This document provides an overview of supports for students with autism spectrum disorder (ASD) in an inclusive school setting. It discusses the characteristics of ASD and how it affects socialization, communication, and behaviors. It also outlines strategies to support students with ASD, including using visual supports, social skills instruction, social stories, and addressing behaviors and social/emotional needs through techniques like comic strip conversations, social problem-solving cue cards, and identifying expected versus unexpected behaviors. The document is a resource for teachers and staff on understanding ASD and implementing effective classroom supports and interventions.

1. Supporting Students with
ASD in an Inclusive Setting
Christine Rodrick, Autism Resource Specialist
crodrick@stanthony.k12.mn.us
June 27, 2018

2. Overview of ASD
• Autism is a complex, lifelong developmental disability
• It affects essential human behaviors
– social interaction,
– the ability to communicate ideas and feelings,
– imagination,
– self-regulation,
– and the ability to establish relationships with others.
• Although precise neurobiological mechanisms have not
yet been established,
– it is clear that this disability reflects the operation of
factors in the developing brain.

3. Spectrums of Ability
• Language/Communication
• Social/Emotional
• Intellectual Abilities/Achievement
• Perception/Sensory Regulation
• Response to Stress
• Rigidity/Inflexibility
There is a spectrum of abilities, from mild to severe.

4. Individuals will have a unique combination of
deficits in the 3 areas of:
• Socialization
• Communication
• Restricted, Repetitive, and Stereotyped
Behavior and Interests

5. Deficits in Socialization and
Communication
• Most communication between neurotypical individuals is
nonverbal.
– People with autism often have trouble reading nonverbal
communication or may not use it themselves.
• Example: difficulty with eye contact
– But, not everyone with autism has difficulty with eye contact.
• Expressive language is our ability to communicate our wants, needs,
and feelings.
– Receptive language is our ability to take in information.
– Someone with autism could have challenges with either or both of
these.
• Processing time is the length of time it takes to process information.
– Some people need more time than others.
– It could take 5, 10, or even 20 seconds for someone’s brain to
comprehend the words they just heard.

6. Restricted, Repetitive Patterns of
Behaviors
• Topics of interest may be narrow and strong.
– I like what I like and that’s what I like.
• Someone on the spectrum may have a special interest he or she
can talk about for hours.
• Often rely on routines and schedules. They can
struggle with change or being flexible.
• Many people on the spectrum find repeated behaviors
(physical, vocal, or otherwise) comforting and useful
for emotional regulation.
– Some people call these behaviors “stims”
• Hand flapping, rocking, repeating noises or words, snapping
fingers, spinning objects, jumping
• Often used to calm, stimulate, or express thoughts and feelings.

7. Other characteristics:
• Comprehension (i.e., figurative language)
• Difficulty asking for help
• Attention issues (Orienting, Shifting, Joint)
• Anxiety
• Organizational difficulties
• Difficulty understanding and regulating emotions
• Poor handwriting (motor planning/legibility)
• Impaired gross motor skills (motor planning)
• Sensory issues (More intense reactions than peers)

8. Splinter Skills
• Atypical brain development leads to
challenges in certain areas as well as strengths
in others.
• Sometimes we call these differences splinter
skills.
• For example: a person may be able to
complete high level calculus in his or her head,
but can’t balance a budget.
– Read many words, but do not comprehend.

