As my boys got older, they were less intense, went to preschool, and were able to entertain themselves for a little while.  Therefore I made another schedule for them that’s a bit more laid back than the Daily Schedule for Toddlers.

This is a small schedule to help plan activities that you and your kids want to do during the school year or the summer.  You can quickly print out on cardstock and attach some sticky magnets and keep on your fridge.  Each day have your kiddo swap out the schedule.

Print Free File: Small Daily Schedule

The following is the schedule I used for my boys when they were young during the summer. Every Tuesday I had a babysitter come from 12 – 4pm so I could get some work done, grocery shop, etc with out them.  Actually, I still do that every summer. That’s what keeps me sane. {{wink}}

Monday Routine (Cleaning Day)

7:00 Cartoons
8:00 Eat Breakfast, Dishes in Sink, Cereal put away, Get Dressed
9:15 Gym
11:00 Bring Clothes down
11:15 Chore Chomper
11:45 Lunch
12:00 Free Time
1:00 Computer Time
1:30 Draw
2:00 Learning
2:30 Movie
4:00 Imaginative Play
5:00 Singing Time
5:30 Dinner
6:00 Walk
6:30 Family Home Evening
7:30 Bed

Tuesday Routine (Movie Day)

7:00 Cartoons
8:00 Eat Breakfast, Dishes in Sink, Cereal put away, Get Dressed
8:30 Chore Chomper
9:00 Movie
11:30 Lunch
12:00 Pool
4:00 Bath
4:30 X-box
5:30 Dinner
6:15 Gym
7:30 Bed

Babysitter Routine
12:00 Imaginative Play
1:00 Back yard
1:30 Draw
2:00 Game
2:30 X-box
4:00 Free Time

Wednesday Routine (Pool Day)

7:00 Cartoons
8:00 Eat Breakfast, Dishes in Sink, Cereal put away, Get Dressed
9:15 Gym
11:00 Pool
3:00 X-box
4:30 Imaginative Play
5:30 Dinner
6:00 Bath
7:00 Read Books (Dylan’s Choice)
7:30 Bed

Thursday Routine (Play Day)

7:00 Cartoons
8:00 Eat Breakfast, Dishes in Sink, Cereal put away, Get Dressed
8:30 Chore Chomper
9:00 Play Day Activity
12:00 Friend Over
2:30 Back Yard
3:00 Movie
4:30 Imaginative Play
5:00 Singing Time
5:30 Dinner
6:15 Gym
7:30 Bed

Friday Routine (McDonalds Day)

7:00 Cartoons
8:00 Eat Breakfast, Dishes in Sink, Cereal put away, Get Dressed
9:30 Chore Chomper
10:00 Cartoons
10:15 Keller 1st Play Group
12:30 McDonalds
2:30 X-box
4:00 Draw
4:30 Computer
5:00 Dinner
6:00 Walk
6:30 Free Time
7:00 Read The Friend
7:30 Bed

Babysitter Routine (if applicable)
5:00 Dinner
5:30 Free Time
6:30 Game
7:00 P.J. ‘s, Read Books
7:30 Bed

Saturday Routine (Daddy Home)

7:00 Cartoons
8:00 Eat Breakfast, Dishes in Sink, Cereal put away, Get Dressed
9:00 Free Time
10:00 Run Errands
—————————————
4:00 Back Yard
5:00 Dinner
5:30 Movie or X-box
7:00 Bath
7:30 Bed

Babysitter Routine (if applicable)
5:00 Dinner
5:30 Movie or X-box
7:00 P.J. ‘s, Read Books
7:30 Bed

Sunday Routine (Church Home)

7:00 Cartoons
8:00 Eat Breakfast, Dishes in Sink, Cereal put away, Get Dressed
8:40 Church
12:30 Lunch
1:00 Computer Time
1:30 Church Box
2:30 Church Movie
4:00 Free Time
4:30 Dinner
5:00 Walk
5:30 Game
6:00 Free Time
7:00 Read Books (Davis’ Choice)
7:30 Bed

In the schedules above, I reference certain types of play. I simply sat down and made a list of the toys we had and put them into a corresponding category. When it would come up on the schedule, I would let my son pick an activity out of those listed.  If you would like, there are corresponding pictures which you can print out for each of these activities.

Imagine Play
Rescue Heroes
Lego’s
Bionicles
Mr. Potato Head
Play Food
Thomas Train
Cars
Stacking Blocks
Marble Run
Batman & Spiderman
Dress Up’s
K-Nex

Learning
Alphabug
Puzzles
Elmo Word Desk
Workbooks
ABC Fridge Letters
Flash Cards
Church Folders
Mailbox Letter Toy

Singing Time
CD
Finger Plays
Guitar

Physical
Trampoline
Gymnastics
Baseball
Soccer

Drawing
Play Dough
Coloring Books
Light Bright
Print out pages
Painting

Outside
Bike
Baseball
Jeep
Soccer
Sprinkler
Sidewalk Chalk

When my children where toddlers I found it very difficult to get everything done that I need and wanted to do.  My boys needed serious structure, so I came up with this schedule that helped all of us have fun and accomplish what we needed.

Print Free File: Daily Schedule for Toddlers

How to Make:

1.  The following is a copy of the schedule I used when my boys were 5 and 3 years old.  I would suggest that you first write down an ideal schedule for you, then an ideal schedule for your kiddos, then try to combine the two so everyone gets a little of what they want and need.  (Include down time.)

2.  Print out the pictures for each schedule then laminated them.

3. Print out the Schedule Titles for each day and glued them onto the poster board. (file is at end of post)

3.  Lay out the cards onto long strips of poster board. Then cut the poster boards and had them laminated for durability.

4.  Next, hole punched the cards and cut strips of colored ribbon.

5.  Use a knife to poke a small slit into the poster board for the ribbon to go through.

6. Thread the ribbon through the hole in the card then thread both ends of the ribbon through the slit into the poster board.

7. Tape the ribbon in place on the back of the poster board.

This way, when the kiddo pick the card, have him turn the card around instead of pulling it off.  This makes a beautiful presentation and you won’t loose the cards in the process.

8.  Cut short strips of sticky back magnet tape to the back.  This way each daily schedule can easily be switched out daily and put on our fridge.  My sons could also see what’s next and take more initiative.

Tip: Throughout the day, I would hand my son a “Check your Schedule” card to remind him to stay on track.

Alternate: If you don’t want to mess with the cards turning over, I’ve also glued them right onto the poster board.   It’s just a little hard for toddlers or preschoolers to find out where they are in the day.  So you might want to make a magnetic arrow or something that they can use as a “marker”.

