Teaching Students with Autism Spectrum Disorders

Teaching Students with Autism Spectrum Disorders Chapter Three
• use language that is clear, simple, and concise, remembering
that figures of speech, irony, or sarcasm confuse the student
with communication difficulties
• allow time for the student to process the information.
If a teacher doesn’t allow the student adequate time to process a
message and repeats the message, even using the same words, the
student may then be confused by trying to process what is perceived
as two different messages. A good rule of thumb is to allow five seconds
for a message to be processed. It may be necessary to talk more slowly
or to pause between words. The pace of speech depends on the ability
of the individual student.
Learn to listen
Students with ASD need structured lessons on how to listen.
Reinforcing listening efforts may be necessary rather than assuming
that listening is an expected and automatic behaviour. Breaking listening
down into components for the student and reinforcing each component
may be helpful. For example, teach the student to face the speaker,
look at one spot (which does not mean they must make eye contact),
and place hands in a planned position. Praise, or otherwise reward,
each step.
Some teachers use visual supports along with structured lessons
when teaching children to listen. For example, teachers may use social
stories with pictures or picture symbols ( see p. 44). These are also
reinforced with a printed list of steps, placed on the desk.
Develop oral language comprehension
Use visual input to aid comprehension of oral speech. Visual aids
may help obtain and maintain the student’s attention. Accompanying
spoken language with relevant objects, pictures, and other visual
supports can help with comprehension. Experienced teachers of students
with ASD suggest the use of photographs to support understanding
of the content of oral language communication.
Interestingly, many students with ASD use reading to support oral
comprehension rather than the expected reverse of using oral language
to support reading, making reading instruction even more significant
for these students.
When working with students who are higher functioning, it is easy
to assume that they understand information, particularly if they are
able to repeat it. Even though there may be good recall, the student
may not grasp the intended meaning. Checking for comprehension
is important.
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