outline-a-minimum-of-three-resources-or-strategies-for-teaching-money-management-skills-to-students-with-asd-explain-why-these-resources-or-strategies-will-prove-to-be-successful

Please answer the question: Outline a minimum of three resources or strategies for teaching money management skills to students with ASD. Explain why these resources or strategies will prove to be successful.

Respond to student discussion board. The respond board has never to do with the question. Please do not mix the two.Identification or understanding the value of money

(Loretta) Identifying and or understanding the value of money is the first step in learning money management ( Wheman, Datlow & Shall 2009). Students must first learn to identify the differences in coins and bills and then learn how to identify the worth of each.

I begin teaching money identification and value in my developmental preschool program through a token economy. My students receive pennies for expected behaviors and use them to purchase time with a preferred item or activity as well as various edibles and treasure box items. We have a classroom store that they can purchase from that has some highly motivating items within it, however, the students have to learn to save their money to purchase them. I have various token economy money boards that my students work through based on their level and understanding of money.

Handling Money

Once students have an understanding of the worth of money they must learn how to use it appropriately. According to Wheman, Datlow & Shall (2009), students with autism tend to either hoard money and not want to save or will spend right away without the understanding that they may need money in the future.

Students will benefit from supervision to when learning how to handle money. Students will need to learn how to create and budget their money based on their wants and needs. Setting up a bank account and having students make deposits and withdrawals will help them to better understand when and how to use money. Having a savings account and checking account will assist in teaching students how to split their earnings into categories. Money that goes into saving will not be withdrawn for use on items that are considered a want. We must explicitly teach students that there is a cost for most things and that money is not only spent on desired items and activities.

Having students pay for items with cash will assist in the understanding of money and its worth. Students with autism may not understand that money is connected when they swipe a card to pay for an item in the store. When they get cash and pay with cash there is the physical pieces that are coming and going that better represents how money is used.

Reference:

Wehman, P., Datlow Smith, M., and Schall, C. (2009). Autism & the transition to adulthood: Success beyond the classroom. Baltimore, MD: Paul H. Brookes Publishing. ISBN-13: 9781557669582

(Kathy P)with my transitional high school kids I developed a buget system where they go “paid” for everyclass they went to. Then at the end of every week we would calculate how much they earned. they had to leanrn and calculate how to take taxes out, calcu;ste how much they had left and from that ai built on it and they had to rent an apartment, pay bills and buy food. If they had leftover money at the end of the month they could buy real snacksout of the classroom store.

The budget also fined them for late assignments in other classes and aslo the daily pay was split into 3 catagories 1/3 for showing up to class, 2/3 for trying a litte, and the full amount if totally on task.

Money identification: i made a game called “bankrupt” where money (play money) was glued to popsicle sticks and they would pull a stick at random count the money, write it down. next persons turn they would do the same, 1st persons turn again and they would keep going untill someone reached determined $ amount, some of the sticks would have bankrupt on them then the kids would have to start all over.

I also like the dollar up method but i tend to only use that with kids that have a really hard time understanding money.

I believe that the kids need to use real money when appropirate.

Older kids that have money need to use the envelope methed rather than a debit card, it is to hard for them to understand money on a card.

Wehman, P., Smith, M. D., & Schall, C. (2012). Autism and the transition to adulthood success beyond the classroom. Baltimore: Paul H. Brookes Pub.

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Read “Teaching Important Life Skills,” located on the Autism Speaks website.

https://www.autismspeaks.org/family-services/community-connections/teaching-important-life-skills

Read “Employment Tool Kit,” located on the Autism Speaks website.

https://www.autismspeaks.org/family-services/tool-kits/employment

ead the “Post-Secondary Educational Opportunities,” located on the Autism Speaks website.

https://www.autismspeaks.org/family-services/tool-kits/transition-tool-kit/post-secondary-educational-opportunities

Read “Social/Relationships,” from the Autism Society website.

http://www.autism-society.org/living-with-autism/autism-through-the-lifespan/adulthood/socialrelationships/

Read “Self-Advocacy,” available on autism-society.org.

http://www.autism-society.org/living-with-autism/autism-through-the-lifespan/self-advocacy/

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