Monday Routine (Cleaning Day)

8:00  Underwear On, Baby Looney Toons
8:30  Eat Breakfast, Get Dressed, Caillou
9:00  Dora
9:30  Blue’s Clues
10:00  Chore Chomper
10:15  Backyard
10:30  Legos
11:00  Park (lunch)
1:00  Computer Time
1:30  Draw
2:00  Learning
2:30  Movie
4:00  Imagination Play
5:00  Singing Time
5:30  Dinner
6:00  Walk
6:30  Family Home Evening
7:00  Learning
8:00  Bath
8:30  Read Books
9:00  Bed

Tuesday Routine (Errand Day)

8:00  Underwear On, Imagination Play
8:30  Eat Breakfast, Get Dressed, Chore Chomper
9:00  Dora
9:30  Blue’s Clues
10:00  Errands
12:00  Lunch
1:00  Tom & Jerry
2:00  Drawing
2:30  Front yard
4:00  Movie
5:30  Physical
6:00  Dinner
6:30  Walk
7:00  Bath
8:00  Game
8:30  Read Books
9:00  Bed

Wednesday Routine (School Day)

8:00  Underwear On, Baby Looney Toons
8:30  Eat Breakfast, Get Dressed, Caillou
9:00  School
12:00  Lunch,Friend Over
2:30  Rescue Heroes
3:00  Front Yard
3:30  Movie
5:00  Imagination Play
6:00  Dinner
6:30  Walk
7:00  Bath
8:00  Game
8:30  Read Books
9:00  Bed

Thursday Routine (School Day)

8:00  Underwear On, Baby Looney Toons
8:30  Eat Breakfast, Get Dressed, Caillou
9:00  School
12:00  Lunch, Tom & Jerry
1:00  Mrs. Monica
2:30  Front Yard
4:00  Imagination Play
5:00  Singing Time
5:30  Physical
6:00  Dinner
6:30  Walk
7:00  Bath
8:00  Game
8:30  Read Books
9:00  Bed

Friday Routine (School Day)

8:00  Underwear On, Baby Looney Toons
8:30  Eat Breakfast, Get Dressed, Caillou
9:00  School
12:00  Lunch
12:30  Mall
2:00  Movie
3:30  Draw
4:00  Backyard
4:30  Computer
5:00  Imagination Play
6:00  Dinner
6:30  Walk
7:00  Bath
8:00  Game
8:30  Read Books
9:00  Bed

Saturday Routine (Daddy Home)

8:00  Underwear On, Cartoons
8:30  Eat Breakfast, Get Dressed
9:00  Imagination Play
10:00  Run Errands
4:00  Front Yard
5:00  Dinner
5:30  Imagination Play
6:00  Learning
6:30  Walk
7:00  Movie
8:45  Read Books
9:00  Bed

Sunday Routine (Church/Home)

8:00  Underwear On, Cartoons
8:30  Eat Breakfastm Get Dressed
9:00  Church
12:30  Lunch
1:00  Computer Time
1:30  Draw
2:00  Learning
2:30  Movie
4:00  Imagination Play
4:30  Dinner
5:00  Physical
5:30  Game
6:00  Walk
6:30  Bath
7:00  Read Books
7:30  Movie
9:00  Bed

In the schedules above, I reference certain types of play.  Here’s a list of the toys I have and what category they were in. Usually I would let my son pick an activity out of those listed.

Learning
Alphabug
Puzzles
Elmo Word Desk
Workbooks
ABC Fridge Letters
Flast Cards
Church Folders
Mailbox letter toy
Leap Pad

Imaginary Play
Rescue Heroes
Lego
Stacking Blocks
Mr. Potato Head
Play Food
Thomas Train
Cars
Motorcycles
Airplanes
Singing Time
CD
Drums
Finger Plays
Pots & Pans
Microphone
Guitar

Drawing
Play Dough
Art Desk
Light Bright
Chalkboard
Painting
Coloring Books
Print out pages
Magnadoodle
Wipe off board

Outside
Jeep
Bike
Baseball
Soccer
Sprinkler
Sidewalk Chalk

Physical
Basketball
Golf
Marching
Gymnastics
Baseball
Soccer
Gymnastics

How I came up with this system:

My oldest son has high functioning Autism and later found out that my 2nd son has ADHD.  Having this structure for them at such a young age taught them valuable skills, gave them structure, and made our lives much happier on many levels.

I discovered this system after visiting a special school for Autistic children.  I literally took the toys and resources I had and mapped out a schedule that would work for both me and the boys.  Yes, it’s very structured but my boys were 5 and 3 years old at the time and I desperately needed a solid routine to keep us all sane and relatively happy.

Print Free File: Daily Schedule Titles

These daily schedule titles are titles for the top of each poster for the detailed daily schedule with pictures. Print out these schedule titles on white paper and glue to the top of each poster board.

Monday Schedule (Cleaning Day)
Tuesday Schedule (Errand Day)
Wednesday Schedule (School Day)
Thursday Schedule (School Day)
Friday Schedule
Saturday Schedule (Daddy Home)
Sunday Schedule (Church)

Print Free File: After School Pictures

After School Images Include:

Brush Teeth
School
Outside
Homework
Play time
X-box
Ear phones
Movie
Dinner
Walk
Bath
Read Books
Bed

Print Free File: Daily Chore Pictures

Use these pictures for a chore chart or daily schedule, or make your own.

Chore Images Include:
Clean Room
Chore $
Chore Chomper
Clothes
Dishwasher
Dust Buster
Feed Dog
Make Bed
Make Snack
Mirrors
Tidy Up
Trash
Vacuum
Gym
Blue Ribbon

Print Free File: Going Places Pictures

Going Places Images Include:
Car
Car Seat
Church
Coat
Doctor
Elementary School
Friend
Gym
Mall
School
Park
Play Group
Pre-school
Run Errands
Shoes
Tae Quan do
Walk

Print Free File: Routine Pictures

Routine Images Include:
Baby Loony Toons
Bath
Bed
Blue’s Clues
Breakfast
Brush Teeth
Caillou
Dinner
Dora
Family Home Evening
Get Dressed
Homework
Lunch
Max & Ruby
Movie
Nap
Quiet
Read Books
School
Tom & Jerry
Vitamin
Walk

Print Free File: Toy Pictures

You can use these pictures of toys to organize bins or for a daily schedule.

Toy Images Include:

ABC Letters
ABC Music Cubes
Airplanes
Animals
Alphabug
Back Yard
Ball Pit
Baseball
Basketball
Bike
Blue’s Computer
Cars
Car Garage
CD
Chalkboard
Church Folders
Color
Computer
Draw
Dress Up
Drums
Ear Phones
Elmo Word Desk
Finger Plays
Flash Cards
Friend Over
Games
Golf
Gymnastics
Helicopter
Horse
Ice Mountain
Jeep
Justice League
Kitchen
Leap Pad
Learn
Legos
Light Bright
Lincoln Logs
Little People Barn
Magic School Bus
Magnadoodle
Mailbox Letters
Marching
Mozart Blocks
Mr. Potato Head
Paint
Playdough
Play Time
Play Time with Daddy
Physical
Pretend Food
Print out Pages
Puzzles
Remote Control Truck
Rescue Heros
Sing
Soccer
Spiderman
Surprise Box
Tank
Train
Workbooks
X-box

I hope these help!

