The Basics of AutismSpectrum Disorders Training Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee
Training Series Modules Module One: Autism Defined, Autism Prevalence and Primary Characteristics Module Two: Physical Characteristics of Autism Module Three: Cognition and Learning in Autism Module Four: Getting the Student Ready to Learn Module Five: Structuring the Classroom Environment Module Six: Reinforcement in the Classroom
Training Series Modules Module Seven: Autism and Sensory Differences Module Eight: Sensory in the Classroom Module Nine: Communication and Autism Module Ten: Communication in the Classroom Module Eleven: Behavior Challenges and Autism Module Twelve: Understanding Behavior in Students with Autism
Training Series Modules Module Thirteen: Social Skills in the School Environment Module Fourteen: Functional Behavior Assessment Module Fifteen: Working Together as a Team Module Sixteen: Autism and Leisure Skills to Teach Module Seventeen: Special Issues of Adolescence Module Eighteen: Safety and Autism Module Nineteen: Special Issues: High School, Transition, and Job Readiness
Training Series Modules Module Twenty: Asperger Syndrome: Managing and Organizing the Environment Module Twenty-One: Asperger Syndrome: Addressing Social Skills
Big IdeaCommunication may be verydifficult for someone with ASD.
Communication Some students with ASD do not talk They may use sign language to communicate. They may use pictures to communicate. They may use a device that talks for them. Some students with ASD talk but are hard to understand. They may get upset if you don’t understand them.
Communication Some students with ASD may repeat what you say. If you say “do you want juice” they may repeat what you said. This is called Echolalia. This may be their way of saying yes. It might mean that they did not understand what you said. It may happen more often when the student is nervous or upset.
CommunicationSome students with ASD have a hard timemaking choices. Some students say “yes” to almost every choice you give them, even if they don’t want it. Some students say “no” to almost every choice you give them, even if they want it. Some students almost always choose the last thing you said to them. For example: if you say “do you want crackers or cookies” they may say “cookies” even when they want crackers.
Big Idea For students who have difficultymaking choices, we need to help them by showing them pictures, drawings, logos or the actual items.
Communication Just because the student can say something, it doesn’t always mean they understand what they are saying. Just because the student with ASD has done something before, doesn’t mean that they will be able to understand what is going to happen the next time. Students with ASD usually need pictures to help them understand what is going to happen.
Communication Some students with ASD have trouble understanding certain words time words such as “later,” “tomorrow,” “after while” feeling words such as “share” or “be nice” sayings such as “shake a leg” slang words such as “cool” We have to “watch our language” and make sure the student understands what we are saying.
Communication Tips• Use visuals – such as pictures to help the person understand.• Say things using simple words.• Don’t talk too fast.• Never talk about behaviors with the person while they are upset.• Never talk about the person with ASD to someone else, as if the person weren’t there.
Big IdeaWe could be the communicationproblem. We need to watch what we say and how we say it.