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Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011
The Basics of Autism Spectrum Disorders
Training Series
Training Series ModulesModule One: Autism Defined, Autism
Prevalence and Primary Characteristics
Module Two: Physical Characteristics of Autism
Module Three: Cognition and Learning in Autism
Module Four: Getting the Student Ready to Learn
Module Five: Structuring the Classroom Environment
Module Six: Using Reinforcement in the Classroom
Training Series Modules
Module Seven: Autism and Sensory Differences
Module Eight: Sensory in the Classroom
Module Nine: Communication and Autism
Module Ten: Communication in the Classroom
Module Eleven: Behavior Challenges and Autism
Module Twelve: Understanding Behavior in Students with Autism
Training Series ModulesModule Thirteen: Social Skills in the School
Environment
Module Fourteen: Functional Behavior Assessment
Module Fifteen: Working Together as a Team
Module Sixteen: Autism and Leisure Skills to Teach
Module Seventeen: Special Issues of Adolescence
Module Eighteen: Safety and Autism
Module Nineteen: Special Issues: High School, Transition, and Job Readiness
Training Series ModulesModule Twenty: Asperger’s Syndrome:
Managing and Organizing the Environment
Module Twenty-One: Asperger’s Syndrome: Addressing Social Skills
Characteristics of Students with Asperger
Syndrome Difficulty in social
understanding and social skills
Sensory issues
Often interact more successfully with adults or younger children than same-aged peers
Difficulty establishing and maintaining friendships
Difficulty understanding and using body language (i.e., eye gaze, gestures, and facial expression)
May repeat back information without comprehending the content
Often fail to seek clarification when they do not understand something
(Brenda Smith Myles, 2006)
Difficulty in understanding and discussing feelings
Often show limited interest in others
Strong preference for sameness
Excessive time and energy devoted to special interests
Attention challenges
Poor organizational skills
Difficulty regulating their emotions
Poor handwriting
Impaired gross motor skills
(Brenda Smith Myles, 2006)
Asperger SyndromeAcademic performance usually ranges from adequate to exceptional, but students with Asperger Syndrome are likely to have increased difficulty in the classroom setting secondary to their difficulty with interpersonal skills (relating to others), reading social cues, and working with peers in groups and cooperative activities.
Big Idea
Students with Asperger Syndrome can be misidentified as attention deficit or behavior
concerns in the general education setting.
Managing the Environment
Things to consider to help a student with Asperger Syndrome be more successful in a classroom include:Structuring seating arrangementsProviding a ‘safe haven’Preparing the student for changes in the
routine and/or scheduleOperating on Asperger’s timeTeaching Routines ExplicitlySimplifying the languageProviding Visual Supports
Structuring Seating Arrangements
Place the student next to an understanding “peer buddy” who can build a relationship with the student
Consider the proximity of where the student sits. Some students may work most effectively seated near the teacher or near a quiet area.
When organizing group work, avoid self-selection. Assign students to groups ensure that the student with Asperger’s is assigned to an appropriate group.
Provide a ‘Safe Haven’ Many students with Asperger’s can become overwhelmed
by noise, crowds, perceived chaos, or just the stress of engaging socially with peers.
Students with Asperger’s should have an identified place or person that is available to them to access when they are becoming overwhelmed.
A set plan for ‘escape’ should be written for when students with Asperger’s get overwhelmed or upset in the classroom. Students should be taught how to request this break to the safe haven.
Staff should be aware of what the pre-physical or verbal behaviors that a student may exhibit when they are beginning to get upset.
Prepare the Student for Changes in the Routine and/or
Environment
Most students with Asperger’s need clear expectations and routines. This helps to reduce the anxiety that can overwhelm students.
Whenever possible, explain changes in the routine well in advance. (“On Friday, we will have an assembly. That means that you will go straight from your second-period class to the auditorium.”)
Indicate these changes in the student’s schedule the day of by writing them or having a picture of the change.
Big Idea
Be Pro-active. Many problem behaviors can be avoided by pre-
teaching skills or preparing students for changes in the environment.
Operate on Asperger’s Time“Twice as much time, half as much
done.” Make sure that the student
has ample time to complete organizational and related tasks such as: Taking out/organizing
books, paper, pencil Putting away materials Finding and turning in
homework Moving from classroom to
classroom Organizing backpack Dressing out for physical
education Organizing materials to
go home after school
Modify Requirements For example, in math
class students are given a worksheet with 20 problems on it. Have the student do the first 10 problems, the odd number problems, etc.
Reduce or eliminate handwriting Allow the student access
to the computer or scribe
Avoid Rushing
SIMPLE MODIFICATIONS TO HELP STUDENTS WHO NEED TO OPERATE ON THEIR OWN TIME
Reduce the number of problems on a page by (a) circling the problems that the student has to complete or (b) masking the problems that the student does not need to complete
Have the student use a personal digital assistant or pocket computer instead of a handwritten planner
Change short answer questions to true/false or multiple-choice questions
Have the student dictate book reports and similar assignments into a tape recorder instead of having to write by hand
Allow the student to dictate answers into a tape recorder
Have another student write for the student with Asperger’s Syndrome
Allow the student to use a computer for written assignments instead of having to write them by hand
Use a time timer to allow the student to see time passing visually
Provide a five, four, three, two, one minute transition reminder
Teach RoutinesEnsure that students with Asperger’s know the routine for how to do the
following: How to ask for help
How and when to sharpen pencils
When and what to throw away and where
How to ask to go to the bathroom
How to obtain school supplies when they forgot to bring them to class
How and when to hand in homework
How to pass out papers
How to organize materials on desk
How to place school supplies in a locker, backpack or desk so that they are easily accessible
How to make up missed work due to absences or related reasons
How to line up for lunch, recess, etc.
How to walk down the hall in a line with other students
How to get ready to transition to another activity within the same class
How to get ready to transition to another activity that is not within the same class
How to get ready for recess
How to get ready to go home
What to do during free time
How to navigate lunchtime
Simplify the LanguageAvoiding using idioms
“Put your thinking caps on”, “Open your ears” and “Zipper your lips” will leave a student with Asperger’s confused and wondering how to do that.
Avoid using sarcasm If a student accidently knocks all your papers on
the floor and you say “GREAT!” you will be taken literally and this behavior may be repeated on a regular basis.
Simplify your Language
Comprehension is not guaranteedRepeat directions and ask for clarification
Be simple and concrete It is more effective to say “Pens down, close your
journals, and line up to go outside” than “It looks nice outside. Let’s do our science lesson now. As soon as you’ve finished your writing, close your books and line up at the door. We are going to study plants outdoors today.”
Simplify your Language
Address the pupil individually at all timesFor example, the student may not realize that an
instruction given to the whole class also includes him/her. Calling the student’s name and saying "I need you to listen to this as this is something for you to do" can sometimes work; other times the student will need to be addressed individually.
Visual SupportsWhile students with Asperger Syndrome have
strong expressive skills, there may still be difficultly with understanding and comprehending the content presented during class.
Visual supports help aid the students ability to process and understand the content presented in class.
Visual supports provide structure and organization to information a student with Asperger Syndrome may find confusing.
Types of Visual SupportsWritten Schedules
Graphic Organizers
Organizational Checklists/Systems
Big Idea
Just because a student has good verbal skills does not mean
that they have good comprehension skills and
understand is being said to them. Test for understanding.