Teaching Students with Autism Spectrum Disorders

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Chapter Two Characteristics Associated with Autism Spectrum Disorders Indiana Resource Center for Autism (1997) Autism Training Sourcebook. “As I walk down the street, I know what everyone is having for dinner by the smells coming from the houses.” A 14-year-old boy with ASD. When students with ASD are affected in the tactile system, they may withdraw when touched. This is called tactile defensive. They may overreact to the texture of objects, clothing, or food. The inappropriate response is the result of the person’s tactile misperception, which can lead to behavioural problems, irritability, or withdrawal and isolation. Although some sources of stimulation may cause avoidance, other types and/or amounts of stimulation may have a calming effect. Auditory system Students with ASD may be hypo-sensitive or hyper-sensitive to sounds. Parents and teachers report that seemingly innocuous sounds can cause extreme responses in some children with ASD. This reaction can be particularly problematic in a school setting, which normally includes so many different sounds. The scraping of a chair, bells between classes, intercom announcements, and sounds of machinery fill a normal school day. People with ASD report that such sounds can be excruciatingly intense to them. Visual and olfactory systems Different responses to sensory stimuli may be apparent in a student’s reaction to visual information and smells. Some students may react to odours such as perfumes and deodorants. Others may use smell to seek out information about the surroundings in ways that we do not ordinarily expect. Some students with ASD cover their eyes to avoid the effect of certain lighting, or in response to reflections or shiny objects, while others seek out shiny things and look at them for extended periods of time. Vestibular and proprioceptive systems The inner ear contains structures that detect movement and changes in position allowing people to sense that their heads are upright, even with closed eyes. Students with ASD may have differences in this orienting system which may result in fear of movement and trouble orienting on stairs or ramps. They may seem strangely fearful or clumsy. The opposite is also true. Students may actively seek intense movement that upsets the vestibular system, such as whirling, spinning, or other movements that others cannot 20 Teaching Students with Autism Spectrum Disorders
Characteristics Associated with Autism Spectrum Disorders Chapter Two For more information on sensory integration, see Yack, E., et al., (1998) Building Bridges Through Sensory Integration For more information on ASD and anxiety, see Harrington, K., (1988) Autism: For parents and professionals. tolerate. Through information derived from muscles and other body parts, people automatically know how to move or adjust positions efficiently and smoothly. Students who have problems integrating the body’s information have odd posture and may appear clumsy or sloppy. Implications for instruction These unpleasant or aversive sensory experiences may contribute to some of the inappropriate behaviours displayed by individuals with ASD. For example, people with severe sensory processing problems may entirely shut down to avoid aversive stimuli or overstimulation. Tantrums may be related to the desire to escape situations that are over-stimulating. Self-stimulating behaviours may help the individual calm down when stimuli become overwhelming, by generating a self-controlled, repetitive stimulus. Sensory integration is how we process and organize information received through our senses so that we feel comfortable and secure and are able to respond appropriately to particular situations and environmental demands. Awareness of differing experiences of sensory stimulation and integration is an important part of understanding behaviours of students with ASD and planning programs for them. Teachers and families can work with Audiologists and Occupational Therapists who can assess sensory responses and assist in implementing strategies to address this area of need. A checklist is provided in Chapter 3 (p. 35) to aid in determining the nature of difficulties with sensory systems. Anxiety Anxiety is not identified in the DSM-IV criteria for a diagnosis of ASD. However, many people with ASD , as well as their parents and teachers, identify anxiety as an associated characteristic. This anxiety may be related to a variety of sources, including: • inability to express oneself • difficulties with processing sensory information • fearing some sources of sensory stimulation • high need for predictability, and difficulty with change • difficulty understanding social expectations • fearing situations because they are not understood Teaching Students with Autism Spectrum Disorders 21
Page 1 and 2: TEACHING STUDENTS WITH AUTISM SPECT
Page 3 and 4: Table of Contents Acknowledgments .
Page 5: Table of Contents (cont’d) Append
Page 8 and 9: ii Teaching Students with Autism Sp
Page 10 and 11: Introduction The final section of t
Page 12 and 13: Chapter One What Is Autism? Bryson,
Page 14 and 15: Chapter One What Is Autism? Reprint
Page 16 and 17: Chapter One What Is Autism? The DSM
Page 18 and 19: Chapter One What Is Autism? Childho
Page 20 and 21: Chapter Two Characteristics Associa
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Page 62 and 63: Chapter Four Managing Challenging B
Page 76 and 77: Chapter Five Students with Asperger
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Chapter Five Students with Asperger
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Chapter Five Students with Asperger
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Chapter Six Transition Planning For
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Chapter Six Transition Planning The
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Chapter Six Transition Planning Gra
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Chapter Six Transition Planning In
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Chapter Seven Assessment and Evalua
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Chapter Eight Planning Support for
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Appendices These appendices contain
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Appendix B Hierarchy of Prompts Pro
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Appendix D Name:___________________
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Appendix E Home-School Communicatio
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Appendix F Communication Dictionary
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Appendix H The Components of a Beha
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Appendix I Tips for Teaching High F
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Appendix I 13. If that doesn’t wo
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Appendix K Integrating Student’s
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Resources Consultative and Support
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Resources Print Resources The follo
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Resources Do-watch-listen-say: Soci
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Targeting autism: What we know, don
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Resources Assessment Tools Assessme
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References This section includes so
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References Durand, V.M., & Crimmins
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References Hodgdon, L. (1991). Solv
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References McGinnis, E., & Goldstei
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References Rourke, B.P. (1989). Non
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138 Education Guidelines for Referr
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Step 1: Guidelines for Referral Pro
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Step 2 - A: *** Note: A psychologic
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Referral for Consultation School Ps
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SCHOOL DISTRICT _____________ PAREN
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Teaching Students with Autism Spectrum Disorders

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