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Teaching Strategies:A Guide for Teachers When Approaching Children

with High Functioning Autism and Asperger’sSyndrome

Area of Weakness Classroom StrategiesDifficulties with Language

• difficulty understandingcomplex language,following directions, and

understanding intent of words with multiplemeanings

• teach student to seekassistance when confused

• explain metaphors and wordswith double meanings

• encourage student to ask for aninstruction to be repeated,simplified, or written down if he/she does not understand

• pause between instructions andcheck for understanding

• limit oral questions to a numberthe student can manage

Insistence on Sameness • prepare the student forpotential change whereverpossible

• use pictures, schedules, andsocial stories to indicateimpending changes

Restricted Range of Interests • limit perseverative discussionsand questions

• set firm expectations for theclassroom, but also provideopportunities for the student topursue his/her own interests

• incorporate and expand on

interests in activitiesPoor Concentration • provide frequent teacher

feedback and redirection

• break down assignments

• use visual organizers, semanticmapping, and outlining

• provide timed work sessions



• reduce homework assignments

• seat at the front of theclassroom

• use non-verbal cues to getattention

Poor Organizational Skills • use personal calendars andorganizers

• maintain list of assignments

• help student use “to do” listsand checklists

• place pictures on containersand locker

• use picture cues in lockerAcademic Difficulties

• usually average to above-

average intelligence• good recall of factual

information

• areas of difficulty includeproblem solving,comprehension, andabstract concepts

• may do well at math facts,but not problem solving

• do not assume that the childhas understood simply because

he or she can re-state theinformation

• be as concrete as possible inpresenting new concepts andabstract materials

• use activity-based learningwhere possible

• use graphic organizers such assemantic maps and webs

• break tasks down into smallersteps or present it in another

way• provide direct instruction as

well as modeling

• show examples of what isrequired

• use outlines to help child takenotes and organize andcategorize information

• avoid verbal overload

• capitalize on strengths

•

do not assume that the childhas understood what he or shehas read—check forcomprehension, supplementinstruction, and use visualsupports

Additional Suggestions • introduce unfamiliar items in afamiliar environment when



possible

• organize teaching materialsand situation to highlight whatis important

o help the student attend

to pertinent informationo Example: present only

the text you want toread, not the whole book

• know the individual andmaintain a list of strengths andweaknesses

• Note aspects of tasks andactivities that create frustration

• Provide relaxation opportunitiesand areas

• carefully word praise so it isbehavior-specific

• provide reinforcers thatproduce the desired studentresponse

• use age-appropriate materials

• provide opportunities for choice

•

(Adapted from: Teaching Students with Autism: A Resource Guide for Schools. BritishColumbia Ministry of Education: Special Programs Branch. 2000.)

A student with Asperger’s testimony on teaching approaches:

“There were classes with an accelerated pace that I thrived in (BiologyHonors, for one), but there were classes where I felt that my teachers reallyneeded to slow down and stop cramming the information down the throats of their students (there is a former Clemson professor here at WCU, whom Iwon't name, that taught my Calculus II class and she had the pace of an ACCbasketball game through some of the most crucial parts of the class, andglossed over things that probably would have helped us out).

There were some things certain teachers did do that were especially helpful,specifically Mrs. Kuether at PCHS, who interspersed stories with instructionalmaterial, which helped me figure out what was important and not soimportant. Also, Mrs. High, who used to teach at Fairview Elementary, did thesame thing.

And my advisor here at Western Carolina University, Dr. Shan Manickam,also intersperses stories in between instructional times.



I truly appreciate that, as I can figure out where to draw the line betweenwhat is important and not important, because when some profs just stand upthere on that lectern and drone on for hours, the line between what is andisn't important gets very blurry and makes it VERY difficult to study for tests

in those classes.”

BJ, 23 years old

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