9. • Experience differences in all sensory systems
– Either over (It is too much) - or under (I need more) -
sensitive to various stimuli
– May be sensitive to touch, lighting, temperature, sounds,
food, etc…
– May lack sensitivity to stimuli or awareness of stimuli
– Often cannot identify that they are upset, anxious, getting
too “revved”
– Often do not show the same affect as others when
stressed or anxious (no outward signs)
– Do not have inherent knowledge of what to do to self-
calm, regain focus, or relax.
– Result is tantrum, rage, meltdown

10. • Know sensory preferences—preferred vs. less preferred
• Teach how to recognize uncomfortable or upset
feelings (behaviors-use visuals, a signal)
• Calming Strategies-problem solving strategy, choice
making, 5 point Scale-range of reactions to each
behavior
• Provide a “Safe Place” to calm down and complete
activity or task
• Recognize level of emotion and strategies that can be
used http://www.5pointscale.com/smart_ideas.htm
• Create a Relaxation Plan/Routine (breathing,
stretching, counting)

11. Psychological Theories of Autism
• Lacking Theory of Mind
-”mind blindness” or difficulty walking in another person’s shoes. (empathy)
-not recognizing or understanding the cues that indicate the thoughts or feelings of
another person.
• Weak Central Coherence
-can be excellent at attending to detail, but have difficulty perceiving and
understanding the big picture or gist of something (i.e., looking at the world
through a paper tube).
• Impaired Executive Function
-Includes organizational and planning abilities, working memory, inhibition and
impulse control, time management and prioritizing, and using new strategies.
-Many children with ASD are known for being impulsive with school work and in social
situations and appear to act without thinking of the content, consequences, and
prior experience.
-In stressful, overwhelming or confusing moments, a child with ASD is often impulsive
and unable to think before deciding what to do or say. (Adult support with options.)

12. Overview of ASD
• Remember that autism is a spectrum.
• Individuals will have their own unique constellation of
traits, as well as their own personalities, likes, dislikes, and
identities.
• Different people will have different levels of struggle and
challenges, and these challenges are based on supports and
environment.
• No single behavior can be used to identify autism.
• If you’ve met one person with autism, you’ve met one
person with autism.
• Autism knows no racial, ethnic, or social boundaries.
– Family income, life-style, and educational levels do not affect
the chance of a person having autism.

13. At what age do children with ASD go to school?
• There is a program called "Help Me Grow" which
is a multi-service agency.
– Basically, they work with families, doctors, social
workers, schools etc. to identify students who may be
at risk.
– Through this agency or through parent referral we find
out about children who may have special needs.
• The child goes through the evaluation process.
– If they qualify, they receive services in-home Birth-2 and at an
education facility 3-5.
– Often the ASD label isn't used until school age.
» Students may receive Special Education for Developmental
Delay

14. Government funding and funding done by parents
• All students are entitled to a Free and Appropriate Public
Education (FAPE).
• Parents can choose to send their child to a private school.
• Every student in the US comes with a set amount of dollars
from the government.
– Special Education students come with that money, but they also
have additional funding attached to them.
– Depending on the state the funding formula is set up differently
and that determines how much money comes with a student.
– Parents of children with special needs are often eligible for
Medical Assistance (MA) and through that can access additional
supports and services outside of school.

15. How IEP is developed?
____________________________ Re-Evaluation/IEP Meeting Date: _________________________________
Review Report Information:
Sign in/Introductions/Purpose of the Meeting
Team
Intellectual Functioning School Psychologist
Academic Performance
Needs/Goal/Service time
Special Education Teacher
Communication
Needs/Goal/Service time
Speech/Language Pathologist
Social Interaction/Behavior Skills
Needs/Goal/ Service time
Special Education Teacher
School Psychologist
Gross Motor
Needs
DAPE-Developmental Adapted Physical Education
Physical Therapist
Fine Motor
Needs/Goal/Service time
Occupational Therapist
Sensory
Needs/Goal/Service time
Occupational Therapist
Assistive Technology Occupational Therapist
Functional Behavior Assessment
Behavior Plan
School Psychologist
Special Education Teacher
Behavior Analyst 916
Criteria for special education services School Psychologist
Special Education Teacher
Individual Education Plan:
Adaptations
Service Time
State/District Assessment
Paraprofessional Support
Team
Parental Rights Paperwork received Signature
3rd Party Billing: Review and initial

