Try auditory/visual cues. For instance, I have an autistic child in my algebra 2 class. He knows that when I put up the overhead, and he hears the rattle of it going up…that means it is time to put away the calculator and take notes. That has really seemed to help us. Also if there is a behavior you want him to perform talk to him individually and have him repeat the desired behavior to you several times. (ie writing hw in his planner …. what does it mean when the overhead screen goes up..etc) HTH
Try auditory/visual cues. For instance, I have an autistic child in my algebra 2 class. He knows that when I put up the overhead, and he hears the rattle of it going up…that means it is time to put away the calculator and take notes. That has really seemed to help us. Also if there is a behavior you want him to perform talk to him individually and have him repeat the desired behavior to you several times. (ie writing hw in his planner …. what does it mean when the overhead screen goes up..etc) HTH