Tda 3.1 32.1 2.2

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CHILDREN SITUATION VERBAL RESPONSE NON-VERBAL RESPONSE I have a 8 year old child with autism, in my reading group on a Thursday afternoon, he was upset at being taking out of music lesson, he was crying and getting all worked up and started acting out. I explained that he needed to do his reading, but I understood why he was upset and angry, I said that he could just read 2 or 3 pages and he could go back to the lesson. I also promised that from then onwards I would take him for his reading on a Thursday morning. I kneelt down in front of him at eye level, I placed my hand on his to reassure him he was not in trouble, and so he could see that I was making a promise. Child loses jacket, he is very upset and worried that if he doesn’t find it, his mum will be angry with him. Using a soothing tone I try to reassure him about it, it would most likely turn up during the day, if it was not found I would go out with him and speak to his mum. Reassuringly put hand on his shoulder, down to his level making eye contact smile to make him understand that he would not be in trouble. When reading with my set of children, child X (possible dyslexic) seemed upset, I asked what was wrong he told me that he wanted to move up a level from blue, as he had been stuck on it since year 3. I tried to reassure him that it was ok, it just takes some people longer to move up but he was getting there he seemed ok with this. After he finished reading I spoke to his teacher & told her what he had said. She said she would speak to him. Sitting next to him, I sat facing him, put an arm on his shoulders, and made eye contact. On Friday, a child in year 4 was upset & crying, when I asked why he was crying he said that another child was telling all his friends, that he was beaten in a race by a year 3 pupil. I spoke in a quiet voice, and told him that it’s nothing to get upset over and the

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