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Strategies for Working with Children with Autism in the Classroom

+Developmentally Appropriate Programs

Normalized educational experience

Opportunity for social interaction

Broad educational approach

+Classroom Advantages

Opportunities for: Spontaneous imitation Typical peers as models Development of play skills Incorporating child interests and strengths Development and use of language Parent support and advocacy

+What specifically can I do to help with my students with autism?

Evaluate communication and language ability

Physically structure the room so verbal directions are supported by physical realities

Create an environment where relationships are possible and frequently UNavoidable

+What else can I do?

Set up a routine and stick with it

Make the curriculum meaningful and appropriate

Incorporate other programs and approaches

Individualize expectations and demands for each child

Expect students to be part of the class during ALL activities

+The importance of STRUCTURE

Physical landmarks

Classroom routines

Participation as a means of creating internal structure

Clearly Defined Spaces Visual Schedule

+The importance of COMMUNICATION Involves others

Helps gain control over environment Meets needs in more appropriate manner (fewer tantrums) Engages child in environment Elicits positive response from family/peers Develops verbal ability

+The importance of COMMUNICATION

To help the child with autism communicate more effectively, pair verbal communication with visual supports.

This helps ease the process of communication while at the same time expands the child’s exposure to vocabulary.

Playground Blocks

Help with choices: “ Do you want playground or blocks”

Help with understanding emotions/feelings on a simple level.

+Ways to Support Families If no diagnosis, but you have doubts or suspect autism,

refer families to SEARCH

Make gentle references to child’s unusual behaviors, perhaps by asking parent to reflect on siblings’ behavior (if siblings present)

Show parents strategies that work in the classroom and that might work at home

Be a source for parents; help them meet other parents

Family School

CommunitySupport Services

Child

+Behavior ProblemsTwo Types

“Won’t Do” “Can’t Do”

+All behavior serves a function

Attention (peer and/or adult)

Access to tangibles (get something)

Escape (avoid or get out of)

Sensory

We need to provide the student with another behavior that will achieve the same function

+Behavior in ASD

Restricted repetitive and stereotyped patterns of behavior, interests and activities Encompassing preoccupation with one or more stereotyped

and restricted patterns of interest that is abnormal either in intensity or focus

Apparently inflexible adherence to specific, non functional routines or rituals

Stereotyped and repetitive motor mannerisms

Ex: hand or finger flapping or twisting Complex whole-body movements

Persistent preoccupation with parts of objects

+Response interruption / redirection / reinforcement

Interrupt the problem behavior

Redirect towards the appropriate

behavior

Reinforce approximation

s of the appropriate

behavior

+Providing behavior specific praise

Praise is a form of positive reinforcement that combines attention with a positive verbal statement (REMEMBER: Reinforcement is the ONLY way to teach and/or increase behavior) Strengthens behavior Positive relationship development Positive environment

+When, and how, to use praise

When When the individual demonstrates the appropriate behavior When you want to increase behavior When you are teaching a new behavior (1:1 ratio)

How often Set a goal of praising a student 4 times for every negative or

corrective statement given Using praise is like building a bank account

The more you deposit, the bigger the ‘account’ (i.e., the better the relationship)

When a ‘withdrawal’ must be made (i.e., delivering a negative or corrective statement), the account will be able to withstand the withdrawal