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Teaching Students With Autism Spectrum Disorders
By: Susan M. Catlett, Ph.D
So, how do we teach?
Stressors
that will impact performance:
-Unstructured/disorganized
environments
-Inconsistency in task preparation, expectations, etc.
-Inadequate
information, with regard to expectations
-Distractions/high stimulation
-High
stress/high demand situations (especially with regard to language/auditory
input)
-Lack of
predictability
-Insufficient
visual and organizational supports
-Unfamiliar/novel situations/materials
-Discomfort
with regard to sensory issues
Elements of an
Effective Program for Students with Autism
Classroom set up is
organized
-Distracter-free area
-Materials within reach
-Desk is in position that
is incompatible with leaving area
-Have an abundance of
materials
-Instruction in functional
environments at functional times
-Heavy use of visual
supports
-Curriculum is purposeful
-Data collected and
analysis
-Individualized and based
on assessment
-Appropriate for that
student (LRE, behavioral and academic progress)
-Behavior management
(proactive and reactive)
-Effective instructional
strategies
Materials
-Manipulative
-"Real"
-Tap into student's
interests
-Reduce clutter
-Use "stims" as
reinforcers
-Reinforce often
-Teach
structure/predictability/routine
Teaching Suggestions
Communication:
-Recognize
communicative attempts
-Increase
motivation to communicate
-Encourage eye
contact
-Encourage
modeling/imitating with peers
-Teach what to do
when need help
-Always label
(activities/behaviors/emotions)
Socialization/Play
-Focus on strengths
when interacting with peers
-Teach appropriate
play skills
-Teach social
routines with adults and peers
-Teach social
skills (e.g., turn taking, sharing, waiting, completing)
-Limit isolated
activities
Behavior:
-Develop and
teach replacement behaviors
-Change the routine
periodically to reduce rigidity (e.g., place in line, sequence of
circle activities)
- Focus on
increasing attention to task/completion of tasks
-Offer frequent
breaks
-Visual
reminders/schedules
-"Cool
down" versus "Time out"
-Recognize signs of
over-stimulation
Sensory:
-Don't insist
on eye contact
-Reduce visual
over-stimulation
-Use caution with
"surprise" tickles/hugs/etc.
-Recognize
preferences for pressure
-Respect clothes
preferences
-Consider vibration
activities
-Don't shout -
speak softly, calmly
-Use short/simple
sentences
-Reduce
environmental noises
-Consider earphones
in cafeteria
-Include sensory
diet activities in daily routine (e.g., jumping, brushing, weighted vests)
-Use relaxation
techniques
-Separate from
others when over-stimulated
-Schedule breaks,
based on problem times
-Allow the child to
control sensory input
-Observe
self-stimulatory behaviors to determine appropriate replacement sensory
input
Teaching Suggestions:
Respect and
teach toward visual learning style
Avoid long strings of verbiage. Show what
to do vs. telling what to do
Develop and encourage talent areas
Use obsessive interests in school work
Be as concrete as possible
Consider alternatives to handwriting
Consider a whole word approach to reading
Recognize and respect "hyper-sensitivities"
Use "transition tools"
Recognize the inability to process too many kinds
of input at once
Teach the child to ask for help appropriately
Prioritize behaviors
Provide peer support network
Teach phrases that will help redirect
Explain jokes and metaphors before using them
Remember to offer a "wait time" between
prompts, directives to process information
Be careful with asking questions, child might be
unsure of what's being asked.
Don't ask yes/no questions unless you are
prepared to accept "no"
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