The document provides information on autism spectrum disorders including characteristics, strategies, and classroom approaches. It defines the diagnostic criteria for autism which includes qualitative impairments in social interaction and communication as well as restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, comic strip conversations, and power cards that teachers can use to help students with autism understand social situations and expectations.

9. Visual Schedule Spelling Reading Math Bathroom Activity Lunch Bathroom Recess ABT CCC Lab

10. Visual Schedule

15. Example My Grown-Up Voice When I need help, I will raise my hand and wait for Ms. McKenney and Mr. Jones to call on me. When Ms. McKenney calls on me, I will use my grown-up voice to ask for help. I will not whine or make noises. If I don’t understand something, I will use my grown-up voice and ask for help. I can say, “Excuse me Ms. McKenney, what did you say?” Then Ms. McKenney might say, “What nice manners you have Bill, and thank you for using your grown-up voice. I will be happy to repeat what I said.” When I make noises, my friends can not hear Ms. McKenney teaching. My noises hurt their ears.

16. When I was a baby, I would whine or make noises when I needed something, because I didn’t know how to talk. I am a big boy now and I know how to talk, so I can use my grown-up voice. I do not whine or make noises to get attention. Ms. McKenney and Mr. Jones like it when I use my grown-up voice. My voice is so nice when I don’t whine. My teachers smile and say, “What a nice voice you have, Bill. We are so happy to hear your nice voice.” When I whine or make noises it hurts others ears, but when I use my grown-up voice, it sounds nice to others. Everyone is happy when I use my grown-up voice. I like using my grown-up voice.

19. Example

20. Example

21. Social Stories/Comic Strip Conversations Social stories and Comic Strip Conversations are techniques that were created by Carol Gray. For more information about these techniques and their creator visit: www.thegraycenter.org .

26. Example Student Description: Aaron has been acting out in class and seeking attention from his peers by saying or blurting out inappropriate comments in class. He likes the attention he gets from his peers for doing this and he thinks he’s being accepted when his peers laugh at him for doing this. Aaron’s special interest is Nascar and he especially likes Nascar driver, Jeff Gordon. Power Card Story: “ Jeff Gordon and His Fans” Jeff Gordon loves being a race car driver, but sometimes it is difficult for him to think before he speaks. At the end of a long day sometimes all he wants to do is make others laugh. Sometimes Jeff blurts things out when his boss is talking. But Jeff has learned to think before he speaks. Jeff has learned it is important not to talk when his boss is talking and not to say things to try and make others laugh

27. when his boss is trying to talk to his pit crew and teach them the latest NASCAR rules and regulations. Jeff has learned to stop and think about the comments he makes before speaking. Just like Jeff, it is important for Aaron to think before he speaks. It would make Jeff proud to know that Aaron is like him and that he thinks before he speaks and doesn’t interrupt his teachers in class. It is important for Aaron to remember to do the following: 1. Think before he speaks. Say it in your head first before saying it out loud. If it’s not related to what the teacher is teaching then Aaron shouldn’t say out loud in class. 2. If Aaron can’t think of something to say about the teacher’s lesson, it’s better for him not to say anything at all. 3. Always follow the classroom rules and raise your hand before you speak.

28. 1. Think before he speaks. Say it in your head first before saying it out loud. If it’s not related to what the teacher is teaching then Aaron shouldn’t say out loud in class. 2. If Aaron can’t think of something to say about the teacher’s lesson, it’s better for him not to say anything at all. 3. Always follow the classroom rules and raise your hand before you speak.

30. Example Michael is a 5 th grader with autism. He is very soft spoken and often difficult to understand. He is frequently asked to repeat things because he is so difficult to understand. He is prompted constantly to “speak louder”, however, every time he is called on the teacher has to ask him to speak up again. A 5 point scale was created for him to use to measure vocal volume and since it is been in place the teacher no longer says “speak up”. Instead she uses phrases such as, “Say it at a 3!” or “Keep it at a 2!” In addition, she will use a visual and point the volume level she wants Michael to use.

31. Example The scale: What it looks like: Yelling (sirens, shouting, screaming, fire alarm) Loud (announcements over the intercom) Conversation (friends talking, easy to hear but not too loud) Whisper (have to be really close to hear, talk into ear) No sound (peaceful)

32. Example “ Colton is in the 6 th grade. He has problems getting along in school. He likes to be in control and gets upset if he perceives something is wrong. For example, if someone cuts in line he may feel compelled to punish that person by kicking or hitting them. Colton’s ability to control his behavior varies from day to day. Colton enjoys school despite having challenges with others who do not follow his way of thinking” (Buron & Curtis, 2003, p. 26).

33. Example Looks Like Feels Like I Can Try to Kicking or hitting My head will explode Call my mom to go home Screaming or hitting Nervous Go see Mr. Peterson Quiet, rude talk Bad mood, grumpy Stay away from kids Regular kid Good Enjoy it Playing A million bucks Stay that way

40. References: Gagnon, E. (2001). Power Cards: Using Special Interests to Motivate Children and Youth with Asperger Syndrome and Autism. Kansas: Autism Asperger Publishing Co. pp. 19-22. Buron, K.D. & Curtis, M. (2003). The Incredible 5-Point Scale. Kansas: Autism Asperger Publishing Co. Crissey, P. (2005). I Have Autism: A Child’s First Look at Autism. Super Duper Publications Myles, B.S., Trautman, M.L. & Schelvan, R.L. (2004). The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations. Kansas: Autism Asperger Publishing Co. Paula Kluth: Calm in Crisis. 6 October 2008. http:// www.paulakluth.com/articles/calmincrisis.html Autism Speaks: Be Informed. 24 October 2008. http://www.autismspeaks.org/whatisit/index.php?WT.svl= Top_Nav