How to use these pictures to make a Daily Schedule for Toddlers or Preschoolers.

I was really struggling with my high functioning autistic son during church with his inappropriate behaviors. So I made him a book that not only explains the routine but also behaviors.

I took pictures of him at church, pasted it to colored paper, and laminated it. I attached it with an “O” ring. (Just like the “All About Me – Flip Book, and All About My Family” book.)

Examples:

* I can be reverent at church.
* I can read books, play with toys, and sing at church.
* I do not make loud noises. I am soft and quiet during church.
* I sit quietly in my classroom.
* I say hello to all my friends. I do not poke my friends. I do not make loud noises in my classroom.
* I sing during singing time.
* I look at the teachers in front of the room and hear what they are saying.
* I sit in my chair during sharing time. I want to learn about Jesus Christ.
* I do not get out of my chair. I do not touch my friend sitting next to me.
* I turn my head and listen to the teacher talking to me.
* I am a smart boy. I want to be happy. I want my friends and teacher to be happy.
* I will make good decisions at church. That will make me happy. That will make my teacher happy.

Print Free File: Church Flip Book

There’s not  much you won’t do when you have a child that’s not developing properly.  My hubby and I took a class to take my son back to basics and try to re-develop things that didn’t develop naturally.

We took a class called the Little Giant Steps Program by Jan Bedell.  Here are my notes:

Goal: To Build Neurological Efficiency by Stimulation.

I. Organizing & Pre-thinking of the brain.

* Army crawl
* Hands & Knees crawl – right hand over left knee (criss-cross action)
* Marching – right hand over left knee
* Skipping & Walking Fast – arms swinging (criss-cross action)

II. Message Fingers, arms, legs and Toes

* Message hard so they will get the sensation
* This will give the child a sense of “where they are”.
* Might need to be up against you because otherwise he feels like he’s “floating” in space. He doesn’t know what to do with his hands or arms or his body.
* That may be why he needs to be right up against his teachers at school.

III. Storage of Information

* Mix dominance can cause over emotional, unorganized, less logical, more fatigued at end of day.
* Changing established dominance – takes 1 year.
* Right handed – needs right eye, right ear, and right leg to be dominant.
* Determining current dominance:

Eye:
* Far point – look through a circle with your hand, bring it to your face. What eye are you using?
* Near point – look through a camera – what eye are you using?
* Solution – current dominant eye with a black patch on glasses.

Ear:
Put a piece of paper in front of their face and whisper to a child. What side of their face to they lean in with? Or what side do they put the phone?
* Solution – Ear plugs.

C. Leg: What leg do they use to kick a ball or hop on one leg?
* Solution – get them to use the correct foot to kick a ball & hop on one leg.

IV. Receiving (Needs to work right to utilize information.)
* Sensitivity to Touch
* Solution – get a rough towel or bath gloves and rub skin rigorously.
2. Sensitivity to Taste
* Solution – put salt, sugar, lemon on their tongue.

3. Sensitivity to Hearing
* Solution – Samonas sound therapy.

4. Lack of eye focus
* Test – Put a picture 8” away from face. Bring it to 2” from face and see if both eyes are coming in at the same rate. Or flash a pen light in eye and see where the white dot is.

* Solution – put a penny on a flashlight 1-2” away. On for 3 seconds off for 10 seconds on both eyes

V. Processing – KEY!

1.  Short term memory
* 2 years – should be able to remember 2 things sequentially.
* 3 years – should be able to remember 3 things sequentially, etc. up to 7 things.
* Practicing is the only way to learn.
* When the child can remember 5 to 6 in a row then they’re ready for Phonix.
* Don’t look up – they’re visualizing.
* If mouth is moving then they are repeating the numbers in a row.

2. Auditory

* Solution – Say ”Touch nose (pause) ear”
* Solution – Repeat after me “7 (pause) 3”
* Summarize instructions for child using fingers.
* Kids should move up 1 year every 4 months.
* Tonal processing: tones not interpreting correctly; ear not retaining information.
* Caused by ear infections and allergies.

3. Visual

* Solution – show pictures and then cover them up with a towel. Ask them to tell you what they saw (in order).
* Solution – show cards with sequential numbers 0-9.
* On first try they should get 2 out of 3.
* Show numbers for 3 seconds then ask them what they saw.
* Don’s say it too fast or too slow, be consistent.
* Work with 20 cards a week and then recycle them.
* Option: let them see the cards but read them backwards.
* Solution – books on tape (with out pictures).
* Computer program – Brainbuilder

VI. Visualization

* If you look up to remember you are visualizing.
* Visualiazers have problems with: spelling, math, making decisions
* Solution – math problems on imaginary chalkboard or sky write.
* Solution – pretend mom is blind and paint a picture with words (tell her what the picture looks like).

VII. Conceptualization

* If you look down you are conceptualizing.
* Conceptualizers have problems with reading comprehension, verbal and written expression.
* Solution – pretend mom is blind and tell me what the picture feels like. What do you feel when you look at it.

Print Free File: Little Giant Steps

My oldest son loves rockets!  I made him this small booklet so he could learn more about it.

Apollo 11 Mission

The Apollo 11 spacecraft blasted off from Cape Kennedy on July 16, 1969.
Inside where 3 astronauts:

(L) Neil A. Armstrong Commander
(C) Michael Collins Command Module Pilot
(R) Buzz Aldrin Lunar Module Pilot

The Apollo 11 spacecraft had three parts: the Command Module, the Service Module, and the Lunar Module “Eagle”.

Here is the Command Module with the Service Module on top.

The Apollo 11 Command Module “Columbia” carried astronauts the on their voyage to the Moon.

As the ship approaches earth, the command module is no longer needed. The command module separates from it. “Columbia” was the only part of the spacecraft to return to Earth.

This section of the Apollo spacecraft is designed to land on the Moon. It’s called the is the Lunar Module “Eagle”.

The astronauts moon-walked for three hours. They did experiments and picked up samples of Moon dirt and rocks.

The gold legs on the Lunar Module are used to land or “descend” to the moon. Only the silver ball goes back to the command module. The descent stage stays on the moon.

When Astronaut Neil Armstrong stepped on the moon for the first time he said, “That’s one small step for a man, one giant leap for mankind.”

After re-entering the earth’s atmosphere. Apollo 11 splashed down in the Pacific Ocean where it was picked up by a Navy ship.

Print Free File: Apollo 11

This is a summary of Toni Attwood’s Book: Asperger’s Syndrome. It is in no way a substitute for purchasing the book – it is to print out for reference for teachers and family members only.

At the beginning of every year I use this summary and update it to the specific characteristics my child possesses. Luckily, I usually get to delete things as I go along.

