Teaching Students with Autism Spectrum Disorders

Chapter Four Managing Challenging Behaviour
For more info on physical exercise see:
Connor, F. (1990) “Physical Education
for Children with Autism”, Teaching
Exceptional Children.
• teaching relaxation techniques
• teaching physical exercise activities
• fading prompts to increase independent functioning
• program goals and outcomes should be systematic in nature,
i.e. one outcome is the foundation for the next higher level
skill
Prevention is more effective than reacting to student misbehaviour.
Observe students with ASD for signs of increasing anxiety and identify
the environmental factors that may be associated with increased anxiety.
For example, if social play increases stress, provide the opportunity
for isolated play. The program should not forego the goal of increasing
interactive play with peers, but, the amount of time spent with others
may need to be restricted if the student is very anxious. Over time,
contact with other students can be increased in the context of a program
that teaches social skills and provides support in interactive situations.
The behaviour of students with ASD is more manageable if the student
is provided with opportunities for relaxation throughout the day,
consisting of brief (5-10 minute) periods of relaxing activity such as:
• going to a special calm place in the school
• listening to music with headphones
• playing with a favourite object
• sitting quietly and looking out the window
• engaging in a repetitive behaviour
• engaging in a favourite activity; e.g., reading
What is calming for one child may increase anxiety for another.
Students can be taught to communicate that they need a break before
inappropriate behaviour escalates. Students may need opportunities
for rehearsal and desensitization to new places, people, or things. Change
is difficult for them, but adapting to and coping with change is a
necessary life skill. Introduce new situations slowly so that students
have an opportunity to become familiar with different settings, people,
and expectations.
Repetitive behaviours are a concern to parents and teachers, but as
one parent of a student with an ASD has said, “Pick your battles.” It
may not be an appropriate use of instructional time and effort to try
to eliminate a particular repetitive behaviour in light of the many other
things that the student needs to learn. These behaviours cannot be totally
eliminated, but they may be reduced and, in some situations, replaced
with more suitable alternatives. Repetitive behaviours such as rocking
and spinning may serve an important function for the student. For
example, if the student uses the repetitive behaviour to calm down,
it may be appropriate to teach other methods of relaxation that provide
60 Teaching Students with Autism Spectrum Disorders