Dealing With Autism Presentation

Working with Austistic Spectrum Disorder children in the classroom

How do I recognise ASD behaviour?
Child is behind in physical/cognitive tasks
Repetitive behaviours
Language delay (verbal and nonverbal) or inappropriate use of language (echolalia)
Does not make eye contact or smile
Does not know how to hold a conversation
Does not know how to play with toys, and does not play creatively/imaginatively
Child has irrational fears
Seems out of control emotionally – tantrums, screaming, unable to be comforted

What does their behaviour mean?

What is likely to happen in the classroom?
High noise levels overstimulation
Energetic play overstimulation
Doesn’t know how to communicate what he wants to others frustration
No attention lonely, angry and sad
Doesn’t know how to do activities offered or play with toys fearful, threatened
Complex instructions withdrawal

Physical Aggression
Lashing out at peers, teachers, family
Self-injury (biting, grinding teeth, pinching, headbanging, scratching)
Throwing/hitting/kicking objects
Tantrums
These physically aggressive behaviours towards self or others signify the child is experiencing anger, fear, frustration, overstimulation ( feeling out of control)

Manipulation
Clinging, emotional vocal outbursts/crying
Breaking objects
Hitting children in front of teacher
No turn-taking
Appearing to be not listening
These manipulative behaviours are the ASD child’s way of seeking attention (feeling left out)

Withdrawal
Repetitive behaviours – rocking, flapping, finger clicking, balling fists, manipulating objects)
Refusing to respond
Running away/isolating self
These withdrawal behaviours signify that the ASD child is overstimulated, unsure, unconfident (feeling unsafe)

Dealing with negative behaviour in the classroom

ABA and Floortime Technique
Applied Behavioural Analysis (ABA) is useful for children who are low functioning. Reward positive behaviour whenever you see it, distract child from negative behaviours and provide an alternative.
Floortime Technique is useful for higher functioning children. Distract the child from the negative behaviour, or join in and expand it into positive behaviour through modelling.

Dealing with physical aggression
Reward positive behaviour verbally and authentically.
Time out, using an eggtimer – teacher present.
Teach the child a positive anger management technique – squeeze a ball/fists, count to 10, 5 deep breaths, jumping circle.
Redirect child into calm activity.
Provide an alternative physical activity.
Separate the child and hold him until he self-manages and calms down. This must be discussed and approved by parents first.

DO NOT…..
Hit the child or physically punish him.
Leave him in time out/punishment corner by himself.
Become angry/display unproductive emotions.
Physically interact with child unless necessary for safety.

Dealing with manipulative behaviour
Reward positive behaviour.
Show appropriate compassion and then move on, gently redirecting focus and behaviour.
Connect child to something he wants.
Use situation-appropriate consequences to deal with negative behaviours.
Remain unemotional for the duration of unproductive behaviour.

DO NOT….
Play into the behaviour by showing the child undue attention.
Allow the child to cling to you physically.
Isolate the child.
Become angry or upset.

Dealing with avoidant behaviour
Reward positive behaviour.
Touch the child firmly, almost like a massage – with child’s permission.
Position yourself in child’s face and redirect his focus to making a connection.
Clearly explain what the child will be doing next.
Redirect child into a physical activity.

DO NOT….
Punish the child for repetitive behaviours/withdrawal.
Become angry or take it personally when child will not connect.
Leave the child by himself or allow withdrawal to continue beyond 5 minutes.
State child’s name/instructions repetitively.

Supporting the development of the ASD child

Physical development
Demonstrate/teach moves to be learnt in the smallest possible chunks
Teach hand over hand and fade your support out gradually
Always use positive language and plenty of verbal praise

Managing emotions
Ask child questions to support him in becoming aware of his emotions
Be patient, firm and loving
Support the child to learn from other children in appropriate situations

Appropriate communication
Model appropriate communications and prompt the child to use them in conversation and play
Only accept properly phrased communications from the child
Support the child in making connections and joining/initiating play activities

Cognitive development
Break instructions into the smallest possible chunk of information
Build up to sequences of instructions slowly
Use plenty of verbal praise
Refocus their attention by using a reinforcement (promised activity, countdown to zero, etc)
Use a lot of repetition

We tend to live up to our expectations.
Earl Nightingale
“ The quality of expectations determines the quality of our action. ” A. Godin

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Dealing With Autism Presentation

by guestf46b4 on Nov 02, 2008

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