16. Who decides how many classes child with ASD
attends in a regular classroom?
• The team decides at the IEP Planning meeting.
• Least Restrictive Environment is considered.
– Setting: Minutes out of class
Example: Total minutes per day at school (390)/week (1950)
• Setting 1- Less than 81.9 minutes per day
– Less than 21% outside regular class
• Setting 2- Between 81.9 and 234 minutes per day
– 21-60% in a resource room
• Setting 3- Greater than 234 minutes per day
– 61% or more in a separate class
• Needs of the student are considered
– Academic Needs
• Small group instruction vs. Large group instruction
• Skill level and accommodations needed
– Social Interaction Needs
– Behavioral Needs
– Sensory Needs
– Adaptations and accommodations in the classroom are considered.

17. Alternative classes for children with
ASD in schools?
• Social Skills Group
• Academic Support
• Math, Reading, Writing Skills Groups
• Study Skills/Organization Group
• Behavior Check in/out
• Occupational Therapy
• Speech/Language
• Adapted Physical Education
– Direct and Indirect Service time
– Depending on the needs of the student

18. Do children with ASD attend additional special classes?
(like speech therapy, etc.)
• Yes, children with ASD attend sessions for related
services if they meet criteria and have a need.
– Speech/Language
• Articulation
• Language
• Social Communication
– Occupational Therapy
• Fine Motor, Gross Motor
• Sensory Processing
• Functional Skills
• Assistive Technology
– Physical Therapy
– Developmental Adapted Physical Education (DAPE)

19. Special room for children with ASD in
school (is it a must in US schools)?
• A separate room for children with ASD is
definitely not a must.
– It is a must that a room for special education students
is provided and that room (or rooms) must be equal to
that of the general education.
• Meaning that it can't be in the basement (unless multiple
general education rooms are in the basement), off in a
corner by the janitor's closet, etc.
– We are required to provide a space that is conducive
to student learning.
• That may include a sensory room (or a calming space), quiet
work stations, etc.

20. Classroom Assistants/Paraprofessional Support
for children with ASD
• Who supports the child with ASD in the classroom and throughout
the school day?
– Classroom Teacher
– Special Education Teacher
– Administration
– Paraprofessional/Classroom Assistant
• Who develops a program for assistants to work with a child?
– Special Education Teacher/Classroom Teacher
• Provide modified materials, visual supports, social/behavior support
• Paraprofessional/Classroom Assistant provides support to student through
prompting, pre-teaching/reviewing skills, visual cues, social cues, problem
solving, routine, transitions, functional skills, organization
• OT/SPEECH also can provide strategies and supports for staff working with the
student.
• TEAM APPROACH
• Training is provided

21. Fading Assistance
• When should I decrease support?
– As the student learns and makes progress with the replacement
behaviors, the hope is that less assistance will be needed.
– Decreasing assistance moves the student towards
demonstrating the expected behavior in a variety of situations
• Backwards Chaining
• Increased independence:
– Less help to demonstrate expected behavior
– Less reinforcement to demonstrate expected behavior
• To decrease support:
– Alter Prompts: use visual rather than verbal
– Fade reinforcement: extend amount of time or number of
activities to be completed before reinforcement is given. OR use
Token Economy to delay the reward for the expected behavior.

22. Co-teaching
• Questions?

23. Role of school psychologist in preparing and conducting lessons for children with ASD?
What additional support resources does school psychologist get?
• Current Setting:
– District School Psychologist
• Pre-referral Intervention and Evaluation
– Special Education Teacher conduct social skills lessons
– School Based Mental Health is also a resource.
– Related Service Providers: Speech/Language, OT
• Other Districts/States:
– Social/Emotional Intervention
• Counseling topics
– Consult with Teachers before a referral takes place
– Parent Resources for home

24. Transition from Early Childhood to Kindergarten
• We work with the early childhood teacher to
ensure that this is as easy a transition as possible
for the student.
• We meet in the spring before the transition to
make sure everything is in place.
– Review current IEP
– Answer questions from the family
– Meet Staff
– Set up a visit in the Fall before school begins to meet
the teacher and see the classroom if needed.
– Photos of the new setting/staff

