The document provides information to support children and youth with autism spectrum disorders. It discusses understanding autism, supporting communication, behavior, and helping children understand their peers. Recommendations include establishing consistent routines, using visual supports, preparing for changes, and facilitating inclusion and understanding between peers. The document also includes a list of recommended books for children, youth, and adults on topics related to autism.

1. Supporting Children & Youth with
Autism Spectrum Disorders

2. Supporting Children and Youth with
Autism Spectrum Disorders
Table of Contents
Understanding Autism
Spectrum Disorders . . . . . . . . . . . . . . 2
Supporting Communication . . . . . . . . . 4
Supporting Behavior . . . . . . . . . . . . . 10
Helping Children
Understand Their Peers . . . . . . . . . . . . . 12
Recommended Book List . . . . . . . . . . . 16 - 17
List of References . . . . . . . . . . . . . . . . . . . 17
Supporting Children & Youth with Autism Spectrum Disorders 1

3. Understanding Autism Spectrum Disorders
Each child is an individual with his or her own unique In an out-of-school time program, a child with autism may
strengths and challenges. Autism Spectrum Disorders need support in the following areas:
are neurological disorders that affect a child’s develop- • Interpreting communication in verbal &
ment in the following areas: communication, socializa- non-verbal forms
tion, and behavior.
• Initiating & responding to social interaction
Autism is a spectrum disorder that affects
individuals differently. • Adjusting to the program routine & schedule
• Processing & regulating sensory input from the
Spectrum disorders include autism, Asperger’s
environment
Syndrome, Pervasive Developmental Disorder Not
Otherwise Specified (PDD-NOS), Rett’s Syndrome, • Coping with change or uncertainty
and Childhood Disintegrative Disorder.
Supporting Children & Youth with Autism Spectrum Disorders 3

4. Supporting Communication
Supporting communication includes much more than Clarify communication
encouraging verbal language. It involves careful obser- Children with autism may have a difficult time inter-
vation, clarifying verbal and non-verbal communication preting non-verbal communication like body language
and using visual supports and cues. and facial expressions. Processing and interpreting
verbal communication may also
All children communicate through their behavior.
be difficult for a child.
More than words When a child does not
The first step to supporting a child’s communication naturally pick up on subtle
is to observe their behavior. Ask yourself questions cues, clear, simple expla-
like, “What does the child’s behavior look like when he nations may help. For
is having fun? What does it look like when he seems example, to help a child
interpret your body
overwhelmed? What does it look like when he appears
language when you are
upset?” Watch for subtle cues to learn how the child
busy, tell her what to
uses his behavior to communicate his wants and needs.
look for:
“When my head is down and
Video resources and FAQ's on strategies to I am reading something, I am
support communication are available at busy. You can ask me if I
am busy if you are not sure or
kitonline.org you can come back later.”
Supporting Children & Youth with Autism Spectrum Disorders 5

5. Communication Continued…
Simplify communication Visual cues can clarify communication and provide a
support for a child if they have trouble processing the
Simplifying directions and communication may be
actual words. Visual supports can be added to almost
necessary to support a child. Try different ways of
everything in a child or youth program. Some visual
communicating and see what works best for the
child. You can: supports to try include:
• Use fewer words: “Sit down” versus “Can you
please come over here and sit down?” Pairing simple signs and
gestures with spoken language.
• Break down activities into smaller steps.
• Speak slowly and clearly.
• Give the child more time to respond. Taking pictures of the steps
involved in an activity.
• Monitor the pitch and volume of your voice.
Visual supports Providing written instructions for
a game in a school-age program.
Adding a visual component to words, activities, games,
and interactions can help to support communication
for children with autism. Many children have a difficult Holding up an object that corre-
time processing verbal language in a noisy and busy sponds to the topic or directions.
program environment.
Supporting Children & Youth with Autism Spectrum Disorders 7

6. Communication Continued…
Child and youth programs offer children many different teachable steps for a child with autism or explain a
types of opportunities to engage in social interactions playground game in an easy-to-understand format.
and make friends. Many children develop the ability to Encourage the child’s family to promote popular items
grasp unwritten social rules and norms without explicit at home and practice the steps involved in a game.
instruction. Children with autism may need your help
learning how to interact with and respond to their peers.
Explain abstract concepts
Slang and metaphors may be difficult for children to
Teach popular activities understand. It may also be hard to distinguish between
Identify the games, toys, and activities that are popular playful name-calling (like “homie” or “G”) and hurtful
with the children in your program. Spend time thinking name-calling (like “stupid”). Children with autism may
about how to break down a popular activity into small, need help in learning what slang words mean and how
to interpret them in a school-age or teen setting.
Model how to use communication supports
Children may be hesitant to interact with a peer who
does not use words to communicate. Adults can model
how they use pictures, gestures, or communication de-
vices to talk with the child. Encourage peers to practice
using these supports to play and interact with the child.
Supporting Children & Youth with Autism Spectrum Disorders 9

