Working with Working with Austistic Austistic Spectrum Spectrum Disorder Disorder

children in children in the the

classroomclassroom

How do I recognise ASD How do I recognise ASD behaviour?behaviour?

• Child is behind in physical/cognitive tasksChild is behind in physical/cognitive tasks• Repetitive behavioursRepetitive behaviours• Language delay (verbal and nonverbal) or Language delay (verbal and nonverbal) or

inappropriate use of language (echolalia)inappropriate use of language (echolalia)• Does not make eye contact or smileDoes not make eye contact or smile• Does not know how to hold a conversationDoes not know how to hold a conversation• Does not know how to play with toys, and Does not know how to play with toys, and

does not play creatively/imaginativelydoes not play creatively/imaginatively• Child has irrational fearsChild has irrational fears• Seems out of control emotionally – Seems out of control emotionally –

tantrums, screaming, unable to be tantrums, screaming, unable to be comfortedcomforted

What does their What does their behaviour mean?behaviour mean?

What is likely to happen What is likely to happen in the classroom?in the classroom?

• High noise levels overstimulationHigh noise levels overstimulation• Energetic play overstimulationEnergetic play overstimulation• Doesn’t know how to communicate what he Doesn’t know how to communicate what he

wants to others frustration wants to others frustration • No attention lonely, angry and No attention lonely, angry and

sadsad• Doesn’t know how to do activities offered or Doesn’t know how to do activities offered or

play with toys fearful, threatenedplay with toys fearful, threatened• Complex instructions withdrawalComplex instructions withdrawal

Physical AggressionPhysical Aggression

• Lashing out at peers, teachers, familyLashing out at peers, teachers, family• Self-injury (biting, grinding teeth, Self-injury (biting, grinding teeth,

pinching, headbanging, scratching)pinching, headbanging, scratching)• Throwing/hitting/kicking objectsThrowing/hitting/kicking objects• TantrumsTantrumsThese physically aggressive behaviours These physically aggressive behaviours

towards self or others signify the child towards self or others signify the child is experiencing anger, fear, frustration, is experiencing anger, fear, frustration, overstimulation (overstimulation (feeling out of feeling out of control)control)

ManipulationManipulation

• Clinging, emotional vocal Clinging, emotional vocal outbursts/cryingoutbursts/crying

• Breaking objectsBreaking objects• Hitting children in front of teacherHitting children in front of teacher• No turn-taking No turn-taking • Appearing to be not listeningAppearing to be not listening

These manipulative behaviours are the These manipulative behaviours are the ASD child’s way of seeking attention ASD child’s way of seeking attention (feeling left out)(feeling left out)

WithdrawalWithdrawal

• Repetitive behaviours – rocking, Repetitive behaviours – rocking, flapping, finger clicking, balling fists, flapping, finger clicking, balling fists, manipulating objects)manipulating objects)

• Refusing to respondRefusing to respond• Running away/isolating selfRunning away/isolating self

These withdrawal behaviours signify These withdrawal behaviours signify that the ASD child is overstimulated, that the ASD child is overstimulated, unsure, unconfident unsure, unconfident (feeling unsafe)(feeling unsafe)

Dealing with negative Dealing with negative behaviour in the behaviour in the

classroomclassroom

ABA and Floortime ABA and Floortime TechniqueTechnique

• Applied Behavioural Analysis (ABA) is Applied Behavioural Analysis (ABA) is useful for children who are low useful for children who are low functioning. Reward positive behaviour functioning. Reward positive behaviour whenever you see it, distract child from whenever you see it, distract child from negative behaviours and provide an negative behaviours and provide an alternative.alternative.

• Floortime Technique is useful for higher Floortime Technique is useful for higher functioning children. Distract the child functioning children. Distract the child from the negative behaviour, or join in from the negative behaviour, or join in and expand it into positive behaviour and expand it into positive behaviour through modelling. through modelling.

Dealing with physical Dealing with physical aggressionaggression

• Reward positive behaviour verbally and Reward positive behaviour verbally and authentically.authentically.

• Time out, using an eggtimer – teacher present.Time out, using an eggtimer – teacher present.• Teach the child a positive anger management Teach the child a positive anger management

technique – squeeze a ball/fists, count to 10, 5 technique – squeeze a ball/fists, count to 10, 5 deep breaths, jumping circle.deep breaths, jumping circle.