25. Attitudes of classmates towards children with
ASD and how they communicate?
• Attitudes vary at different age levels.
• Most students are helpful and understanding.
• Create opportunities for communication
– Peer groups
– Peer Lunch
– Buddy System at recess
– Group work, Seating in class, Partner work
– Similarities, Interests
• Some families choose to share about ASD with students in class
– Sixth Sense Lesson by Carol Grey about Awareness
– Other resources, books, lessons sometimes shared
• Organization for Autism Research has resources available. Find the home
page for Organization for Autism Research and click on resources. There
are resources for several grade levels including elementary kits for kids
which include lesson plans, poster, and books for the students.
https://researchautism.org/resources/kit-for-kids/

26. The Sixth Sense Lesson
• The kids all know about the 5 senses - they have sight, smell, etc. but they
never had to learn them.
• The 6th sense is the ability to make friends and to understand people.
– Most kids have this ability without needing to be taught.
– Children with autism have problems with the 6th sense so they need help
learning how to make friends.
• If someone has problems with math, they get special help and if someone
has difficulty with their 6th sense, they need special help too.
– If someone is blind, they are taught how to read with Braille.
– If someone lacks friendship skills, they can be taught how to relax around
people, how to talk to people and how to take turns.
– Good citizens can help children with autism by being patient, friendly, and
including them at play and at lunch.
*This is so important because even adults tend to fear things they don't
understand.
– Knowledge leads to compassion.

27. AWARENESS AND PERSPECTIVE
How can I help someone with Autism?
• Accept their differences
• Protect them from things that bother him or her.
• Talk in short sentences and use gestures
• Use pictures to help them understand
• Join in activities that interest them
• Be Patient
• Help others learn about Autism
• Someone with Autism needs you to see their strengths,
their talents, their capabilities, their bright future.
nationalautismassociation.org
• Parent Awareness group
• http://education.state.mn.us/MDE/dse/sped/cat/aut/

28. Any Questions?

29. Other Resources and Examples of
Supports for Social and Behavior

30. Visual Supports:
Why use visual supports?
• Provide tangible, concrete information
• Highlight relevant social information
• Decrease reliance on verbal/social prompts
• Provide a concrete reminder of what to do or say
• Ease the anxiety of transitions
What are the effects of visual supports?
• Can be used to minimize inappropriate and problem behaviors
• Reduce frustration and anxiety
• Improve communication and understanding
• Create greater independence and self-reliance
• Maximize success in learning

31. Examples of Visual Supports:
• 5 point scale
• Comic Strip Conversations
• Visual Prompts for Expected Classroom Behaviors
• SCHEDULES
• Mini-Schedules
• Calendars
• Choice Boards
• First---Then OR If---Then
• Task Organizers (Writing assignments, class projects)

38. How can comic strip conversations be used?
•to convey important information
•for problem-solving and conflict resolution
•to learn social skills
•to follow simple classroom rules
•to communicate perspectives, feelings, and ideas
Elements of comic strip conversations
•a description of the event that caused the problem
•feelings and thoughts of everyone involved
•a solution to the problem and ideas on how to
avoid it in the future
•reinforcement
•appropriate symbols (stick figures, smiley faces,
thought bubbles)
•colors used to express feelings (green-happy, blue-
sad, black-angry)
Comic Strip Conversations
http://www.autismspectrum.ilstu.edu/resources/factsheets/comicstrip.shtml

39. Social Behavior and Problem Solving
Supports
• Social Stories: A short story that describes a situation in
terms of relevant social cues and common responses,
providing students with accurate and specific information
regarding what occurs in a situation and why.

40. Social
Story

41. Social Skills Instruction
• Social Skills Instruction can take place with
– Individual Students
– Small Groups
– Whole Class
• It’s an ongoing process.
• Opportunity for practice and generalization of
skills is important.
• Peer Modeling to promote positive behavior.

