Autism Spectrum Disorder (ASD)

by Nathan Gowans, Josh Scott, Laura Tiemann

ASD refers to a wide range of symptoms, skills, and levels of impairment or disability a person
may have. This means that students who have been diagnosed with ASD vary greatly from one
another. Their needs differ, so some of the suggested strategies may work for one student, while
they are ineffective with another student, or may not be needed for him or her.

General Accommodations for Students with ASD

Placement of desk based on students sensory sensitivity
Allow for escape outlet/cooling off spot
Minimize noise/distractions
Leave class early to avoid crowded noisy halls
Use of visuals:
Individual visual schedule
Highlighting important information
Using completed models
Color coding relevant information
Providing visual directions
Making endings obvious by use of finished box, folder, etc.
Picture symbols for communication
Advanced warning of changes in schedule
Avoid using figurative speech and idiomatic language
Turn marker
Copy of notes/lecture
Provides choices
Shorten assignments
Frequent breaks
Extended time on assignments/tests
Model tasks
Chunk assignments
Opportunities for movement
Provide visual and verbal clues
Provide calming manipulatives
Noise canceling headphones
Sensory diet
Social stories and social scripts:
Written
Video
Consistency across all environments
Provide three-part transition clues:
Stopping
Moving to
Starting
https://davisadvocates.wordpress.com/2015/01/13/accommodations-autism-spectrum-disorder2/
Social Skills Training

Social skills are a primary core deficit of children with ASD. The "hidden curriculum" refers to a
set of social rules or guidelines that most people understand intuitively. These are the rules that
everybody seems to pick up naturally, that everybody just knows. However, individuals with ASD
do not pick up these rules naturally, and these rules need to be taught directly to them. A child
who does not intuit or know these rules is at risk for social isolation.
The desire to interact with others is often in place in individuals with autism, but the processes
that allow social interaction to occur can be so overwhelming that they do not know where to
begin. Take care not to interpret social deficits as a lack of desire or avoidance of social
interaction. It is critical to recognize that social challenges in autism are bidirectionalthey may
manifest as deficits (such as a lack of social initiation) or excesses (such as one-sided
conversation in a highly verbal student with Aspergers Syndrome).

What are Some Things to Consider When Addressing Social Skills?

Extend a feeling of welcome to your classroom, lunchroom, or gym and model for the other
students that the student with autism is a valued part of the group
Get to know the student and meet him where he currently is in terms of both social skills and
interests, and be ready to work from there.
Appropriate social behavior requires social understanding; be aware of the need to build
foundations and scaffold skills in appropriate developmental sequence, expecting growth
through supports, practice and direct teaching.
Be aware that free play, recess and other unstructured times are the most difficult times for
children with autism; think about how to impose structure on activities; this also applies to older
students, though with needs for age appropriate supports and structure.
Focus on social development in areas of interest and competence for the studentnot where
language, fine motor or other challenges will create an overwhelming experience.
Recognize that a student with autism is likely to have anxiety before, during and after social
situations, which can result in avoidance or inappropriate behaviors. Building competence is
essential to reducing this anxiety.
Use care in expectations of appropriate eye contact, shaping this over time. Often students with
autism have a difficult time maintaining eye contact and insisting on eye contact can cause
discomfort and additional stress. It is often best to begin with requiring the student to direct his
body toward the talking partner, then after significant practice in social situations and increased
comfort level as a result of supports, eye contact develops or can be targeted more directly.
Note that the social challenges, while very real in each instance, will be decidedly different for
individuals along the autism spectrum.
It is important to note that students with autism, especially more verbal students who perform
well academically and are therefore less inclined to have consistent adult supports, can be the
target of teasing and bullying. As a result of their social challenges they often do not pick up on
non-verbal cues such as tone of voice or the hidden intention of a request or comment.
Students with autism often go along with the teasing and/or bullying because they do not
identify that it has a negative intent. The desire to make friends, coupled with the difficulty in
doing so, means they often encounter peers with dishonest intentions. It is important to be on
the lookout for this and to respond quickly if teasing and bullying become an issue.

Are there Specific Strategies for Supporting Social Skills?

