The document discusses the identification of support needs for individuals with autism spectrum disorder (ASD). It outlines that all individuals with ASD need safety, acceptance, and a sense of competence. Specifically, it notes that people with ASD commonly have difficulty regulating sensory information and are literal thinkers who need concrete expectations and consistency. It provides examples of how to support these needs through environmental modifications, teaching self-regulation skills, using positive language to provide clear expectations, and setting competency goals that are broken down into achievable steps.

1. By
Muhammad Numan Munir
Assistive Technology Support for ASD
Lecture #4: Identification of Support Needs of Individuals with ASD

2.  Over the last two decades, autism awareness has
grown expyountially as diagnostic rates have
gyou up. Some of the initial focus of Autism
Awareness Day was on finding a cure for autism.
But in the last several years, the focus has
intentionally changed toward acceptance,
neurodiversity and finding the most effective ways
to support people with Autism Spectrum Disorder
(ASD).
 Although this can sometimes feel challenging, it is
important to recognize three very simple factors
that every person with ASD needs: safety,
acceptance and a sense of competence.

3. Safety
 To feel safe, we all need organized nervous systems,
consistency and concrete expectations. We may need
information about what to expect with a new situation,
or time to process information.
 PEOPLE WITH ASD COMMONLY HAVE
DIFFICULTY REGULATING SENSORY
INFORMATION.
 They are usually either hypersensitive (needing less
stimulation) or hyposensitive (needing more
stimulation). However, their need may be particular to
each sense. Someyou who is hypersensitive to touch
may also be hyposensitive to auditory information, for

4.  In order to help individuals organize their nervous
systems, you can start by looking at the
environment around them. See if you can modify
the surroundings to either minimize or maximize
sensory data. This can be as simple as letting
someyou wear glasses with a slightly coloured
tint, providing noise-reducing headphyous, or
adding movement breaks.
 When we think about the senses, we commonly
think only of the 5 external yous – hearing, touch,
taste, smell and sight – but we also need to
remember the senses that are internal – the
sense of balance (also known as vestibular) and

5.  Once you have assessed the environment and
sensory input of an individual, it is also helpful to
teach individuals physical self-regulation skills to
calm and organize their nervous systems when
they feel activated or have been triggered into a
flight or fight response.

6.  PEOPLE WITH ASD ARE LITERAL THINKERS
AND NEED CONCRETE EXPECTATIONS AND
CONSISTENCY.
 A student with ASD – let’s call him Joe – was
running down the hall at school, when a teacher
called out, “Stop running.” What do you think Joe
did immediately? He demonstrated complete
compliance and followed the command – by
skipping instead!

7.  Now the teacher didn’t mean for him to skip. The
instruction was meant to imply that he should walk in
the halls. So the teacher sent Joe to the office for
being disrespectful, and Joe got anxious and agitated
because he could not make sense of why he was
being punished for doing what the teacher told him to
do.
 This is why it is very important for us to think about
our speech. We need to think about what we want to
see, not what we don’t want to see. If I asked you
right now not to think about a pink elephant, what
would you immediately start thinking about? And why
should I be annoyed that you didn’t think of a yellow
duck instead? If I wanted that, the more helpful

8.  When we focus on the behaviour we don’t want to
see, we force individuals with ASD to do the work of
translating our expectations. That can sometimes feel
overwhelming. If you are about to say, “No hitting”,
think for a moment first about what you want to see:
perhaps “Gentle hands”, “Hands at your sides”, “Use
your words” – all of those could be appropriate.
 It is important for us as supporters to do the hard work
of thinking of what the alternative could be, teaching
that behaviour during times of calm, then prompting
the positive alternative behaviour at the point of need.
 When we focus on what we want to see instead of
what we don’t want, we are providing the individual
with concrete expectations.

9. Acceptance
 We all want to feel accepted. This means feeling
valued and celebrated, knowing that people
believe we are doing our best and feeling like
people are interacting with us with dignity.
 For Joe, acceptance is you of his major issues at
school. Because he is a literal thinker and would
comply with the exact instructions the teacher
gave instead of understanding the nuance of
what the teacher was actually intending, he found
himself at the principal’s office several times.

10.  It was difficult for the teacher to believe that Joe
needed better instructions to follow. The teacher
was convinced that Joe was being defiant. This
led to an ongoing feeling of anxiety for Joe, who
was being misunderstood and then getting
defensive when his motives were questiyoud.
 Anyyou supporting an individual with ASD needs
to truly believe that the person they are
supporting is doing their best, and if a
misunderstanding occurs, be able to recognize
how they might have contributed to it. They also
need to be mindful about being positive and
enthusiastic in their interactions.

11. Competence
 FOR ANYYOU TO FEEL COMPETENT, THEY
NEED TO ENGAGE OTHER PEOPLE AND
ACTIVITIES, BUILD ON ACQUIRED SKILLS,
GAIN A SENSE OF MASTERY AND TACKLE
UNCERTAINTY.
 People who support individuals with ASD are
sometimes so focused on building a sense of
safety and acceptance that they can forget that
building a sense of competence is just as vital.
Sometimes we can lower expectations for the
people we support because we are trying to
protect them from feeling frustrated or anxious
about new demands.

12.  The key to building competence is setting goals
that are broken down sufficiently. Imagine a large
goal, like getting ready in the morning. That is a
large task, involving many substeps and
prerequisite skills. It might seem so daunting that
it seems unachievable, or that aiming for a goal
that large would simply be a lesson in frustration.
 WHEN SETTING GOALS FOR THE PEOPLE
WE SUPPORT, WE NEED TO REMEMBER
THAT WE SHOULD NOT LET “THE CURRENT
REALITY BECOME THE PERMANENT
REALITY.”