42. Problem Solving Cue Card

44. Expected & Unexpected (Weird) Behaviors
• Good thoughts, weird thoughts = we all have
them
• Expected Behaviors: Things people do or say
that other people think is friendly, helpful and
respectful to others.
• Unexpected Behaviors: Things people do or
say that other people think is not friendly,
hurtful, weird, and disrespectful to others.

46. Expected Behaviors Unexpected Behaviors

47. • Thinking Bubbles
• Talking Bubbles

48. Superflex: A Superhero Social Thinking
Curriculum
• Teaches social thinking
skills
• Best for K-5 or
immature older
students who respond
to visual books
• Teacher Guide, Teacher
CD, Comic Books

50. Using Literature to teach self-regulation, social
skills, and behavioral skills

51. Behavior Contracts
• Written agreement between the student and the
teacher about how the student will behave.
– Provides student with…
• structure for expected behaviors
• opportunity to be aware of their behavior
• Teacher and student work together to create
contract.
– Example Contract:
http://www.interventioncentral.org/sites/default/files/p
dfs/pdfs_interventions/beh_contract_example.pdf

52. A behavior contract should include:
1. Positive goal statement
Ex. Remain on task during classroom
activities for ____ minutes (include
what that looks like)
2. Reward-reinforcer to be used for
successful demonstration of the expected
behavior
Ex. 5 minutes of extra free time for
every ____ minutes of on task
behavior
3. The consequence-what will happen if the
student does not accomplish the goal.
Ex. The student must finish incomplete
work during the class free time.
4. Time for contract to be in effect
Ex. Every day in the math class
5. Contract Monitoring
Ex. Classroom Teacher will check at the
end of every activity
6. Contract Review—date for review (2
weeks after the contract has been
created.

53. Token Economy System
• A behavior management strategy designed to
– Promote positive behavior
– Decrease negative behavior
• System includes identifying anything that is…
– Visible
– Countable
– Easily collected as a “token”
• ex. Raffle tickets, stickers, points, checkers, dominoes, buttons,
beads
– Tokens should NOT be reinforcing themselves. Ex. Food, candy…
– Tokens should be readily available for the teacher to distribute to
students for demonstrating expected behaviors

54. • Positive Behaviors = Token to be exchanged for
a determined reward
• Token Economy Systems provide teachers
opportunity to…
– Directly reward positive behaviors
– Reinforcing students for demonstrating those
behaviors
• Also allows student to delay reinforcement by using a
token to turn in later for reward.
• Can be designed for specific students
• May be used to target specific behaviors
– Ex. Raising hand, on task, completing homework

55. Token Economy System

56. Examples of Token Economy Systems

58. References…
• Buron, K.D. & Wolfberg, P. (Eds.) (2008). Learners on the autism
spectrum. Kansas: Autism Asperger.
• Hudson, J. & Myles, B. S. (2007). Starting points: the basics of
understanding and supporting children and youth with
asperger syndrome. Kansas: Autism Asperger.
• http://jillkuzma.wordpress.com/
• http://www.specialed.us/autism/05/Strategies_for_Teachers.pdf
• www.paulakluth.com/autism.html (Articles on Inclusion)
• http://www.autism-society.org/site/PageServer (Autism Society of
America)
• www.ausm.org (Autism Society of MN)
• www.5pointscale.com
• thegraycenter.org (Social Stories)
• www.autisminternetmodules.org (Modules)
• http://ici2.umn.edu/elink/asds3/asds3_4.html (PARA Elink)
• www.socialthinking.com (Michelle Garcia Winner)
• http://www.iidc.indiana.edu/irca/behavior/crisis.html (Behavior)

59. Presented at Summer School
«Inclusive Education: steps to the future»,
June 25 – 28, 2018, Vygoda, Ukraine.