Reinforce what the student does well sociallyuse behavior-specific praise and concrete
reinforcement if needed to shape pro-social behavior
Model social interaction, turn taking, reciprocity.
Teach imitation, motor as well as verbal.
Teach context clues and referencing those around youe.g., if everyone
else is standing, you should be too!
Break social skills into small component parts, and teach these skills
through supported interactions. Use visuals as appropriate.
Celebrate strengths and use these to your advantage.
Identify peers with strong social skills and pair the student with them so he has good
models for social interaction.
Create small lunch groups, perhaps with structured activities or topic boxes.
Focus on social learning during activities that are not otherwise challenging for the child.
Support peers and student with structured social situations with defined expectations of
behavior.
Provide structured supports or activities during recess.
During group activities it is beneficial to help the student define his role and responsibilities
within the group. Assign a role or help him meditate with peers as to what he should do.
Use video modeling.
Teach empathy and reciprocity. In order to succeed in human interaction, a person needs to be
able to take anothers perspective and adjust the interaction accordingly. While their challenges
often display or distort their expressions of empathy, individuals with autism often do have
capacity for empathy. This can be taught by making a student aware and providing the
associated vocabulary through commentary and awareness of feelings, emotional states,
recognition of others facial expressions and non-verbal cues.
Use social narratives and social cartooning as tools in describing and defining social rules
and expectations.
Develop listening and attending skills and teach ways to show others that he is listening.
Teach a highly verbal student to recognize how, when and how much to talk about himself or his
interests.
Teach social boundariesthings you should not talk about (or whom you might talk to about
sensitive subjects) and maintaining personal space (an arms length is often used as a
measurable distance for conversation.)
Teach Relationship Circles to assist in understanding social rules and boundaries, and how
these vary based on how well you know someone.
For older students, it is important to learn about the changes that take place in their bodies and
appropriate hygiene as they grow, and communication supports and visuals should be
employed to help explain and teach.
https://www.autismspeaks.org/sites/default/files/documents/family-services/improve_social.pdf
How to Be Friends with Someone with Autism
Accept your friends differences.
Simplify your language by using short, simple phrases.
Help your friend to cope with sensory overload.
Get to know your friends fascinations, skills, and talents.

 Help prepare your friend for what is happening next by telling him or her what is next on the
schedule.
Use pictures or written words to communicate if that helps your friend.
Model proper social behavior by setting a good example.
Pay close attention to the things your friend likes and dislikes.
If you notice something is bothering your friend, then ask an adult to help
you make things better.
Remember that even if your friend is not talking to you, it doesnt mean that
he or she does not like you being around.
Keep in mind that your friend may not understand how you are feeling.
Ask before you give your friend a hug. He or she may not like being touched.
Invite your friend to play with you. Teach him or her how to play the game.
https://www.teacherspayteachers.com/FreeDownload/Childrens-Literature-Kit-SociallyIncluding-Students-with-Autism-Guide
Resources:
Computers and Technology
Model Me Kids: Videos for Modeling Social Skills
www.modelmekids.com
Social Skill Builder: Quality Learning Tools
socialskillbuilder.com
Watch Me Learn: Visual Teaching, Video Modeling, and an iPhone app.
www.watchmelearn.com
https://www.autismspeaks.org/family-services/community-connections/social-skills-and-autism
Documentary:
Understanding Autism: A Guide for Secondary School Teachers, ResearchAutism.org

https://www.youtube.com/watch?v=4yAAOI6JUsM
Webpages:
http://autismteachingstrategies.com/free-social-skills-downloads-2/
http://www.friendshipcircle.org/blog/2011/03/28/12-activities-to-help-your-child-with-social-skills/
http://www.positivelyautism.com/free/1free_social.html
Autism Services:
http://wvde.state.wv.us/osp/autism.html

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Autistic Meltdowns
What is the difference between an autistic meltdown and a temper tantrum?
Autistic children don't look or care about another's reactions during a meltdown, but tantrums
are thrown with attention-seeking in mind.
Meltdowns often also include-self harm while children in a tantrum take care not to get hurt.
Meltdowns can occur anywhere and autistic children don't want a social situation, while
tantrums are done in public for optimal exposure/using the audience to their advantage.
Meltdowns will wind down slowly on their own, but tantrums require a situation to be resolved.
Meltdowns have the child feel out-of-control, while tantrums have the child feeling all-sopowerful.

6. Meltdowns will continue even after being given what was denied in the first place, but tantrums
will end the moment their goal is achieved.

How can you help calm down a child with an autistic meltdown?
Take steps to prevent from the beginning by removing potential triggers
Make a list of all the things that seem to affect a meltdown, researching as it occurs
Use pressure with weighted blankets and massages
Use a diversion that often makes your child happy, whether it's silly faces, singing a funny song,
etc.
Keep yourself calm so as to allow for a safe spot to come back to
Lavender and chamomile oils are great aromatherapy
Positive verbal feedback and an accepting body language work wonders
Noise-cancelling headphones can help reduce auditory stimuli and quicken the end of a
meltdown
Pop up a tent or create a small but cozy space for alone time with items of comfort for the child
http://www.emaxhealth.com/11406/10-tips-calm-down-autistic-child-meltdown
A weighted blanket or body warmer can help calm the child
Speaking in short and simple sentences will help the child understand what you are saying.
Do NOT tell the child to stop it or get a grip. This will only add to their frustration and continue
the meltdown.
How can you make sure that the child does not cause self harm?
If the person is self harming guide the hands to a firm surface so they can hit that instead of
themselves.
Have them bite a clean cloth that is wrapped around their hand so they do not directly bite their
hand. This way they still are biting themselves without causing physical harm.
Head butting: get crash mats and a helmet for the child.
http://themighty.com/2015/04/what-a-meltdown-feels-like-for-someone-with-autism/
Remember that autism is not an excuse for hitting others or for being mean.

