Autism Spectrum Disorder

ABC’s for School Success

Academic

Behavioral

Communication

Autism Spectrum Disorder students are individuals with characteristics that vary from their typical peers. The following module gives a few suggestions for common situations you may encounter as a teacher of students within the ASD. Getting to know your students and being proactive with teaching strategies will help reduce difficult moments.

A Practical Definition of Asperger’s Syndrome/High Functioning Autism

o Awkwardness in communication, despite strong vocabulary and grammar

o Difficulty in “reading” the behavior of otherso A preference for predictabilityo A tendency toward specific and intense interestso Inefficient organization and productivity, despite strong

intellectual abilitieso Often clumsinesso (Sometimes) problems in regulating anxiety or moodo Difficulty with problem solving and attentiono (Sometimes) challenges in integrating sensory information

Reading:

Autism Spectrum Disorder students:

- may be sight readers

- may read before kindergarten

- may memorize phonetic rules without application

- may have restricted areas of interest

-may have diagnosis of “hyperlexia”

- may demonstrate difficulty with comprehension skills

- may have strong literal comprehension skills

-may be weak in inferential comprehension

- may have difficulty comprehending abstract language

- may ready only for factual information

- may prefer non-fiction reading

Tips:

Provide variety of ways to practice comprehension

Make abstract concepts as visual as possible

Give choice of reading material

Modify length of reading passage

Allow turn-taking with partner

Modify reading level

Agree to take turns choosing reading material.

Spelling:

Autism Spectrum Disorder students:

- may be exceptional with spelling skills

- may lack comprehension of word meanings

- may see no need to “practice” spelling words

- may lack skills to put spelling words into sentences

- may lack skills to put spelling words into paragraphs

Tips:

Consider student’s level of mastery Modify number of practice repetitions

Assist vocabulary comprehension with visuals

Use sentence starters

Provide sentence examples

Hand Writing:

Autism Spectrum Disorder students:

- may have difficulty copying from board

- may have difficulty processing directions

- may have difficulty setting-up paper

- may have difficulty keeping pace of assignment

Tips:

Allow copying from book or paper

Use peer helper

Allow use of assistive technology

Modify dictated sentences

Administer tests orally

Provide breaks

Adjust amount of writing expected

Allow use of scribe

Provide writing samples

Adjust writing pace expectations

Language Arts & Creative Writing:

Autism Spectrum Disorder students:

- may have good memory for grammar rules

- may have difficulty applying grammar rules

- may have difficulty using correct punctuation

-may have difficulty with imaginary writing

- may have difficulty with fictional writing

- may have difficulty writing about emotions

- may become frustrated with open-ended options

Tips:

Provide task at student comprehension level

Provide grammar samples

Offer choices for writing topics

Provide story starters

Give visual reminder card listing steps for writing

Allow student to make list of items

Avoid writing topics on personal feelings

Allow use of assistive technology devices

Math:

Autism Spectrum Disorder students

- may have difficulty changing from one math concept to another

- may be easily overwhelmed with quantity of work

- may experience difficulty with application (story) problems

Tips:

Highlight different concepts

Highlight signs of muti-step problems

Vary length of assignment

Cut lengthy assignment page into parts

Assign specific parts of assignment

Provide breaks

Provide sample problem visually on student desk

Break assignments into smaller parts

Throughout the School Environment: Autism Spectrum Disorder students:

- may have difficulty working in groups

- may perceive themselves as the class policeman

- may prefer to work alone

Tips:

Assign to small, dependable group

Provide visual copy of each group member’s role

Vary groups (size, job) as student becomes more comfortable

Use social stories

Autism Spectrum Disorder students:

- may demonstrate a lack of organizational skills

- may not be able to plan steps for long-term projects

- may not demonstrate acquired skills due to poor performance on tasks and tests

Tips:

Teach organization through visuals, practice, social stories

Establish daily system for support to monitor organization

Use visual supports such as color coding, calendars use, lists, step-by-step guides

Teach self-monitoring skills specific for organization (check list, visual pictures)

Schedule use of resource time at conclusion of each school day when possible

Make curriculum choices by skills rather than grade level

Use calm, re-assuring tones of voice for directives

Autism Spectrum Disorder students:

- may have difficulty making transitions

- may communicate resistance to change through “behavior”

Tips:

Have a predictable schedule.

Use a visual schedule to communicate transitions clearly

Give warnings about how much time is left before the activity is finished Use timers for predictability Use social stories

Provide frequent movement opportunities within the school day and within an activity

Forewarn students in advance of any known changes

Visually demonstrate when a task will be considered done

Use verbal cues as reminders for approaching transition times

Autism Spectrum Disorder students:

- may appear or be a perfectionist

- may not want to “try” for fear of failure

- may over-react to situations

- may demonstrate “behaviors” to communicate feelings

- may appear to have low motivation for school tasks

Tips:

Be verbally supportive by using calm voice

Use visual supports

Provide examples and modeling

Regularly check student progress

Use students’ interests, strengths, passions as motivators

Allow student to earn time for preference of activity

Provide frequent, “legal breaks” (movement)

Use social stories

State expectations as predictable rules to follow

Autism Spectrum Disorder students:

- may display rigid thinking patterns

-may appear argumentative

-may want to use only one path to problem solve

- may not make connections that are obvious to others

Tips: Use a patient,calm voice Refrain from joining the argument (it takes two)

Use visuals to show another solution or make a connection

Use social stories

Gently encourage while teaching flexible thinking

Recognize student may be responding from developmental age rather than chronological age

Autism Spectrum Disorder students:

- may not understand “assumed basic knowledge

- may not see grades as important

- may view adults as equals

- may have difficulty understandings another perspective

Tips:

Use social stories to explain Show gradebook and permanent folder as visuals to explain

Draw hierarchy to teach chain-of-command, i.e., principal, teacher, student

Intentionally teach about emotions using visuals, body language, spoken word

Hidden Curriculum

• AS students have two curriculums

• Set of unwritten rules that no one has been directly taught, but just knows

• Violation of rules, makes a social outcast

• Avoid: “I shouldn’t have to tell you..”

“Everyone knows that…”; “It’s obvious..”

Autism Spectrum Disorder students:

- may function with a high level of stress

- may quickly overloads over seemingly small things

- may become agitated with excess stimuli

- may resist homework

Tips

Be predictable in responding to student

Provide necessary support and structure to create a comfort zone.

Watch for signs of escalating stress level and intervene with a preventative step, i.e., break, escape to “safe spot”, down time

Avoid using excess words, i.e., “save your breath”

Offer alternatives as activities

Assist with homework at school for completion

Autism Spectrum Disorder students:

-may function best using one modality for learning

- may have poor eye contact

- may not be able to look at and listen to speaker simultaneously

- may not respond well to multi-sensory interventions

- may be easily overwhelmed with too much sensory stimulation

Sensory Bombardment

Visual-may look away from tasks to notice all actions *has difficulty finding objects in competing backgrounds *avoids eye contact *expresses discomfort at bright lightsAuditory *difficulty with volume, pitch *difficulty functioning in noise *appears not to hear what you sayTactile *sensitivity to touch *difficulty standing in line

Tips:

Decrease sensory stimulation when possible

Provide a calming place for breaks

Use appropriate sensory input

Avoid forcing eye contact

Autism Spectrum Disorder students:

- achieve academic success - respond to behavioral expectations - communicate effectively

WHEN

- staff responds proactively - appropriate teaching strategies are used