Teaching Students with Autism Spectrum Disorders

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Appendix I 13. If that doesn’t work, write down his repetitive question or argument and ask him to write down a logical reply (perhaps one he thinks you would make). This distracts from the escalating verbal aspect of the situation and may give him a more socially acceptable way of expressing frustration or anxiety. Another alternative is role-playing the repetitive argument or question with you taking his part and having him answer you as he thinks you might. 14. Since these individuals experience various communication difficulties, do not rely on students with Autism to relay important messages to their parents about school events, assignments, school rules, etc., unless you try it on an experimental basis with follow-up or unless you are already certain that the student has mastered this skill. Even sending home a note for his parents may not work. The student may not remember to deliver the note or may lose it before reaching home. Phone calls to parents work best until the skill can be developed. Frequent and accurate communication between the teacher and parent (or primary care-giver) is very important. 15. If your class involves pairing off or choosing partners, either draw numbers or use some other arbitrary means of pairing. Or ask an especially kind student if he or she would agree to choose the individual with Autism as a partner before the pairing takes place. The student with Autism is most often the individual left with no partner. This is unfortunate since these students could benefit most from having a partner. 16. Assume nothing when assessing skills. For example, the individual with Autism may be a “math whiz” in Algebra, but not able to make simple change at a cash register. Or, he may have an incredible memory about books he has read, speeches he has heard or sports statistics, but still may not be able to remember to bring a pencil to class. Uneven skills development is a hallmark of Autism. BE POSITIVE BE CREATIVE BE FLEXIBLE 114 Teaching Students with Autism Spectrum Disorders
Autism Spectrum Disorder: Planning for Next Year Checklist for Transition ‘ SEP goal: entry to Kindergarten/transition from grade to grade/school to school. ‘ Next year’s teacher(s) visit and/or spend time in student’s current placement. ‘ Take photographs/video of next year’s school experience to develop a Social Story Book. Photographs could include: • The school building • The door(s) the student will be using • The hallway • The locker • Next year’s teacher(s) • Student(s) he/she may know • Door to his/her classroom • New objects of interest in the environment • The bathroom ‘ Review periodically over the summer months by the parents. ‘ Have student visit his/her new classroom or school. Appendix J ‘ Assess the need for a staggered or delayed entry to enable the staff to establish the classroom routines prior to the student’s entry. ‘ Consider plans for recess and lunch coverage if necessary. ‘ Make a photo album. ‘ As quickly as possible make an independent schedule. Teaching Students with Autism Spectrum Disorders 115
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TEACHING STUDENTS WITH AUTISM SPECT
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Table of Contents Acknowledgments .
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Table of Contents (cont’d) Append
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ii Teaching Students with Autism Sp
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Introduction The final section of t
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Chapter One What Is Autism? Bryson,
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Chapter One What Is Autism? Reprint
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Chapter One What Is Autism? The DSM
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Chapter One What Is Autism? Childho
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Chapter Two Characteristics Associa
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Chapter Three Teaching Students wit
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Chapter Four Managing Challenging B
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Page 76 and 77: Chapter Five Students with Asperger
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Page 90 and 91: Chapter Seven Assessment and Evalua
Page 92 and 93: Chapter Eight Planning Support for
Page 108 and 109: Appendices These appendices contain
Page 110 and 111: Appendix B Hierarchy of Prompts Pro
Page 112 and 113: Appendix D Name:___________________
Page 114 and 115: Appendix E Home-School Communicatio
Page 116 and 117: Appendix F Communication Dictionary
Page 118 and 119: Appendix H The Components of a Beha
Page 120 and 121: Appendix I Tips for Teaching High F
Page 124 and 125: Appendix K Integrating Student’s
Page 126 and 127: Resources Consultative and Support
Page 128 and 129: Resources Print Resources The follo
Page 130 and 131: Resources Do-watch-listen-say: Soci
Page 132 and 133: Targeting autism: What we know, don
Page 134 and 135: Resources Assessment Tools Assessme
Page 136 and 137: References This section includes so
Page 138 and 139: References Durand, V.M., & Crimmins
Page 140 and 141: References Hodgdon, L. (1991). Solv
Page 142 and 143: References McGinnis, E., & Goldstei
Page 144 and 145: References Rourke, B.P. (1989). Non
Page 147 and 148: 138 Education Guidelines for Referr
Page 149 and 150: Step 1: Guidelines for Referral Pro
Page 151 and 152: Step 2 - A: *** Note: A psychologic
Page 153 and 154: Referral for Consultation School Ps
Page 155: SCHOOL DISTRICT _____________ PAREN
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Teaching Students with Autism Spectrum Disorders

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