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

2. 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.

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

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

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

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

7. 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

8. 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

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

10. Sensory
Cumulative throughout the day
Noise, lighting, chairs

11. 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

12. 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

13. 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

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

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

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

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

18. 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

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