Teaching Students with Autism Spectrum Disorders

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Chapter Three Teaching Students with Autism Spectrum Disorders Yack, et al. (1998) Building Bridges Through Sensory Integration. This resource is valuable in assessing sensory factors in children with ASD Vestibular: • How is the student’s need to move and exercise accommodated? • What are the individual’s reactions to movement? • How can the student’s program incorporate needed movement without unduly jeopardizing the attention and learning of other students in the class? Gustatory and olfactory: • What are the student’s preferences in taste and smell with foods and other materials? • How are the student’s responses to the smell of materials incorporated into decisions made about activities? • What is the appropriate behaviour, as affected by these smell preferences, suitable to teach for snack or mealtimes? A number of resources outline multi-sensory activities to target tactile, vestibular and proprioceptive development. Strategies based on sensory integration theory can accommodate sensory needs and help prevent some inappropriate behaviours. Input from an audiologist and/or an occupational therapist may be helpful. Refer to the Resource section for recommended resources in this area. 34 Teaching Students with Autism Spectrum Disorders
Teaching Students with Autism Spectrum Disorders Chapter Three COMMON DIFFICULTIES WITH SENSORY SYSTEMS: OBSERVABLE BEHAVIOURS HYPER-REACTIVE BEHAVIOUR INDICATORS G easily distracted by background sounds G over-reacts to sounds G unpredictable reactions to sounds G holds hands over ears to block noise G screams or cries at sounds in the environment G responds physically as if sound is a threat G disturbed by bright lighting G avoids sunlight G follows any movement in the room with eyes G blocks field of vision with eyes G covers part of visual field–puts hands over part of the page in a book G responds physically to appearance of certain objects or colours G touch defensive–does not like to be touched G avoids tasks with strong tactile element (clay, water play, paint, food preparation) G complains about discomfort of clothing G refuses to wear certain items–tugs at clothes G responds negatively to textures in foods, toys, furniture G over-reacts to movement activities G has difficulties navigating on different surfaces (carpets, grass, etc.) G walks close to wall, clings to supports such as bannisters G seems to be fearful when movement is expected, muscles seem tense G rigid about positioning of body, keeps head in same rigid angle G seems to become physically disoriented easily G eats a limited variety of foods G gags, refuses foods G difficulties with oral hygiene G spits out foods, medications G over-reacts to smells in environment G smell-defensive–will avoid places or people with strong odours AUDITORY SYSTEM VISUAL SYSTEM TACTILE SYSTEM VESTIBULAR SYSTEM GUSTATORY AND OLFACTORY SYSTEMS HYPO-REACTIVE BEHAVIOUR INDICATORS G does not respond to name being spoken G seems oblivious to sounds of surrounding activities G creates constant sounds as if to stimulate self G unsafe because does not react to sounds indicating potential danger G does not respond to any kind of sound G unaware of the presence of other people G unable to locate desired objects, people G loses sight of people or objects when they move G cannot distinguish figure-ground relationships G does not seem to grasp concept of personal space G does not seem to notice touch of others G frequently puts things into mouth G does not adjust clothing, which would seem to be an irritant G high pain threshold, unaware of danger because of low response to pain G seems to need constant movement G rocks, travels in circles G seems to tire easily when engaged in movement activities G generally slow to move, lethargic in movement G takes long time to respond to directions to move G seems to be constantly wanting food G licks objects in the environment G chews on objects inappropriately G high threshold for bad tastes–dangerous substances are not avoided G sniffs objects and people in unusual ways G does not seem to notice smells others notice Teaching Students with Autism Spectrum Disorders 35
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
Page 32 and 33: Chapter Three Teaching Students wit
Page 62 and 63: Chapter Four Managing Challenging B
Page 76 and 77: Chapter Five Students with Asperger
Page 82 and 83: Chapter Six Transition Planning For
Page 84 and 85: Chapter Six Transition Planning The
Page 86 and 87: Chapter Six Transition Planning Gra
Page 88 and 89: Chapter Six Transition Planning In
Page 90 and 91: 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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