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The Autism Spectrum and MRWhat it is, How to Work with it..
By: Meredith Lundin, LSSP Trainee and Brittainy Moye, LSSP Intern
The Spectrum
The autism spectrum, also called autism spectrum disorders (ASD) or autism spectrum conditions (ASC), is a spectrum of psychological conditions characterized by widespread abnormalities of social interactions and communication, as well as severely restricted interests and highly repetitive behavior.
High functioning to low functioning
Autism
A disability that affects the way a person communicates and relates to others. Although there are characteristics of high functioning autism, or Asperger’s* syndrome, that are unique, several characteristics remain common to all individuals on the spectrum:
Difficulty in communicating
Difficulty in social relationships
Lack of imagination and creative play
Asperger’s Characteristics
Individuals with Asperger’s syndrome typically have fewer problems with language (no clinically significant delays) than those on the other end of the spectrum; however, their tone of voice is often markedly formal and without inflection.
Individuals with Asperger’s syndrome often are of average or above average intelligence
Asperger’s Characteristics Cont.Difficulty making
friends due to an inability to navigate social
situations.
Fail to use nonverbal behaviors (i.e. eye
contact, facial expressions)
Often exhibit abnormally intense
fixation on a single interest
Social Impairments in Asperger’s Disorder
Difficulty with empathy.
Misinterpret social cues: unaware of unwritten rules of social conduct.
Fail to understand nonverbal behaviors
Issues with tact
Difficulty understanding jokes.
Perceived as bossy or controlling
Unaware of personal space
No theory of mind
How to HelpLet them make choices, just offer advice
Don’t take it personally!
Be aware that the student may interrupt spoken language in a literal way and therefore may not understand jokes, metaphor, implied messages or sarcasm.
Be aware that the student’s intention is
not necessarily to be rude if they are
responding literally.
Closely monitor any forms
of verbal or physical bullying
of the student.
Other Considerations…Consistency/predictability in daily routines to reduce anxiety.
Ways to do this:
* Use pictures and photographs in sequence, showing daily routines, to produce a visual timetable.
* Use an object of reference which can be associated with a future activity
* Allow the child to observe an activity before being asked to join in
Provide clear information regarding any changes in routine prior to the change
If possible, alleviate fears of the unknown by introducing the pupil to the new activity, teacher or class beforehand to prevent excessive worrying.
Use the student’s name before giving an instruction to gain their attention (comorbid attention issues).
Do not discontinue an intervention just because it is working or the student is doing well..
Provide an explanation of abstract concepts, metaphors, and double meanings if used.
Keep it simple
Teach the student to ask for help.
Model/Teach flexibility (i.e. social interactions etc).
Be aware of environmental stimuli… (i.e. pep rallys)
Incorporate interests into assignments whenever possible
Do not assume the peer understands what is obvious to everyone else.
Assist the student when pairing off or choosing partners
Use a BUDDY SYSTEM!!!!
Give additional time for tasks
Show work samples..examples..but don’t allow copying…teach the skill
Pre-teach, then rehearse
REMEMBER: EVERY STUDENT IS DIFFERENT.
If using an intervention:
Slow it down.
Teach the “seemingly obvious”
Reinforce new skills.
Use visuals
“Punishment never changes the disability.”
Most importantly….
BE KIND!!!