Students with Autism and Those with Similar Characteristics Presented By Sara Schiller

Remember “Students with ASD are often under tremendous pressure to “shape up” and “perform like there other students,” which is impossible for them.” Sheila Wagner M. Ed.

Characteristics Social Impairment Communication Limitations Sensory Issues Repetitive and Stereotyped Patterns of Behavior, Interest, and Activities

Impact on Education Lack of Organization Inability to Generalize Following multiple directions Social Skill Deficits Communication Barriers

Major Concerns Appropriate Social Skills with peers Communication with staff/peers Unstructured time Sensory Problems Transitions

Social Skills/Communication Eye contact Accepting no for an answer How to interrupt Making and keeping friends Non-verbal language Volume control

Social Skills/Comm continued Asking for help Disagreeing with someone Compliments - giving and accepting Appropriate Topics to use Understanding others’ perspectives Inappropriate facial affect in relation to situations

Social Skills/Comm continued Difficult Processing abstract concepts Processing time Use to meet needs, not to comment More comfortable with adults Prefer to initiate rather than follow lead Chances of a successful interaction rests on communication partner

Unstructured Time/Transitions Hallways Recess Before and after school Lunch Moving grade levels Semester to semester

Sensory Cumulative throughout the day Noise, lighting, chairs

Strategies Capitalize teachable moments Establish routines and structures that can be used throughout the day Use positive reinforcement Limit amount of questions or comments during a class period

Strategies cont. Structure free time if possible Set firm expectations and be consistent If student is upset: limit verbal cues to specific, short and concrete. Do not engage in conversation (power struggle) until they are calm Structure seating arrangements, group selections

Strategies cont. Offer quiet time and space to work Avoid calling attention to student mistakes in front of peers Using graphic organizers for work given Break down assignments Rate of instruction Motivation to increase time on task

Strategies cont. Avoid encouraging competition Have student repeat directions back Use their strengths in their education Develop relationships for good role modeling

Visuals Finished product “A” work versus “B” work, etc. Rules of classroom Expectations of classroom Schedule

Scripting Script to start interactions Script to do tasks during the day outside of the classroom Script to ask for help

Keep in Mind Sarcasm is wasted Visual not auditory learners Slower processing time Stop/tell what to do Sensory is cumulative

Keep in Mind Pick your battles If you have to repeat something twice you need a visual Expressive abilities often improve more than receptive abilities through the years Virtually unable to communicate during high intensity times

Thank You! Questions? Remember there are many resources on the Keystone website