Print Free File: Asperger's Syndrome

Characteristics of Asperger’s Syndrome:

1. Do not seem able to read people’s body language.

2. Intense fascination with special interests such as transportation, animals or science.

3. The child may have a remarkable long-term memory, exceptional concentration when engaged in their special interest and have an original method of problem solving.

4. In contrast there can be a lack of motivation and attention for activities that would enthrall the others in a class, assessments that indicate specific learning difficulties, and motor clumsiness.

5. There may also be some concern that the child is socially withdrawn in the classroom, playground, and prone to teasing by other children.

6. Both teachers and parents agree that this child who looks normal and has normal intellectual ability, for some inexplicable reason does not seem able to understand and relate to their people at the level one would expect for their age.

7. They often seem to lack what could be called social common sense.

8. Asperger’s Syndrome is not caused by emotional trauma, neglect or failing to love a child. The research studies have clearly established that Asperger’s Syndrome is a developmental disorder due to a dysfunction of specific structures and systems in the brain. These structures may not have fully developed due to chromosomal abnormalities.

9. Asperger’s Syndrome is considered as part of the autistic continuum or spectrum and there is one language disorder that borders or overlaps this continuum.

10. It is also important to recognize that the child with Asperger’s Syndrome does
not simply have a mild form of autism, but a different expression of the condition.

11. The major source of stress in life for the person with Asperger’s Syndrome is social contact, and increased stress generally leads to anxiety disorders and depression.

12. One of the features of Asperger’s Syndrome is a difficulty understanding the thoughts of others. A consequence can be to falsely attribute malicious intent. The incident my have been an accident but interpreted as personal and intentional.

13. Another feature of Asperger’s Syndrome is delayed emotional maturity.

14. In a nutshell: “a child with Asperger’s Syndrome has a neurological condition which means that they are learning how to socialize and understand the thoughts and feelings of other people, have difficulty with a natural conversation, and can develop an intense fascination in a particular area of interest and be a little clumsy. These problems are best described as a combination of developmental delay and an unusual profile of abilities. Over time the child improves.”

15. Other qualities of personality in a child with Asperger’s Syndrome include being honest, loyal, reliable, and forthright and having a strong moral code and sense of justice. Their cognitive qualities include an exceptional memory, enthusiasm and knowledge about their special interest, an original way of thinking, good imagination and remarkable ability to think using pictures.

16. It is important to exercise discretion with such confidential information!

Main Clinical Features:

1. Lack of empathy
2. Naïve, inappropriate, one-sided interaction
3. Little or no ability to form friendships
4. Pedantic, repetitive speech
5. Poor non-verbal communication
6. Intense absorption in certain subjects
7. Clumsy and ill-coordinated movements and odd postures.

Social Behavior

1. Being detached from or having difficulty sensing the feelings of others; not looking at others; the inability to ‘give messages with their eyes’; and coming too close to others. Young children are less aware of the concept of personal space, and when this is encroached, the degree of discomfort.

2. When involved in joint play, there can be a tendency to impose or dictate the activity. Social contact is tolerated as long as the other children play their game according to their rules. Sometimes social interaction is avoided not simply because of lack of social play skills, but because of a desire to have complete control over the activity.

3. To include other children is to risk an alternative script, interpretation or conclusion – that is, you have to share and cope with different ideas. The child is not interested in doing the activities other children want to do and is not inclined to explain what they are doing.
4. They often prefer to be left alone to continue their activity uninterrupted.

5. There is a strong preference to interact with adults who are far more interesting, knowledgeable and more tolerant and accommodating of they’re lack of social awareness.

6. Older children become aware of their isolation and, in time, are genuinely motivated to socialize with other children of their age. However, it becomes apparent that their social play skills are immature and rigid and other children often rebuff them.

7. Eye contact breaks their concentration. There is also a failure to comprehend that the eyes convey information on a person’s mental state or feelings. Clearly, the child with Asperger’s syndrome needs to learn the importance of looking at the face and eyes of the other person, not just locate them but to recognize and respond to the subtle cues given in facial expressions. The person may eventually learn when and how to use eye contact, but some only learn to make the attribute less obvious
.
8. Their manner can be misconceived as aggressive, aloof or indifferent and this can be a source of anxiety, especially for adults with Asperger’s Syndrome.

9. A common feature of Asperger’s Syndrome is a difficulty with self-disclosure, that is, talking about one’s inner feelings. The child may clearly be upset but does not have the ability or the words to explain their feelings. A parent is left frustrated that they do not know why the child the child has such obvious anguish, and is therefore unable to provide appropriate sympathy and guidance.

Codes of Conduct

1. The child of Asperger’s Syndrome does not seem to be aware of the unwritten rules of social conduct and will inadvertently say or do things that may offend or annoy other people. (I.e. They may observe loudly on the crookedness of other person’s teeth.)

2. Other children are determined to bend or break the rules, but the child with Asperger’s Syndrome is intent on enforcing them.

3. The child may appear ill-mannered; for example a child trying to get his mother’s attention said, ‘Hey you!’ Apparently unaware of more appropriate means of addressing his mother in public. The child, being impulsive and not aware of the consequences, says the firs thing that came into their mind.

4. It is essential that other people understand that the child is not being rude, but did not know a more tactful alternative or appreciate the effect on other people.

5. What can a teacher do?

* Use other children as cues to indicate what to do. The child may be disruptive or intrusive as they are not aware of the codes of conduct for the classroom. When errors occur, remember to ask the child to first look at what the other children are doing – for example, sitting still, working silently or waiting in an orderly line. Inform the child that what they must do is observe the other children and copy what they are doing; assuming what they are doing is appropriate.

* Encourage cooperative games. There is a range of classroom activities that involve small groups of children working as a team. The child may need supervision and guidance on turn taking, allowing others a fir opportunity and incorporating their suggestions.

* Model how to relate to the child. Other children in the class are often unsure how to react to the child’s unusual social behavior. They will look to the teacher as their first model. Therefore it is essential that the teacher demonstrate tolerance, tuition in social skills and encouragement, as their approach will be amplified within the classroom. IT is also important to recognize and acclaim occasions when classmates are particularly supportive.

* Explain alternative means of seeking help. The young child can consider the teacher as the only source of knowledge and assistance. It is important to explain that when a problem arises, help can be requested and obtained from other children rather than always referring to the teacher.

* Encourage prospective friendships. Children in the classroom have their own personality and it may take considerable time for the child with Asperger’s Syndrome to learn how to interact with each one. It may help initially to identify and encourage interaction with a restricted number of children who are keen to help the child learn how to play with them. They may become their guardians when teased or bullied by other children. They are likely to include them in their games, act as their advocate in the classroom, and remind or instruct the person on what to-do or say when the teacher is not available. It is remarkable how supportive and tolerant some young children can be.

