Conceal table in the School Itinerary

Aug 6th, 2022
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How to conceal table in the School Itinerary

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what is up and welcome back guys so in todays video Im going to be teaching you how to build this Farmhouse concealment end table well what did you expect after the concealment coffee table built I had tons of requests for side tables that match so this is what I came up with Ill be taking you step by step through this build all the way down to the painting and distressing techniques so the whole point of concealment Furniture is to be able to hide anything that you would like in plain sight it does not mean that it has to be Firearms it can be anything from money passports or even candy so I always design my concealment builds as aesthetically pleasing useful Furniture I just like to throw in a little surprise so lets get started with this build and as always were going to start with cutting our parts and our parts will consist of just common construction grade materials so two by fours two by sixes I will throw a cut list into the description and as always if you are a plans in

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Using declarative language (statements, comments or observations), or rephrasing things to talk about an object rather than a person, and even simple things like starting rather than ending requests with the word please can all make a big difference.
Masking. Some autistic people are very adept at masking, and this is very common with PDA. Masking means that people may be able to hide or hold in some of their differences/difficulties in certain environments or with certain people.
Sensory activities such as making slime, playing with playdough, water, rice and sand, bouncing on a trampoline or rocking on a swing, can be very effective in supporting a child to feel calm, safe and focussed.
Useful sentence starters such as: I wonder if we can I cant see how to make this work Maybe we could investigate to process the information. Use drama and role play. Use humour and distraction to lighten the intensity of the demand.
Using Visual Supports. Visual supports play a crucial role in supporting children with PDA in understanding and following instructions. Visual aids, such as visual schedules, social stories, and visual prompts, can help communicate expectations, steps in a task, or social cues in a clear and accessible manner.
Similarly phrases such as I wonder whether and Lets see if and including words that suggest an element of choice, such as maybe we could or a possible idea could be . or Im not sure if all reduce the perception of demands.
Working with a pupil with PDA Work within the context of the childs development level. De-personalise requests and directions and use indirect and informal approaches for example: We all need to get going now. Make steps clear, allow time to process, allow time for questions.
Strategies to support: The use of structure, routine and behavioural principles of reward need to be adapted and personalised for children with PDA. Key adults need to build a strong relationships with the child. Adults need to look at the day ahead and identify and prepare for possible triggers for the child.

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