Regional Autism Advisory Council of

Southwest Ohio (RAAC-SWO)

RAAC Training Committee 2011

The Basics of Autism Spectrum Disorders

Training Series

Training Series ModulesModule One: Autism Defined, Autism

Prevalence and Primary Characteristics

Module Two: Physical Characteristics of Autism

Module Three: Cognition and Learning in Autism

Module Four: Getting the Student Ready to Learn

Module Five: Structuring the Classroom Environment

Module Six: Using Reinforcement in the Classroom

Training Series Modules

Module Seven: Autism and Sensory Differences

Module Eight: Sensory in the Classroom

Module Nine: Communication and Autism

Module Ten: Communication in the Classroom

Module Eleven: Behavior Challenges and Autism

Module Twelve: Understanding Behavior in Students with Autism

Training Series ModulesModule Thirteen: Social Skills in the School

Environment

Module Fourteen: Functional Behavior Assessment

Module Fifteen: Working Together as a Team

Module Sixteen: Autism and Leisure Skills to Teach

Module Seventeen: Special Issues of Adolescence

Module Eighteen: Safety and Autism

Module Nineteen: Special Issues: High School, Transition, and Job Readiness

Training Series ModulesModule Twenty: Asperger’s Syndrome:

Managing and Organizing the Environment

Module Twenty-One: Asperger’s Syndrome: Addressing Social Skills

Characteristics of Students with Asperger

Syndrome Difficulty in social

understanding and social skills

Sensory issues

Often interact more successfully with adults or younger children than same-aged peers

Difficulty establishing and maintaining friendships

Difficulty understanding and using body language (i.e., eye gaze, gestures, and facial expression)

May repeat back information without comprehending the content

Often fail to seek clarification when they do not understand something

(Brenda Smith Myles, 2006)

Difficulty in understanding and discussing feelings

Often show limited interest in others

Strong preference for sameness

Excessive time and energy devoted to special interests

Attention challenges

Poor organizational skills

Difficulty regulating their emotions

Poor handwriting

Impaired gross motor skills

(Brenda Smith Myles, 2006)

Asperger SyndromeAcademic performance usually ranges from adequate to exceptional, but students with Asperger Syndrome are likely to have increased difficulty in the classroom setting secondary to their difficulty with interpersonal skills (relating to others), reading social cues, and working with peers in groups and cooperative activities.

Big Idea

Students with Asperger Syndrome can be misidentified as attention deficit or behavior

concerns in the general education setting.

Managing the Environment

Things to consider to help a student with Asperger Syndrome be more successful in a classroom include:Structuring seating arrangementsProviding a ‘safe haven’Preparing the student for changes in the

routine and/or scheduleOperating on Asperger’s timeTeaching Routines ExplicitlySimplifying the languageProviding Visual Supports

Structuring Seating Arrangements

Place the student next to an understanding “peer buddy” who can build a relationship with the student

Consider the proximity of where the student sits. Some students may work most effectively seated near the teacher or near a quiet area.

When organizing group work, avoid self-selection. Assign students to groups ensure that the student with Asperger’s is assigned to an appropriate group.

Provide a ‘Safe Haven’ Many students with Asperger’s can become overwhelmed

by noise, crowds, perceived chaos, or just the stress of engaging socially with peers.

Students with Asperger’s should have an identified place or person that is available to them to access when they are becoming overwhelmed.

A set plan for ‘escape’ should be written for when students with Asperger’s get overwhelmed or upset in the classroom. Students should be taught how to request this break to the safe haven.

Staff should be aware of what the pre-physical or verbal behaviors that a student may exhibit when they are beginning to get upset.

Prepare the Student for Changes in the Routine and/or

Environment

Most students with Asperger’s need clear expectations and routines. This helps to reduce the anxiety that can overwhelm students.

Whenever possible, explain changes in the routine well in advance. (“On Friday, we will have an assembly. That means that you will go straight from your second-period class to the auditorium.”)

Indicate these changes in the student’s schedule the day of by writing them or having a picture of the change.

Big Idea

Be Pro-active. Many problem behaviors can be avoided by pre-

teaching skills or preparing students for changes in the environment.

Operate on Asperger’s Time“Twice as much time, half as much

done.” Make sure that the student

has ample time to complete organizational and related tasks such as: Taking out/organizing

books, paper, pencil Putting away materials Finding and turning in

homework Moving from classroom to

classroom Organizing backpack Dressing out for physical

education Organizing materials to

go home after school

Modify Requirements For example, in math

class students are given a worksheet with 20 problems on it. Have the student do the first 10 problems, the odd number problems, etc.

Reduce or eliminate handwriting Allow the student access

to the computer or scribe

Avoid Rushing

SIMPLE MODIFICATIONS TO HELP STUDENTS WHO NEED TO OPERATE ON THEIR OWN TIME

Reduce the number of problems on a page by (a) circling the problems that the student has to complete or (b) masking the problems that the student does not need to complete

Have the student use a personal digital assistant or pocket computer instead of a handwritten planner

Change short answer questions to true/false or multiple-choice questions

Have the student dictate book reports and similar assignments into a tape recorder instead of having to write by hand

Allow the student to dictate answers into a tape recorder

Have another student write for the student with Asperger’s Syndrome

Allow the student to use a computer for written assignments instead of having to write them by hand

Use a time timer to allow the student to see time passing visually

Provide a five, four, three, two, one minute transition reminder

Teach RoutinesEnsure that students with Asperger’s know the routine for how to do the

following: How to ask for help

How and when to sharpen pencils

When and what to throw away and where

How to ask to go to the bathroom

How to obtain school supplies when they forgot to bring them to class

How and when to hand in homework

How to pass out papers

How to organize materials on desk

How to place school supplies in a locker, backpack or desk so that they are easily accessible

How to make up missed work due to absences or related reasons

How to line up for lunch, recess, etc.

How to walk down the hall in a line with other students

How to get ready to transition to another activity within the same class

How to get ready to transition to another activity that is not within the same class

How to get ready for recess

How to get ready to go home

What to do during free time

How to navigate lunchtime

Simplify the LanguageAvoiding using idioms

“Put your thinking caps on”, “Open your ears” and “Zipper your lips” will leave a student with Asperger’s confused and wondering how to do that.

Avoid using sarcasm If a student accidently knocks all your papers on

the floor and you say “GREAT!” you will be taken literally and this behavior may be repeated on a regular basis.

Simplify your Language

Comprehension is not guaranteedRepeat directions and ask for clarification

Be simple and concrete It is more effective to say “Pens down, close your

journals, and line up to go outside” than “It looks nice outside. Let’s do our science lesson now. As soon as you’ve finished your writing, close your books and line up at the door. We are going to study plants outdoors today.”

Simplify your Language

Address the pupil individually at all timesFor example, the student may not realize that an

instruction given to the whole class also includes him/her. Calling the student’s name and saying "I need you to listen to this as this is something for you to do" can sometimes work; other times the student will need to be addressed individually.

Visual SupportsWhile students with Asperger Syndrome have

strong expressive skills, there may still be difficultly with understanding and comprehending the content presented during class.

Visual supports help aid the students ability to process and understand the content presented in class.

Visual supports provide structure and organization to information a student with Asperger Syndrome may find confusing.

Types of Visual SupportsWritten Schedules

Graphic Organizers

Organizational Checklists/Systems

Big Idea

Just because a student has good verbal skills does not mean

that they have good comprehension skills and

understand is being said to them. Test for understanding.