* Provide supervision at break times and in the playground. For most ordinary children, the best time in the school day is free play in the playground. However, a lack of structure and supervision and an atmosphere of intense socializing and noise are often not enjoyable for the child with Asperger’s Syndrome. At this time they area they’re least skilled and most vulnerable. They playground supervisors will need to know the difficulties faced by the child and encourage their inclusion or respect their need for solitude. The person may also be vulnerable while traveling on transport to and from school and need supervision during these times.

* Be aware of two characters. The child may be very conscious of the necessity to follow the codes of conduct in the classroom and try to be inconspicuous and behave like other children. This pressure to conform and retain self-control can lead to enormous emotions tension, which, like a compressed spring, is release when the child reaches home. There the child is a different character, almost a Jekyll and Hyde. This is a feature of some children with Asperger’s Syndrome and not necessarily an indication of the parents being unable to manage their child. It will help for the classroom teacher to have a range of relaxing or solitary activities for the child just before they return home. Parents may also consider a period of relaxation or energetic activities when the child some home to dissolve ether tension from a long day at school.

* Teacher aid time. As many of the skills outlined in this book are rarely taught as specific component so the school curriculum, it is essential that the young child with Asperger’s Syndrome has access to a teacher aid to facilitate individual and small group tuition to improve social behavior. The amount of hours necessary depends on the child, but the aide will require guidance on the nature of Asperger’s Syndrome and remedial programs.

* There is also the problem of other children taking advantage of their naivety. It is important that teachers are aware that there may be no mischievous intent and ask the child, “Did anyone tell you to do this?’ before considering punishment.
* Ask the child to repeat aloud your instruction if you suspect your speech was perceived as unintelligible.

* A common dilemma faced by parents and teachers is the child’s lack of motivation for any activity they suggest. However, the child has enormous motivation and attention when engaged in their special interest. The strategy here is to incorporate the interest in the activity that is non-motivating or perceived as boring. Also, the child can gain access to the special interest by complying.
* Several months before the end of the last term, the new teacher should observe the child in the class and the strategies used by their current teacher.

* Some children will not try a new activity if they have the slightest suspicion they will fail or there is the slightest hint of disappointment. The teacher needs to adopt an encouraging attitude, avoiding any suggestions of criticism. When an error occurs it is also best tot avoid the emotion of compassion but quietly and assertively provide guidance, explaining it is not the child’s fault, the task really is difficult.

* It is important that teachers are aware of auditory sensitivity and try to minimize the level of sudden noises, reduce the background conversation of others and avoid specific sounds known to be perceived as unbearably intense. This will reduce the person’s level of anxiety and enable them to concentrate and socialize.

* Children with Asperger’s Syndrome seem to evoke the maternal or predatory instinct in others. Children with this syndrome often lack subtlety in retaliating. Other children would wait for an appropriate moment to respond without being caught. The child with Asperger’s Syndrome can also lack sufficient empathy and self-control to moderate the degree of injury. They are in blind fury that gets them into trouble. The teacher sees the child being aggressive and may not be aware of the taunt that precipitated the anger.

* Self-control can be strengthened by the traditional approaches of stopping and courting to ten, talking a deep breath and reminding oneself to be calm. Words not actions are appropriate to express anger, etc.

* A teacher aid may be required for a child. Their role is crucial and complex but their main responsibilities are to:

• Encourage the child to be sociable, flexible, and cooperative when playing or working with other children.
• Help the child to recognize the codes of conduct
• Provide tuition on feelings and friendships.
• Encourage conversation skills
• Help the child to develop and apply special interests as a means of improving motivation, talent and knowledge
• Implement a program to improve gross and fine motor skills
• Encourage the understanding of the perspectives and thoughts of others.
• Provide remedial tuition for specific learning problems
• Enable the child to cope with their auditory sensitivity

What should we look for in a school and teacher?

1. The most important attributes are the personality and ability of the class teacher, and their access to support and resources. The child with Asperger’s Syndrome is quite a challenge.

2. Teachers need to have a calm disposition, be predictable in their emotional reactions, flexible with their curriculum, and see the positive side of the child.

3. A keen sense of humor will also help. At time the child is likely to enchant them, and a moment later totally confuse them.

4. An interesting feature of Asperger’s Syndrome is the variability in expression of the signs from day to day. On a good day the child concentrates, conforms, and socializes and learns reasonable well. But on other days they seem to be self-absorbed, and lack confidence and ability. On such days its best to concentrate on revision of well-practiced and successful activities, and be patient until the ‘tide recedes’ and the child can progress once more.

5. What is important is the size of the classroom. Open plan and noisy classrooms are best avoided. The children respond well to a quiet, well-ordered class with an atmosphere of encouragement rather than criticism.

6. If the teacher and child are compatible, then this will reflect in the attitude of other children in the class. If the teacher is supportive then the other children will amplify this approach. If they are critical and would prefer the child were excluded, other children will adopt and express this attitude.

Friendship

1. It is important that the young child with Asperger’s Syndrome be encouraged to share, invite someone to join their activity, and make positive initiatives of what to do.

2. The next natural state occurs between the ages of five and eight years. Children start to understand that there is an element of reciprocity needed to maintain a friendship. Children with Asperger’s Syndrome who are at this stage of development of the concept of friendship need to learn to make compliments about their prospective friend, to show caring and concern and to help others in both practical matters and activities at school such as peer tutoring.

3. The third stage is in the pre-adolescent period from nine to thirteen years. Around this stage there is a clear gender split and friendships is based on similarity, shared exploration, emotional support and increasing awareness of how they might be viewed by others.

4. The fourth stage occurs during adolescents where friendship is based on trust, higher levels of self-disclosure and greater emphasis on mutual or admired aspects of personality.

5. They usually need advice on the changing needs and demands of friendships and need to identify with their own heroes and small circle of potential friends.

6. They can become withdrawn and solitary when in a group.

7. However, it is not impossible for adolescents with Asperger’s Syndrome to find and maintain friendships that can last a lifetime. That they require is opportunity and support.

8. The person may have to memorize or write down key facts about each friend, such that when they see them or talk to hem on the telephone they have a ready script of topics of conversation, with questions as “how is…?”

9. One way of making friends is to join clubs or association based on the person’s special interest.

10. Guidelines for relating to an adolescent Asperger’s child: “never to assume without asking that I thought, felt, or understood anything merely because she would have such thoughts, feelings, or understanding in connection with my circumstances or behavior; and never to assume without asking that I didn’t think, feel or understand merely because I was not acting the way she would act in connection with such thoughts, feelings, or understanding. In other words, she learned to ask instead of trying to guess.”

11. They do not realize that there are different behavioral codes for various levels of relationships. The person my not comprehend why we behave differently according to the company.

What can parents do?

1. Play with the child, practicing social games. The idea is not only to improve competence with the activity, but also to model what is supposed to be said and done, and how to include the other person. Sometimes even the most basic rules have to be explained.