How can you help prevent an autistic meltdown?

Keep an eye on the child's body language.
The child may appear stressed or agitated.
The child may shut their eyes, cover their ears, and even curl up in a ball.
Remove the child from the stressful situation
Try to engage them in a physical activity that helps to get rid of energy
Bring the child outdoors or into a quiet room so they can calm down.
Do not blame the child for the meltdown.
Set aside time to have fun.
Brainstorm coping methods together.
Use positive reinforcement.
What causes meltdowns?
overstimulating or distressing environments.
Not being able to communicate with others.
Not having someone to listen to them when they want to talk.
Leaving the normal day-to-day routine.
Too much involvement from other people.
Loud noises and visuals (lights) can accelerate the meltdown
http://www.wikihow.com/Deal-with-Autistic-Children%27s-Meltdowns
5

In reality you have to get to know the child. Everyone is different. The causes of meltdowns will
differ from child to child. Make sure you pay attention to these children so you can watch for the
signs of a meltdown. Make sure you are ready for when they
happen. Have a plan made so you know exactly what needs to
be done to help the meltdown end without much trouble.
How to make a calm down corner.
1. Set aside a corner in the building.
a. This needs to be a place that is quiet and has little activity
around it.
b. Try to find a pace with walls around it to help keep out other
activities that could cause the meltdown to become worse.
2. Make the area comfortable.
a. Pillows
b. Blankets
c. Stuffed Animals
d. Bean Bag chairs
3. Find ways to minimize sensory input
a. White noise
b. Chairs with large backs to help block the view
c. Create something that the child can curl up under or inside like a
pop-up tent
4. Add a few sensory tools
a. Audio: a radio with soothing nature sounds
b. Visual: drawings with the user's favorite color, blankets, pillows
c. Tactile: toys with various textures
5. Place some basic activities in the corner
a. books
b. sketchbooks
c. coloring books
d. puzzles
e. logic games
6. Try out the corner when you are not stressed
a. sit in the corner for 20 minutes when not having a meltdown just to make sure you have enough
to do when you are having a meltdown
http://m.wikihow.com/Make-a-Calming-Down-Corner
High Functioning Autism Hidden Disability
Its important for the student to know what is going to happen and what is expected from them.
Routines: Students with high functioning autism generally do not handle transitions well, extra
verbal and visual cues may need to be employed in the classroom, as well as providing direct
instruction in how to make a transition. Change is often hard to deal with.
-Use visual organizers for daily routine. Highlight any changes in routine.
-Stick to routine as much as possible
-Prepare student for potential changes in routine
-Give advance notice of unusual events such as field trips or exams.
-Have a set seating arrangement for class.

Communication: Students with HFA tend to interpret language very literally. These students
have difficulty interpreting tone and facial expressions or non verbal communication.
-Verbal skills tend to be a strength or relative strength, so whenever possible, use
-Verbal cues that are short, direct, and concrete.
-Avoid giving meaningful looks. Tell them in clear, short statements what they should
do.
-Avoid slang or idiomatic speech
-Avoid sarcasm, jokes, or metaphors
-Incorporate visual cues and graphic organizers for expression type tasks
-Use props if possible to initiate eye contact.
-Breakdown multitasking to manageable steps.
-Provide written step by steps or graphic organizers.
Classroom: For lecture and teaching sessions, accommodations may be needed.
-Provide Brain Breaks during long periods to help with staying focused
-Choices can be stressful so limit number of choices.
-Be aware of the need for extra support and take this into account in assessments or
devise an alternative assessment method to group work.
-Use these individuals' exceptional memory of factual information as a strength
-Be generous with praise and be specific on why you are provide it.
Students interests: HFA students have high interests in a single topic that dominate their
conversation. They tend to engage in pervasive questioning of discussion in isolated interests
that may interfere with the classroom lesson
-Take advantage of the students special interest
-Limit to a designated specific time during class to discuss the topic
-Use the students fixated interest as a way to provide other interests.
-Instructing the student to write the question down and that you will meet with him after
class to answer his question
The 5 Point Scale
Strategy that involves breaking down behaviors into concrete parts in order to help a child more
easily understand their own responses and feelings by using a chart to rate behavior on a visual
scale. This chart can be use so students can identify their feelings and help manage behavior.
Strategy resources:
http://www.5pointscale.com/
http://www.theautismprogram.org/wp-content/uploads/5-point-scale.pdf
http://autismteachingstrategies.com/
Resources:
http://www.researchautism.org/educators/aspergersteps/index.asp
http://www.schoolbehavior.com/disorders/aspergers-nld/classroom-tips-for-students-withasperger%E2%80%99s-disorder/
http://www.ferris.edu/htmls/colleges/university/disability/faculty-staff/classroomissues/autism/autism-strategy.htm