Supporting Students diagnosed with Autism

Children as young as 4 years old are being diagnosed with Autism Spectrum Disorder (ASD) and the numbers are now increasing rapidly. Autism is a developmental disorder which affects the way the brain works in processing information, communication, social, verbal, and motor skills.  ASD presents at varying levels of severity. For most children, the condition becomes worst as they get older and it becomes a lifelong disorder. With the diagnosis of this disorder, increasing chances are you will have at least one child in your class with ASD. Arming yourself with sufficient knowledge on how to best help your students is very important.

The characteristics of ASD vary widely and research states that there are more boys than girls who have been affected by this condition.

Characteristics of Students with ASD including Asperger’s Signs of ASD in pre-school children

Spoken language

• Delayed speech development or not speaking at all
• Frequent repetition of set words and phrases
• Speech that sounds very monotonous or flat
• Preferring to communicate using single words, despite being able to speak in sentences

Responding to others

• Not responding to their name being called, despite having normal hearing
• Rejecting cuddles initiated by a parent or carer
• Reacting unusually negatively when asked to do something by someone else

Interactions

• Not being aware of other people’s personal space, or being unusually intolerant of people entering their own personal space
• Little interest in interacting with other people, including children of a similar age
• Not enjoying situations that most children of their age like, such as birthday parties
• Preferring to play alone, rather than asking others to play with them
• Rarely using gestures or facial expressions when communicating
• Avoiding eye contact

Behaviour

• Self-simulative: having repetitive movements, such as flapping their hands, spinning, head banging rocking back and forth, or flicking their fingers
• Playing with toys in a repetitive and unimaginative way, such as lining blocks up in order of size or colour, rather than using them to build something
• Preferring to have a familiar routine and getting very upset if there are changes to this routine
• Having a strong like or dislike of certain foods based on the texture or colour of the food as much as the taste
• Unusual sensory interests – for example, children with ASD may sniff toys, objects or people inappropriately

Signs and symptoms of ASD in school-age children

 Spoken language

• Preferring to avoid using spoken language
• Speech that sounds very monotonous or flat
• Speaking in pre-learned phrases, rather than putting together individual words to form new sentences
• Seeming to talk “at” people, rather than sharing a two-way conversation

Responding to others

• Taking people’s speech literally and being unable to understand sarcasm, metaphors or figures of speech
• Reacting unusually negatively when asked to do something by someone else
• Not being aware of other people’s personal space, or being unusually intolerant of people entering their own personal space
• Little interest in interacting with other people, including children of a similar age, or having few close friends, despite attempts to form friendships
• Not understanding how people normally interact socially, such as greeting people or wishing them farewell
• Being unable to adapt the tone and content of their speech to different social situations – for example, speaking very formally at a party and then speaking to total strangers in a familiar way
• Not enjoying situations and activities that most children of their age enjoy
• Rarely using gestures or facial expressions when communicating
• Avoiding eye contact

Behaviour

• Repetitive movements, such as flapping their hands, rocking back and forth, or flicking their fingers
• Playing in a repetitive and unimaginative way, often preferring to play with objects rather than people
• Developing a highly specific interest in a particular subject or activity
• Preferring to have a familiar routine and getting very upset if there are changes to their normal routine
• Having a strong like or dislike of certain foods based on the texture or colour of the food as much as the taste
• Unusual sensory interests – for example, children with ASD may sniff toys, objects or people inappropriately

In addition to ASD, some students may also have other related conditions which include: attention deficit hyperactivity disorder (ADHD), learning difficulties (LD), obsessive-compulsive disorder (OCD), tics disorders, dysgraphia, depression etc. Therefore we will have to support our students socially and emotionally. Regardless of the history, presenting characteristics or the gender which is greater affected, these students are a part of our educational landscape and are in our classes; sitting in front of us and we must help them.

There are a number of specialist schools for students with ASD, however, if you are in a mainstream or general education class, and have very little or no experience at all, here are a few things that you can do to help your student who has ASD.

General Strategies

• Identify the student by his/her name at all times.
• Provide a very clear structure and a set daily routine (visual timetable or timer) including time for play including creating awareness of any coming change of routine, or switch of activity.
• Teach specific social rules/skills, such as turn-taking and social distance.
• Use various means of presentation – visual, physical guidance, peer modelling etc.
• Do not take apparently rude or aggressive behaviour personally, and recognise that the target for the pupil’s anger may be unrelated to the source of that anger.
• Give tasks in sequence, so the student can follow in the order which is required.
• Always keep your language simple and clear: in short instructional sentences. For example, sit in your seat, take out your science book then turn to page 10.
• The use of sarcasm and idioms should be avoided. They are very literal in their thinking.
• Repeat instructions and checking understanding; one direct instruction at a time.
• Organise playtime, possibly with an understanding group of peers or peers that they have chosen.
• Provide a quieter place to play to avoid their exposure to additional noise, or to retreat to in case of anxiety.
• Incorporate their intense interest in lessons if possible.
• Keep a behaviour log, note trigger to behaviours and response
• Allow them to have a soft toy or object they can manipulate to reduce stressful situations
• Introduce social skills programmes such as time to talk and socially speaking.
• Try social stories to clarify understanding.
• Allow the student to have a time out card or exit pass to indicate to teaching staff that they are feeling anxious and need to leave the classroom.
• Establish good communication with parents and share with them any behavioural changes that may indicate anxiety.
• Use a reward system to support positive behaviour this is dependent on the severity of the ASD.
• Avoid overstimulation by reducing distractions, crowded and colourful walls displays.

By being more aware of the needs of our students with ASD and how to support them, we are better able to manage their behaviours, to support their learning and progress and to make our teaching experience a more rewarding one.

As the population increases so too will the number of children with ASD, and as we are yet to fully understand and to find a cure, we will have to be prepared to work and support students.

https://www.autism.org.uk/about/what-is/asd.aspx

https://journals.lww.com/jrnldbp/Abstract/2016/01000/Prevalence_and_Characteristics_of_Autism_Spectrum.1.aspx

https://www.naturalhealth365.com/autism-news-vaccination-2563.html

http://www.icdl.com/dir/about-autism

https://www.nhs.uk/conditions/autism/symptoms/

By: Debbie Hamilton Bogues