2. The next stage is to observe the child when playing with other children and make a note of specific skills that will have to be taught. Some common ones are:
• How to start, maintain and end the play
• Flexibility, cooperation and sharing
• How to avoid social play
• Explain what you should have done
• Invite a friend to the house
• Enroll the child in clubs

3. Social Skills Groups are helpful for adolescents (pg 40)

4. There is a large variety of school projects, books, and activities that encourage children to explore the concept of what makes a good friend, and these are an essential part of the curriculum for children with Asperger’s Syndrome. It is also important to identify natural instances of friendship, with the comment, ‘that was a friendly thing to do’ – or ask the child, ‘what should a friend do in such a circumstance’.

5. Regularly model self-disclosure, that is, tell the person of their emotional reactions and thoughts during the day, and then use leading questions such as ‘Did you feel angry at school today?’ or ‘Did you feel disappointed?’ This will provide an appropriate context and vocabulary to prompt self-disclosure.

6. Given the opportunity to listen to music several times a day can significantly reduce abnormal responses to sound.

7. It’s important to increase the person’s work experience from an early age, perhaps with a newspaper or leaflet delivery, and voluntary work.

8. Employers also need to understand the difficulties faced by the person with Asperger’s Syndrome so that their workload and workspace accommodates their characteristics.

9. For those who have a successful outcome, the following have been some important factors:

• A mentor, that is, a teacher, relative, or professional who understands the persona and provides guidance and inspiration.
• A partner who provides support, affection, and commitment to the person. They compensate for their peculiarities and camouflage their difficulties.
• Success at work or in their special interest, thus offsetting the challenges in the person’s social life. Social success eventually becomes less important in one’s life. Success is not measure by companionship but by achievement.
• Eventually coming to terms with their strengths and deficits and no longer wanting to become someone they cannot be, and realizing they have qualities others admire.
• A natural recovery. As much as there are late walkers or talkers, there can be late socializes, although late can be by several decades.

Emotions

1. Lack of sympathy: An Asperger’s Syndrome does not completely lack the ability to care for others. It is more that they can be confused by the emotions of others or has difficulty expressing their own feelings.

2. Children with Asperger’s Syndrome are often very stoic, enduring pain with little evidence in their body language and speech that they may actually be experience agony.

3. A confusing feature of Asperger’s Syndrome is that sometimes a mild distress is expressed as giggling, as in saying ‘you either laugh or you cry’. Here the child does not have a perverted sense of humor, just an expressive system that lacks subtlety and precision. Occasionally the inappropriate laughter appears quite bazaar, perhaps upon hearing a certain word or phrase that produces almost hysterical laugher.

Language

18. The differences are primarily in specific areas of pragmatics (ie. How language is used in a social context); semantics (ie. Not recognizing there may be several meanings); and prosody (ie. An unusual pitch, stress, or rhythm).

19. The child may talk too much or too little, lack cohesion to the conversation and have an idiosyncratic use of words and patterns of speech.

20. Pragmatics or Art of Conversation: The young child requires tuition in the art of conversation. This includes conventional opening statements or comments and questions appropriate to the context.

21. Other areas where the child may have difficulty:
• Repairing a conversation
• Coping with uncertainty or mistakes
• Overcoming a tendency to make irrelevant comments
• Knowing when not to interrupt

22. Here the child needs to learn how to explain their confusion and seek clarification.

23. The person with Asperger’s Syndrome also has a strong desire not to appear stupid.

24. One of the potentially infuriating aspects of Asperger’s Syndrome is a tendency to
interrupt. The person has difficulty identifying the cues for when to start talking.

25. The child’s curriculum also needs to include guidance using stories that illustrate the cues for comments of sympathy or a change of the script.

26. For adolescents, the curriculum for speech and drama classes can be modified to isolate, illustrate and practice the key elements of good conversation skills.

27. Role-plays and speech and drama exercises can be used to explain how and shy the emphasis changes.

28. Abstractions and a lack of precision are rarely tolerated, and one learns to avoid comments or replies using words such as maybe, perhaps, sometimes or later. (“Uncertainty causes a lot of inner distress.”)

29. Some children talk to themselves or “vocalize their thoughts”. First the child may be less influenced by peers to be quiet, or less concerned at appearing different. The vocalizations may also be a constructive purpose or be reassuring. It’s important to find out why the person talks to himself or herself.

30. Being lost for words may be due to a high level of anxiety. There the problem is not strictly impairment in language skills, but the effect of emotion on the ability to speak.

Motor Clumsiness

1. When the child attends school, the teacher may be concerned about their poor handwriting and lack of aptitude in school sports. In adolescence a small minority develop facial tics, that is, involuntary spasm of muscles of the face, or rapid blinking and occasional grimaces.

2. Ungainly or ‘puppet’ like walking or running can be quite conspicuous and other children may tease the child, leading to a reluctance to participate in running sports and physical education at school.

3. One of the consequences of not being good at ball games is the exclusion of the child from some of the most popular social games in the playground. They may avoid such activities because they know they lack competence, or are deliberately excluded because they are a liability to the team. From an early age, parents need to provide tuition and practice in ball skills, not to be an exceptional sportsperson, but to ensure the child has basic competence to the included in the games.

4. Balance may affect the child’s ability to use some adventure playground equipment, and actives in the gymnasium. The child may need practice and encouragement with activities that require balancing.

5. The child is also aware of the poor quality of their handwriting and may be reluctant to engage in activities that involve extensive writing.

6. They child may well require assessment by an occupational therapist and remedial exercises, but modern technology can help minimize this problem. Children with Asperger’s Syndrome are often very skilled at suing the computers and keyboard and the child could have special dispensation to type rather than write homework and examination.

7. Also have lax joint and rhythm problems.

8. There is increasing evidence that some children and adults with autism and Asperger’s Syndrome develop signs of Tourette Syndrome. The signs fall into three major categories: motor, vocal and behavioral. Should any of these characteristics become apparent then it is essential that the person be referred to a psychiatrist or neurologiest for diagnosis of this syndrome.

Interest and Routines

1. There appears to be a developmental sequence in the nature of the interests, and the next stage is a fascination with a topic rather than an object. Common topics are transport (especially trains and trucks), dinosaurs, electronics, and science.

2. “Set routines, times, particular routes and rituals all help to get order into an unbearably chaotic life.”

3. A common aspiration for people with Asperger’s Syndrome is not to appear stupid. One way to indicate intelligence is to deliver a monologue that includes technical terms unfamiliar to the listener.

4. People with Asperger’s Syndrome often have difficulty establishing and coping with the changing patterns and expectations in daily life.

5. One of the reasons computers are so appealing is not only that you do not have to talk to or socialize with them, but that they are logical, consistent, and not prone to moods. Thus, they are an ideal interest for the person with Asperger’s Syndrome.

