Teaching Students with Autism Spectrum Disorders

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Chapter Five Students with Asperger’s Syndrome SUMMARY OF CLASSROOM STRATEGIES LEARNING DIFFICULTY CLASSROOM STRATEGIES Difficulties with language • tendency to make irrelevant comments • tendency to interrupt • tendency to talk on one topic and to talk over the speech of others • difficulty understanding complex language, following directions, and understanding intent of words with multiple meanings • auditory processing difficulties - give small chunks of instruction at a time - use self-monitoring system - repeat instructions - check for comprehension • use Comic Strip Conversations (Gray, 1994) to teach conversation skills related to specific problems • teach appropriate opening comments • teach student to seek assistance when confused • teach conversational skills in small group settings • teach rules and cues regarding turn-taking in conversation and when to reply, interrupt, or change the topic • use audio-taped and video-taped conversations • explain metaphors and words with double meanings • encourage the student to ask for an instruction to be repeated, simplified, or written down if he does not understand • pause between instructions and check for understanding • limit oral questions to a number the student can manage • watch videos to identify non-verbal expressions and their meanings Insistence on sameness • prepare the student for potential change, wherever possible • use pictures, schedules, and social stories to indicate impending changes Impairment in social interaction • has difficulty understanding the rules of social interaction • may be naive • interprets literally what is said • difficulty reading the emotions of others • lacks tact • has problems with social distance • has difficulty understanding “unwritten rules” and once learned, may apply them rigidly • lacks awareness of personal space • provide clear expectations and rules for behaviour • teach (explicitly) the rules of social conduct • teach the student how to interact through social stories, modelling and role-playing • educate peers about how to respond to the student’s disability in social interaction • use other children as cues to indicate what to do • encourage co-operative games • provide supervision and support for the student at breaks and recess, as required • use a buddy system to assist the student during nonstructured times • teach the student how to start, maintain, and end play • teach flexibility, co-operation, and sharing • teach the students how to monitor their own behaviour • structure social skills groups to provide opportunities for direct instruction on specific skills and to practice actual events • teach relaxation techniques and have a quiet place to go to relax • model and practice appropriate personal space Restricted range of interests • limit perseverative discussions and questions • set firm expectations for the classroom, but also provide opportunities for the student to pursue his own interests • incorporate and expand on interest in activities 70 Teaching Students with Autism Spectrum Disorders
Students with Asperger’s Syndrome Chapter Five Poor concentration • is often off task • is distractible • may be disorganized • has difficulty sustaining attention SUMMARY OF CLASSROOM STRATEGIES • provide frequent teacher feedback and redirection • break down assignments • use visual organizers, semantic mapping, and outlining • provide timed work sessions • reduce homework assignments • seat at the front of the classroom • use non-verbal cues to get attention Poor organizational skills • use personal schedules and calendars • maintain lists of assignments • help the student use “to do” lists and checklists • place pictures on containers and locker • use picture cues in lockers Poor motor co-ordination • involve in fitness activities; student may prefer fitness activities to competitive sports • take slower writing speed into account when giving assignments (length often needs to be reduced) • provide extra time for tests • consider the use of a computer for written assignments, as students may be more skilled at using a key-board Academic difficulties • usually average to above-average intelligence • good recall of factual information • areas of difficulty include problem solving, comprehension, and abstract concepts • often strong in word recognition and may learn to read very early, but has difficulty with comprehension • may do well at math facts, but not problem solving • do not assume that the student has understood simply because she or he can re-state the information • be as concrete as possible in presenting new concepts and abstract material • use activity-based learning where possible • use graphic organizers such as semantic maps, webs • break tasks down into smaller steps or present in another way • provide direct instruction as well as modelling • show examples of what is required • use outlines to help student take notes, organize and categorize information • avoid verbal overload • capitalize on strengths (e.g., memory) • do not assume that student has understood what he or she has read–check for comprehension, supplement instruction, and use visual supports Teaching Students with Autism Spectrum Disorders 71
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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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Page 32 and 33: Chapter Three Teaching Students wit
Page 62 and 63: Chapter Four Managing Challenging B
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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
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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 122 and 123: Appendix I 13. If that doesn’t wo
Page 124 and 125: Appendix K Integrating Student’s
Page 126 and 127: 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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