Considerations and Instructional Strategies
Autism Spectrum Disorder;
Some Considerations
- Autism is considered a spectrum disorder which means that although people in this group share a common diagnosis, there are many significant differences between each individual.
- Some students may have poor social skills and difficulty understanding social cues. It is important to take this into consideration and to not take behaviors personally.
- It may be useful to lessen direct eye contact with students to avoid making them feel uncomfortable.
- Students may experience learning differences and difficulties in the following areas: language comprehension, social interaction, organizational skills, distractibility, dealing with change, problem solving, making inferences and judgments.
- Information processing and sensory issues are more difficult when the student is stressed. Some signs to look for that the student may be feeling anxiety at a particular time include pacing, hand-wringing, cussing, laughing or having a flushed-face.
- When students are startled, it can be difficult for them to regain calmness. It is important to approach the students quietly to avoid startling him/her and talk with them outside of class to discuss strategies for calling on him/her during class
Autism Spectrum Disorder; Instructional Strategies
- Always use a calm, even tone of voice as to avoid exciting or startling the student.
- Use direct, literal instructions. Students may not always understand conversational language, sarcasm, humor, puns or double meanings.
- Provide extra clarification on complex directions or assignments. Provide step by step written instructions when possible.
- Structure and scheduling are important and useful tools. Students may find it difficult to engage in the appropriate activities if what is expected of them is not clear. Some student have difficulty with flexibility and tend to resist change. They may also be quick to develop a routine and have a tough time deviating from it.
- A student may need more time to answer a question due to delays in information processing. When possible, after you ask a question, you should allow about six seconds for a response before repeating or restating the question.
- Some students may have a vague sense of time, alert the student when an activity is nearing the end.
- When in doubt about how to assist the student, ask him or her.
- Allow the student the same anonymity as other students (i.e. avoid pointing out the student or the alternative arrangements to the rest of the class).
- Common academic accommodations for students may include extended time for testing in a distraction reduced environment. ASO may ask you to assist with finding a volunteer note taker from the class.
- Some things to consider minimizing in the classroom environment include excessive light, sounds, or smells as these can cause stress to the student and even physical pain in some cases.