6. Greater success has been achieved by limiting the time spent engaged in the activity using a clock or timer. When the timer goes off, the activity must cease. However, it is essential that the person is then encouraged to so some other activity.

7. The child may also benefit from having a personal tutor in their area of interest.

8. Routine appears to be imposed to make life predictable and to impose order, as novelty, chaos or uncertainty are intolerable. It also acts as a means of reducing anxiety. Thus, the establishment of a routine ensures there is no opportunity for change.

Cognition

1. Cognition is the process of knowing and includes thinking, learning, memory, and imagination.

2. People with Asperger’s Syndrome appear to have some difficulty conceptualizing and appreciating the thoughts and feelings of another person.

3. Prefer factual, nonfiction reading.

4. They have the lack of ‘central drive for coherence’ that is, an inability to see the relevance of different types of knowledge to a particular problem. For example, having taken the favorite toy of another child without permission and then asked how they think the there child will fee, the child can give an appropriate answer, yet this thought appeared not to be in their mind when they took the toy. Thus, the knowledge was available, but was not recognized as relevant.

5. When the child undertakes a formal intellectual assessment their overall IQ can be disappointingly lower than expected. This is due to their relative weakness on other test items, especially comprehension, picture arrangement and absurdities. The child can be remarkably competent with recalling information and defining words, but relatively less able at problem solving. As the child ages, tests, of intelligence and schoolwork increasingly rely on problem solving abilities.

6. They may have only one approach to a problem and need tuition in thinking of alternatives. Game: ‘What else could it be?’ or ‘Is there another way you could do that?’

7. One of the unfortunate characteristics associate with this inflexibility is being less able to learn from mistakes. Parents and teachers may report that the child continues to preserver with the activity, have a ‘mental block’ and not changing their strategies if they are not working. An often hear phrase is ‘he doesn’t learn from his consequences’. The child must be encouraged to stop and think of another way or ask for assistance from the teacher or another child.

8. Once the person’s mind is on a particular ‘track’, they appear unable to change, even if the track is clearly wrong or going nowhere. On these occasions it is best to just agree to have a different opinion.

9. Children with Asperger’s Syndrome are primarily individuals rather than natural team members. Team situations can be particularly stressful.

10. Solitary imaginative play can appear remarkably creative, but there are occasions when careful observation identifies that the action and dialogue can be a perfect duplication of the original source.

11. People with Asperger’s Syndrome appear to have a predominantly visual style of thinking. The disadvantage of this way of thinking is that so much of schoolwork is presented for a verbal way of thinking.

Sensory Sensitivity

1. For some time we have known that children with autism can be very sensitive to particular sounds and forms of touch yet lack sensitivity to low levels of pain.

2. One or several sensory systems are affected such that ordinary sensations are perceived as unbearably intense. The mere anticipation of an experience can lead to intense anxiety or panic.

3. Three types of noise that are perceived as extremely intense
• Sudden, unexpected noises such as dog barking, telephone ringing, coughing
• High-pitched, continuous noise from small electronic motors used in kitchen, bathroom, garden equipment

• Confusing, complex or multiple sounds such as occur in shopping centers or noisy social gatherings.

Examples

1. An adolescent with Asperger’s Syndrome described how he was unable to appreciate the feeling of triumph in teem sports as he could not comprehend how or why one would have a sense of satisfaction in knowing that your opponents felt inferior.

2. Problem at lunch time: Conversations with the child about the even may reveal that they are confused as to the reasons for lining up for lunch, why they have to form a line, where to join the line and how to behave when waiting.

3. A girl fell, and ran crying to her mother for comfort. As she approached the Asperser child turned to his mother and said, ‘What face do I make?’ Clearly he recognized the signals, but did not know how to express his concern. There can be occasions when the person simply lacks the precise spoken vocabulary to express accurately the subtleties of emotional expression.

4. “It seems that for success in science and art, a dash of autism is essential. For success, the necessary ingredient may be an ability to turn away from the everyday world, from the simply practical, an ability to re-think a subject with originality to as to create in new untroden ways, with all abilities canalized into the one specialty.” Great advances in science and art have been attributed to people with Asperger’s Syndrome.

Games to teach about emotions

1. You can find pictures for a scrapbook or collage that illustrate happy faces as well as events that make people or the child happy.

2. List all the words that describe the different levels of happiness.

3. Older children can ask their classmates and adults what makes them happy, demonstrating individual preferences and differences.

4. The concept can also extend to drawings, choice of colors, music etc.

5. Mr. Face Game, which comprises a blank face and selection of different eyes, eyebrows and mouths that are attached to the face with Velcro. (Elmo Computer Game) The child has to choose the components to portray a designated emotion.
6. Worksheets can be constructed based on the book by Rozanne Lanczak (1987)
For example, a drawing or photograph of someone opening their Christmas presents, where the child has to complete a question and answer exercise.

7. The teacher or parent models a particular level of happiness in their body language, tone of voice, face, etc. And ask the child, ‘How do I feel? And ‘Do I feel a little bit happy or very happy?’. This activity explores the different levels of expression.

8. How would you know when someone is sad? What could you do or say to help them feel better? Here the child learns to read cues and what to do when you recognize them. The ‘sad’ scrapbook can also be used to determine why the child may be sad, when there is a lack of verbal fluency to use speech to describe feelings.

9. Once this format is understood, other emotional states can be introduced, particularly anger, anxiety and frustration as well as more positive emotions such as pride, jealousy or embarrassment. A workbook can be designed to explore the events and thoughts that elicit a particular emotion in the child, and alternative responses. “What makes you feel…? What can you do when you feel? I am angry because…?

10. A game of feeling hats can be used as a group activity. An emotion is written on a chard that is pinned to a hat. Each child chooses and puts on a hat with its associated emotions and shares times when they have had those feelings.

11. Another game uses feeling masks with each participant acting the motion portrayed on a mask, or the game Simon Says, adapted to include feelings.

12. Make a workbook to explore the appropriate emotional and linguistic responses to specific situations. How would you feel and what can you say or do if:

• Someone makes fun of your clothes
• Someone criticizes your handwriting
• You study hard for a test and get low marks
• You smile and say hello, but the other person ignores you
• You forget your lunch but a friend offers to share his lunch with you
• A friend says you know so much about computers.

Phrases to teach:

1. “I’m sorry, I’m not sure what you want me to do.”
2. “I did not mean to upset you.”
3. “I’m sorry.”

My son has high functioning autism and as a young child he was always frustrated. I wanted him to see himself the way I see him. So I made a little flip book of pictures that explained all of his wonderful qualities.

I printed it out, pasted it on colored paper, then laminated it. I punched a hole in the top left corner and fastened it together with an “o” ring. We read it together often at church and at home.

Print Free File: All About Me - Flip Book

I received this poem framed as a gift from a wonderful friend. It effected me in ways I can’t explain. I display it in my bedroom and refer to it on those less than wonderful days. I hope you’ll give it to someone if your life who has the same type of struggles.