7. Supporting Behavior
As children with autism navigate your program consistency, sudden changes can feel devastating. You
environment, they are working hard to interpret com- can help a child cope with changes by spending time
munication, social cues and to regulate their responses talking about and explaining the changes before they
to sensory stimuli. That is a lot of work! happen. For example, if a child’s teacher is going on
vacation, let the child know ahead of time. Show
Establishing a predictable and stable environment pictures of where the teacher is going and talk about
and supports will help children feel secure and what will happen at the program while his teacher is away.
promote positive behavior.
Pay attention to the environment
Establish a consistent routine & schedule Many children with autism spectrum disorders are
Children with autism often look for things that are either over or under sensitive to the stimulation
predictable and stable. Following a consistent program in the environment (lighting, sound, smell,
routine and schedule will provide a base of support for material, touch, etc.). Paying attention to
children. You can use visual supports to communicate what is going on in the environment
the schedule and help a child prepare to transition and how a child reacts will provide
from one activity to another. clues on what types of environments
work for the child and which cause stress.
Prepare children for changes Quiet, small group activities might work best
Unexpected changes and events are inevitable in a for one child while active, movement-based
child or youth program. For a child who relies on activities work best for another child.
Supporting Children & Youth with Autism Spectrum Disorders 11

8. Helping Children Understand Their Peers
Inclusion promotes relationships and understanding, Not everyone’s brain works the same way
as well as the celebration of diversity. Spend time explaining to children that all brains are
Program personnel know it is important to avoid high- wired differently. This means that sometimes kids act
lighting how one child may appear different or unusual in a way that we do not understand or have never
and to make sure all children feel uncomfortable. seen before. Facilitate discussions and activities to
It is also important to answer children’s questions help children realize how everyone is different and
about their peers with autism in an open and honest sometimes behave in different ways.
way (while always maintaining confidentiality). Asking
questions is a way to gain understanding and is also a Keep it simple
great opportunity to initiate interaction! Some kids notice all the small details that others
might not pay attention to. They might walk into the
gym and focus on the floor boards, the basketball,
the net, the nails in the bleachers, the whistle around
the coach’s neck, or many other details instead of
focusing on the gym as a whole. Since seeing all the
small things can be overwhelming, encourage chil-
dren to keep everything in its usual place and mini-
mize clutter from backpacks and personal belongings.
Supporting Children & Youth with Autism Spectrum Disorders 13

9. Peers Continued… Resources for Program Personnel
Remember to maintain confidentiality. Visit kitonline.org for additional resources.
Knowledge of or information about a child’s disability
While you’re there, sign up to become a
is confidential. Staff should never tell other children or
families that a child has autism without written
member -- it’s FREE!
permission from the family. Staff can work to increase
understanding of differences without giving the child a
label or disclosing their disability.
All children like to play and have fun.
Emphasize that all children play in different ways. Point The KIT Online Learning Center Includes:
out that sometimes kids may play alone when they
have trouble understanding a game or activity. Support Instructional Videos
children in using patience with one another and finding Webinars
eLearning Modules
ways to spend time together throughout the day. Facili-
Articles
tate small group activities and create opportunities for Booklets
all children to play. Support Center Information
Earn CEUs and Certificates of Completion!
kitonline.org > click sign-in
Supporting Children & Youth with Autism Spectrum Disorders 15

10. Recommended Book List for Children & Youth Recommended Book List for Adults
10 Things Every Child with Autism Wishes You Knew Making Lemonade
by Ellen Notbohm (Future Horizions, Inc., 2004). by Judy Endow (Cambridge Book Review Press, 2006).
A Walk in the Rain with a Brain The Way I see It
by Edward M. Hallowell (ReganBooks, 2004). by Temple Grandin (Future Horizons, 2008).
All About My Brother
by Sarah Peralta (Autism Asperger Publishing Co, 2002). Walk Awhile in My Autism
by Kate McGinnity and Nan Negri (Cambridge Book Review Press, 2005).
The Autism Acceptance Book: Being a Friend to Someone with Autism
by Ellen Sabin (Watering Can Press, 2006). You’re Going to Love This Kid
by Paula Kluth (Paul H. Brookes, 2003).
Blue Bottle Mystery: An Asperger Adventure
by Kathy Hoopmann (Jessica Kingsley Publishers, 2001).
Different Just Like Me List of References
by Lori Mitchell (Charlesbridge, 1999). Donnellan, A. & Leary, M., Movement Difference and Diversity in
Ian’s Walk: A Story about Autism Autism/Mental Retardation (DRI Press, 1995).
by Laurie Lears (Albert Whitman and Company, 1998).
McGinnity, K. & Negri, N., Walk Awhile in My Autism
My Friend with Autism (Cambridge Book Review Press, 2005).
by Beverly Bishop (Future Horizons, 2002).
Sabin, E., The Autism Acceptance Book: Being a Friend to
The Don’t-give-up Kid Someone with Autism (Watering Can Press, 2006).
by Jeanne Gehret (Verbal Images Press, 1996).
The Silent Boy The Global and Regional Asperger Syndrome Partnership,
by Lois Lowry (Laurel-LeafBooks, 2003). (Autism Asperger’s Digest Magazine, May/June 2008).
Trevor Trevor Youth Advocate Programs, It’s about Relationships: For you, for your
by Diane Twatchtman-Cullen (Starfish Press, 1998). child (unpublished document, 2006).
Supporting Children & Youth with Autism Spectrum Disorders 17

11. Every child’s life is e nh a n ce d through shared
ex p e r i e n ce s and friendships with peers of a ll a bili t i e s .
Thank you for making a difference.
kitonline.org
© 2012 Kids Included Together & National Training Center on Inclusion