Behavior Problems with Students with Autism

WORKING WITH A CHILD WITH AUTISM SPECTRUM DISORDER (ASD) IS NOT SO MUCH FINDING THE TREASURE AT THE END OF THE RAINBOW AS IT IS FINDING THE NUGGETS ALONG THE WAY. “IF YOU HAVE MET ONE STUDENT WITH AUTISM…. YOU HAVE MET ONE STUDENT WITH AUTISM!” STEPHEN SHORE

GENERAL AREAS OF CONCERN
Visual Thinkers
Need Routine
Literal Interpretation of Language
Sensory Issues
Social Cognition
Academic Success

VISUAL SCHEDULES
Keep in same place everyday
Color code events
Individual Visual Schedule – small chunks
Routine in the Classroom

“ And it is best if you know a good thing is going to happen, like an eclipse or getting a microscope for Christmas. And it is bad if you know a bad thing is going to happen, like having a filling or going to France. But I think it is worse if you don’t know whether it is a good thing or a bad thing which is going to happen.” Christopher John Francis Boone
From The Curious Incident of the Dog in the Night-Time Mark Haddon

STUDENTS WITH ASD NEED ROUTINE
Have clear and predictable routines
Warn students when changes will occur
ASD students may insist everyone keep the rules
Allow extra time for transitions
Let them stop early
Give warning of time left – Time Timer
Have procedure for them to move

LITERAL INTERPRETATION OF LANGUAGE
Language in the classroom
Avoid idioms, sarcasm, double meanings
Be specific when you give directions
Give only 1-3 directions at a time
Be specific
Provide additional visual support
White boards
Time timer
“ When we present information verbally, the words are available for a brief moment…when we present information visually, it can be there for as long as the individual needs it.” Brenda Myles

SENSORY ISSUES
Check for lighting, sounds, smells
Provide opportunities to regulate
Fidget toys
Weighted Blankets, seat cushions, sit disc
Control Noise Level where possible
Provide headsets or earplugs
Allow sensory breaks
Quiet spot to work
Provide I need a break card
Ask what is bugging them

SOCIAL DEFICITS
Social Stories to teach skills
Rule Oriented
Relationships revolve around special interests
Difficulty in groups
Difficulty understanding others perspectives
Lack of Eye contact

“ Looking at people’s faces particularly into their eyes is one of the hardest things for me to do. When I do look at people I have nearly always had to make a conscious effort to do so and then I can usually only do it for a second. If I do look at people for longer periods of time, they usually claim that I seem to be just looking through tem rather than actually at them, as if I am unaware that they are actually there. People do not appreciate how unbearably difficult it is for me to look at a person. It disturbs my quietness and is terribly frightening…” T. Joliffe

ACADEMIC SUCCESS
Use post-it notes on books with messages
Provide Question Cards
Highlight important information
Provide note taker or copy others notes
Teach dictionary skills with yellow pages
Make sure “Not ready for…..” does not mean we’re teaching what they already know!

THINGS TO WATCH
Less motivation to be like others
Extremely Honest
Difficulty with speculation
Don’t assume they don’t have empathy
Students with autism think in detail
They don’t get our ever changing rules of modesty
We need to view problems through an “Autism filter” and determine how their disability influences the behavior

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Behavior Problems with Students with Autism

by National Resource Center for Paraprofessionals on May 01, 2009

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Behavior Problems with Students with Autism — Presentation Transcript