For Chosen Mothers

Most women become mothers by accident, some by choice, a few by social pressures, and a couple by habit. This year, nearly 100,000 women will become mothers of a child with special needs. Did you ever wonder how mothers like this are chosen?

Somehow I visualize God hovering over earth selecting His instruments for propagation with great care and deliberation. As he observes, He instructs His angels to make notes in a giant ledger.

“Armstrong, Beth, son. Patron saint, Matthew. Forrest, Marjorie, daughter. Patron saint, Cecelia. Rudledge, Carrie, twins. Patron saint… give her Jude. He’s used to profanity.”

Finally, He passes a name to an angel and smiles, “Give her a child with special needs.”

The angel curious. “Why this one, God? She’s so happy.” “Exactly”, smiles God. “Could I give a child with special needs a mother who does not know laughter? That would be cruel.”

“But has she patience?” asked the angel. “I don’t want her to have too much patience or she will drown in a seal of self-pity and despair. Once the shock and resentment wears off, she’ll handle it.

“I watched her today. She has that feeling of self and independence that is so rare and so necessary in a mother. You see, the child I’m going to give her has his own world She has to make him live in her world and that is not going to be easy.”

“This one is perfect. She has just enough selfishness.” The angels gasps, “Selfishness? Is that a virtue?” God nods. “If she can’t separate herself from the child occasionally, she’ll never survive. Yes, here is a woman whom I will bless with a child less than perfect. She doesn’t realize it yet, but she’s to be envied. She will never take for granted a ’spoken word’. She will never consider a ’step’ ordinary. When her child says “Mama’ for the first time she will be present at a miracle and know it! When she describes a tree or sunset to her child, she will see it as few people ever see my creations.

“I will permit her to see clearly the things I see… ignorance, cruelty, prejudice… and allow her to rise above them. She will never be alone. I will be at her side every minute of every day of her life because she is doing my work as surely as she is here by my side.

“And what about her patron saint?” asks the angel, her pen poised in mid-air.

God smiles. “A mirror will suffice.”

Print Free File: For Chosen Mothers

Most high function autistic children understand the basic emotions, but complicated ones such as embarrassment can be confusing. Therefore, I made my son a feeling face book and read it to him often to help teach him about different emotions.

I took the emotion faces from Toni Attwood’s Book, “Asperger’s Syndrome” and made my son this feeling face book. I drew in the faces for each emotion. There are definitions and example sentences for each emotion.

Print Free File: Feeling Face Book

Emotions in the book are:

Aggression: Mean and unfriendly in one’s actions; ready to argue or start fights. He has a hard time getting along with others because of his aggressive nature.

Anxious: Feeling worried, nervous, or afraid about something uncertain. She was anxious as she waited to see the doctor.

Apologetic: Expressing or wanting to express regret, as for an error or an offense. I’m sorry.

Arrogant: Having or showing too much pride; behaving as though one is more important than others. Winning a lot makes some people arrogant.

Bashful: Shy with people; timid. Don’t be bashful; come and give your Aunt Lisa a big kiss.

Blissful: Extreme happiness or being content.

Bored: To have nothing to do. I have a lot of toys but I don’t want to play with them. I am bored.

Cautious: Taking care to avoid danger or trouble; careful. The children were cautious as they entered the haunted house.

Cold: a. Without heat or warmth. This room is so cold. b. Feeling a lack of warmth in an unpleasant way; feeling chilled. I’m so cold that I need an extra blanket.

Confident: Having trust or faith; satisfied and sure. We are confident that our team will win.

Curious: a. Eager to learn or know. She was curious about how stars were formed. b. Interesting because unusual or strange. I wonder why Greg has that curious look on his face.

Determined: a. To decide or settle finally and without question. We determined a date for the birthday party. b. To try hard with out giving up. The boy is determined to finish the race.

Disappointed: To fail to do or give something expected or hoped for. His bad decisions disappointed his parents.

Disbelieving: To refuse to believe in; to deny. I can’t believe my ice cream cone fell on the floor.

Enraged: To make very angry. My brother broke my toy and I felt enraged.

Envious: Showing or feeling envy or desire for what another has. I wish I had a new rocket like Ethan.

Exhausted: a. To make tired; wear out. The long day at school exhausted her. b. To use all of; use up. The campers exhausted their supply of food and had to catch fish.

Frightened: To cause fear in; scare. The growling dog frightened the children.

Guilty: a. Feeling or showing guilt. My mom saw mess I made and I knew I made a bad decision. I looked guilty. b. Responsible for doing something wrong. The police man sent the guilty mad to jail.

Happy: Feeling joy or pleasure; being glad or content. She was very happy with her birthday gifts

Horrified: To cause feelings of horror in; frighten, shock. The sight of the dead animal horrified us.

Hot: a. Holding or giving off great heat. The hot soup was delicious.
b. Causing the physical feeling of great heat. It’s a hot summer day.

Hurt: a. To cause pain, harm or suffering too. Did you hurt yourself when you fell of the bike? b. To cause painful feelings in. You really hurt her with your mean words.

Hysterical: Causing much laughter; wildly funny. That joke was hysterical.

Indifferent: Without interest or concern; not caring. He was indifferent to his daughter’s need for a warm coat.

Interested: a. The desire to learn, know, or take part in something. The boy was very interested in rockets. b. Someone or something that causes such a desire. NASCAR is one of my interests.

Jealous: a. Afraid of losing someone’s love or attention to another person. She became jealous when her parents spent so much time with the new baby.
b. Feeling envy of what another person has or can do. He was jealous of his friends new scooter.

Lonely: a. Without company; alone. She didn’t have anyone to play with and felt lonely. b. Unhappy because alone; lonesome. I felt lonely for my brother while he was away at school.

Love-struck: A strong but temporary romantic attraction. He is love-struck with a girl in his class.

Negative: a. Not helpful or constructive. She made negative comments about my singing.b. A statement, action, or gesture showing that one refuses or is against something. His answer was negative. c. Saying or meaning “no”. He gave a negative answer to the question.

Regretful: Having sorrow or remorse for a loss, an act, or a disappointment. The boy regretted that he threw the toy down and broke it.

Relieved: a. To free from fear, worry, need, or poverty. The boy was relieved that he did not get in trouble for spilling the apple juice. b. To make less painful or troubling; ease. Honey will relieve your sore throat.

Sad: Unhappy or without joy. Steve was so sad when his friend had to go home.

Satisfied: To drive away feelings of doubt; convince. Sam’s excuse for making a mess satisfied his mom.

Surprised: To catch off guard; come upon or occur to suddenly. He surprised his mommy with a kiss.

Suspicious: Causing questions or doubt. The little boy was suspicious of why the older boy was being so nice to him.

Undecided: Not yet decided or settled. The question is undecided.