• Redirect child into calm activity.Redirect child into calm activity.• Provide an alternative physical activity.Provide an alternative physical activity.• Separate the child and hold him until he self-Separate the child and hold him until he self-

manages and calms down. This must be manages and calms down. This must be discussed and approved by parents first.discussed and approved by parents first.

DO NOT…..DO NOT…..

• Hit the child or physically punish Hit the child or physically punish him.him.

• Leave him in time out/punishment Leave him in time out/punishment corner by himself.corner by himself.

• Become angry/display unproductive Become angry/display unproductive emotions.emotions.

• Physically interact with child unless Physically interact with child unless necessary for safety.necessary for safety.

Dealing with Dealing with manipulative behaviourmanipulative behaviour

• Reward positive behaviour.Reward positive behaviour.• Show appropriate compassion and then Show appropriate compassion and then

move on, gently redirecting focus and move on, gently redirecting focus and behaviour.behaviour.

• Connect child to something he wants.Connect child to something he wants.• Use situation-appropriate consequences Use situation-appropriate consequences

to deal with negative behaviours.to deal with negative behaviours.• Remain unemotional for the duration of Remain unemotional for the duration of

unproductive behaviour.unproductive behaviour.

DO NOT….DO NOT….

• Play into the behaviour by showing Play into the behaviour by showing the child undue attention.the child undue attention.

• Allow the child to cling to you Allow the child to cling to you physically.physically.

• Isolate the child.Isolate the child.• Become angry or upset.Become angry or upset.

Dealing with avoidant Dealing with avoidant behaviourbehaviour

• Reward positive behaviour.Reward positive behaviour.• Touch the child firmly, almost like a Touch the child firmly, almost like a

massage – with child’s permission.massage – with child’s permission.• Position yourself in child’s face and Position yourself in child’s face and

redirect his focus to making a redirect his focus to making a connection.connection.

• Clearly explain what the child will be Clearly explain what the child will be doing next.doing next.

• Redirect child into a physical activity.Redirect child into a physical activity.

DO NOT….DO NOT….

• Punish the child for repetitive Punish the child for repetitive behaviours/withdrawal.behaviours/withdrawal.

• Become angry or take it personally Become angry or take it personally when child will not connect.when child will not connect.

• Leave the child by himself or allow Leave the child by himself or allow withdrawal to continue beyond 5 withdrawal to continue beyond 5 minutes.minutes.

• State child’s name/instructions State child’s name/instructions repetitively.repetitively.

Supporting the Supporting the development of the development of the

ASD childASD child

Physical developmentPhysical development

• Demonstrate/teach moves to be Demonstrate/teach moves to be learnt in the smallest possible learnt in the smallest possible chunkschunks

• Teach hand over hand and fade your Teach hand over hand and fade your support out graduallysupport out gradually

• Always use positive language and Always use positive language and plenty of verbal praiseplenty of verbal praise

Managing emotionsManaging emotions

• Ask child questions to support him in Ask child questions to support him in becoming aware of his emotionsbecoming aware of his emotions

• Be patient, firm and lovingBe patient, firm and loving• Support the child to learn from other Support the child to learn from other

children in appropriate situationschildren in appropriate situations

Appropriate Appropriate communicationcommunication

• Model appropriate communications Model appropriate communications and prompt the child to use them in and prompt the child to use them in conversation and playconversation and play

• Only accept properly phrased Only accept properly phrased communications from the childcommunications from the child

• Support the child in making Support the child in making connections and joining/initiating connections and joining/initiating play activitiesplay activities

Cognitive developmentCognitive development

• Break instructions into the smallest Break instructions into the smallest possible chunk of informationpossible chunk of information

• Build up to sequences of instructions Build up to sequences of instructions slowlyslowly

• Use plenty of verbal praiseUse plenty of verbal praise• Refocus their attention by using a Refocus their attention by using a

reinforcement (promised activity, reinforcement (promised activity, countdown to zero, etc)countdown to zero, etc)

• Use a lot of repetitionUse a lot of repetition

We tend to live up to our expectations. We tend to live up to our expectations. Earl NightingaleEarl Nightingale

““The quality of expectations determines the qThe quality of expectations determines the quality of our action.uality of our action.” ” A. GodinA. Godin