Autism Spectrum Disorder
"Autism is considered to be on a spectrum. It is called a spectrum because some people have only a few or mild symptoms while others have many or severe symptoms." (15 Behavioral, n.d.)

Characteristics and symptoms of Autism Can Include:

  • Trouble using and understanding language or certain aspects of language such as sarcasm, expressions, and body language.
  • Difficulty taking in sensory input in an ordinary way. For example, a vacuum cleaner may sound overly loud, a smell may be extra strong, or the feel of something may be extra itchy.
  • A need for a particular routine so they know what to expect as they can become frustrated when things don’t go the way they had expected.
  • Trouble recognizing another person’s opinion or understanding another person’s feelings.
  • Difficulty working on or participating in activities with no clear ending (e.g., an open ended writing activity, a class lecture)
  • Difficulty switching from one activity to another, especially if they have to switch from something enjoyable to something not enjoyable (I think everyone can relate to that).
  • Difficulty organizing themselves in productive play when not directed or given specific instructions.
    (15 Behavioral, n.d.)

Behavioral Strategies for Autism

  • Create a classroom routine. Students with autism appreciate routine. ...
  • Use preparatory commands and commands of execution to cue transitions. ...
  • Give fewer choices. ...
  • Use appropriate technology. ...
  • Treat them like any other kid as much as possible

Autism Strategy Organizer (Blank Organizer in Word format HERE.)

Strategy (List all 3 strategies)

How will this strategy support Jack’s needs?

Is this strategy research
-based?

Cite your source for the strategy (page number in text, or web address url is sufficient)

. Set a visual schedule to let the child know how his day will go, and set a routine

 

For young children with autism spectrum disorder, a visual schedule would be best for them to have a daily schedule established in the morning so there are no surprises, they know what to expect, and they can plan accordingly.  The visuals will help them identify what it is they will be doing and the picture or font can get them excited for the upcoming event.

Y

(Robertson, 2016, Pg. 467).

15 Behavioral Strategies for Children on the Autism Spectrum. (n.d.)  Retrieved from https://ibcces.org/blog/2016/07/15/behavior-strategies/

2. Allow the student to bring a transitional object from one activity to the next.

For example the “Parasaurolophus” doll seen in the video, this will give him a feeling of comfort with a familiar constant throughout all of his daily activities and give him the desired security he needs in unfamiliar surroundings or around unknown people.

Y

(Robertson, 2016, Pg. 467).

15 Behavioral Strategies for Children on the Autism Spectrum. (n.d.)  Retrieved from https://ibcces.org/blog/2016/07/15/behavior-strategies/

3. Acknowledge your child or students for complying with your requests

If you tell the student not to do something and he complies, simply thank them and tell them what they did and how much you appreciate it.  I believe this works with all children, but children with ASD need positive reinforcement for behavioral changes and if a task is repeated over and over again at different times a habit may form.  This strategy also gives you a chance to teach about another person’s perspective and understand their feelings, which isnt obvious for ASD students.

Y

(Robertson, 2016, Pg. 467).

15 Behavioral Strategies for Children on the Autism Spectrum. (n.d.)  Retrieved from https://ibcces.org/blog/2016/07/15/behavior-strategies/

REFERENCES
Robertson, C. (2016). Safety, Nutrition and Health in Early Education. Boston, MA: Cengage Learning.

15 Behavioral Strategies for Children on the Autism Spectrum. (n.d.)  Retrieved from
https://ibcces.org/blog/2016/07/15/behavior-strategies/

[Untitled picture of a “Sparky”,]. [IMAGE] Retrieved October 5, 2019 from https://eoss.asu.edu/getinvolved/traditions

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