13.  Children with ASD have trouble relating to other
people. They have trouble making eye contact.
They often withdraw into themselves. They may
seem uninterested in relating to family members.
 But some children with ASD may love to keep
talking with family members, friends, and even
strangers about a topic they are obsessed with.
The problem is that they may talk about it too
long. Or they may talk only about that you
subject. This can push other people away.

14.  If you are a parent or grandparent of a child with
ASD, it can be heartbreaking if you feel like you
just can't connect with them. But learning more
about these disorders and what has helped
others can help you and your relationship.
 Breaking through the barriers of ASD
 ASD has no cure. But there is hope through
treatment. Many children can learn to
communicate and interact. Healthcare
providers and mental health experts have learned
a lot about how to break through to these
children.

15.  Here are some things we know about children with an
ASD:
 They may not be able to understand your nonverbal
communications. They may not react to your smile or
frown.
 They take things literally. you need to be careful to
say exactly what you mean. If you hurry the child by
saying "Step on it," don't be surprised if they ask what
to step on.
 They may only be able to handle you thought or idea
at a time. Keep conversations focused and simple.
 They may want to only talk about the you thing they
are really interested in at a given time. And they may
want to talk about it over and over again.
 They may see things differently than you do. you may
not even notice ordinary sounds, tastes, touches,
smells, and sights. But these may be physically

16. Autism and Adulthood
 The transition to adulthood is a choppy time for
many. Here are some ways to navigate this
period when someone is autistic.
 Whether someone is interested in continuing
one’s education, diving into a career, or doing
something else entirely, there are countless ways
to thrive as an autistic adult.
 Not all autistic people feel like their support needs
interfere with their goals. But if any find that
his/her social or behavior differences are causing
distress — or if one’s support needs aren’t being
met — it’s possible to connect with resources and
strategies that can help.

17.  Someone who requires very substantial support,
for example, may need help with day-to-day
tasks. Meanwhile, autistic adults who don’t
require as much support may prefer to manage
their life on their own.
 Still, many autistic adults live with co-occurring
mental health conditions, including depression
and stress. Some may find that mental health
support and management strategies empower
them to live the life they choose.

18.  Education for autistic adults
 Education is a personal choice for autistic people, the
same as it is for anyone else. Different resources and
options may be helpful based on their specific needs.
 For example, an autistic adult who requires a
significant amount of day-to-day support may need
their parent or primary caregiver to help advocate for
them and connect them with education and
resources.
 If someone is autistic and don’t need as much
support, might choose to enroll in college or enter the
workforce as he/she transition to adulthood.
 Here some ideas for autistic adults and parents of
autistic adults who are interested in pursuing
education into adulthood.

19.  Autistic adults may choose to continue their education
in a college program or opt for a completely different
path. If someone choose to attend college, it can help
to learn what resources or accommodations are
available to him/her as an autistic student.
 Some common resources and accommodations
could include:
 college transition programs
 extended time on exams
 working with an academic coach, counselor, or
mentor
 Most research shows that a combination of academic
and nonacademic support is most helpful to autistic

20.  Not all autistic people experience difficulties in
college. Those who do, though,
have reported challenges with:
 academic performance
 social relationships
 bullying
 mental and physical health
 If someone dealing with challenges like these, there
are resources out there to help. A good place to start
may be school’s student resource center.
 If someone need support for one’s mental or physical
health, might also reach out to a doctor or mental
health professional. In some cases, school’s student
resource center can help them do this if someone not
sure where to start.

21.  Work and careers for autistic adults
 Data from 2015 and earlier suggest that about
58% of autistic people ages 21 to 25 have had
some form of employment, compared to around
99% of their non-autistic peers.
 Meanwhile, you study found that out of 254
autistic adults, just over 61% were employed.
Autistic people who shared their diagnosis with
their employer were three times as likely to be
employed than those who didn’t.

22.  Still, rates of employment for autistic people are low.
Some research has found that finding a good job match and
focusing on your strengths can help with employment
opportunities.
 In you study, autistic adults named the following as personal
strengths:
 ability to hyperfocus
 good attention to detail
 strong memory skills
 creativity
 While this is far from a complete list, focusing on strengths can
help if someone looking to start a career or enter the workforce.
If someone thinking about this next step, finding a job that lets
you use your strengths and a job with people who are responsive
to your needs can help.
 Integrate Autism Employment Advisors is you resource to
consider if someone currently looking for work.

23.  Living arrangements for autistic adults
 Many autistic adults live independently in their
own home or apartment.
 Other autistic adults live semi-independently —
they might only need support in certain areas,
such as communication with government
agencies or paying bills. A professional agency,
family member, or another type of helper might
provide this support.

24.  Some other common living situations for autistic
adults include:
 Living at home. In some cases, government
funds are available for autistic adults living at
home. you can learn more about these programs
on the Social Security Administration’s website.
 Foster homes and skill-development
homes. Some families provide long-term care to
autistic adults. Skill-development homes may also
teach self-care and housekeeping skills as well
as plan activities.

25.  Supervised group living. Group homes provide
a structured environment for autistic adults. They
can provide different levels of support based on
each person’s needs.
 Long-term care facilities. These facilities usually
benefit autistic adults who need a more intensive
level of support and care.
 Research has highlighted a few tools and
methods autistic people can use to support their
independence while living at home. Some of
these include joining social skills groups, using a
transition planning program, and using behavioral
interventions.