child to have a picture schedule of his day posted near by.

Use the child’s interests to teach. If she likes trains let trains be the theme you use to teach. Have her count trains.

Take advantage of the child’s multiple intelligences. Teach to the child using different modalities. Have the child respond using different modalities. For example, have the child draw a picture that uses all of the vocabulary words, make outlines and story maps, and make up a silly song or rhyme to remember a lesson. Allow the child to read the questions first before beginning to read the chapter.

Teach the child a task by breaking down the activity/behavior to a sequence of steps. This "chain" of steps can then be taught forwards or backwards depending on whichever is more appropriate for the activity. In forward chaining teach the first step first. For example, to write in your journal the first step is to clear your desk. The second step is to take out the journal. The third step is to take out the pencil.