Teaching Pupils with Autistic Spectrum Disorder

Some information and advice from the Communication Support Base

Definition of Autism

Autism is a lifelong development disability that affects how a person communicates with, and relates to, other people. It also affects how they makes sense of the world. (NAS Website)

The Triad of Impairments

Communication & Language

Social/Emotional Interaction

Flexibility of Thought

Asperger Syndrome

Asperger Syndrome is a form of autism. People with Asperger syndrome are often of average or above average intelligence. They have fewer problems with speech but may still have difficulties with understanding and processing language.

(NAS Website)

Pathological Demand Avoidance (PDA)

Background

Autism is a neuro-developmental, possibly genetic condition.It is an inherited, organic condition, it is not due to ‘bad parenting’

orvaccinations.Asperger syndrome is part of the Autistic Spectrum. (High

functioningAutism)Recognised by WHO in 1992.Prevalence 1 in 100 (National Autistic Society)Ratio Boys/Girls 4.3 to 1.Prognosis, with early, appropriate, intervention is good.Unfortunately ASD has high co-morbidity and can often

mask/hinderthe diagnosis of other underlying conditions such as AD/HD,

Dyslexia,OCD etc.

Other Areas

Sensory sensitivity , pupils with ASD can be either hyposensitive orhypersensitive to touch, taste, smell, sound or sights.

Sensory seeking, many ASD children will seek out specific sensoryinputs such as visual stimuli or deep pressure.

Lack of guile or deceit – sounds good but can lead to many socialand emotional problems.

Motor clumsiness- pupils may have an unusual gait, poor coordinationor have untidy child like handwriting.

Some pupils with ASD have additional learning disabilities.

The Good News

ASD children may also be extremely:

Clever at something specific such as maths or art.

Extremely knowledgeable about something (such as a favourite TVprogramme or game) (use this as a motivator to learn/work)

Well mannered, well meaning, very honest and with a good senseof humour.

Often enjoy repetition of familiar topics.

Teaching a child withAutistic Spectrum Disorder

A whole school inclusive approach.

How we can help…………..Organisation.

Use visual prompts.

Colour coding books or jotters.

Make a list of what equipment is required for every lesson.

Create lists of tasks to be done and assign times by which each should

be done so that progress can be monitored.

Arrange an early arrival/early departure from the class to avoidcrowds.

Choose seating in class carefully in relation to sensory sensitivities.

Try to warn about changes in advance, such as a new teacher orchange of seating plan.

Make your instructions very clear.

Break work into bite-size chunks.

Be patient when asking questions. Incorporate your reward scheme into a visual system so the pupil cansee their progress. (wall chart visual)

Listening skills may differ from what you are used to. Say what you mean and mean what you say.

Many people with ASD have special interests- try to incorporate them. Watch out for an increase in unusual behaviours, it usually indicates anincrease in stress or sensory overload.

How we can help…………..In Class.

How we can help…………..In Class. (PDA)

Use indirect language, not direct commands……. “I wonder if we can” “Maybe we could investigate” “Lets see if we can make something”

Try to avoid saying things such as…… “You’ve got to” “You need to” “You must”

Give the pupil choices, while ensuring that the key requirement stays the same. For example, Key requirement is walking to school, pupil is asked does he want to walk or use his scooter. So going to school is a given, but how he gets there is the choice.

Use humour if possible to defuse a flashpoint.

Anxiety Busters1. Be Prepared Have a range of choices available to the child, and think through how you will present them

2. Be FlexibleBe ready to scale back demands or change your approach if the child begins to panic

3. Be IndirectFollow the indirect route from A to B, finding ways to ‘ask without asking’

4. Pick you BattlesWhat's really important for the child and for you? What should you hold firm and what can you be flexible about?

5. Tune in to the anxiety and panic which underlies the child’s behaviourWe don’t chastise children who are having panic attacks, we support them to calm down

Be aware that homework can be a great source of stress for ASDpupils.

Always write the homework on the board or if possible directly into thepupil’s homework planner.

Build supported study periods into the school day. (CSB)

Help prioritise the tasks for the pupils so the most important ones aredone first.

Pupils with ASD will find it very difficult to study for a test or exam, theymay need a more structured approach.

Every CSB pupil year group has a “Link” teacher, contact them withHomework/study schemes or when homework is not handed in.

How we can help…………..Homework.

“ Despite their dependence on routine children with autism must learnto tolerate changes throughout the school years. Very often it is not somuch change itself that causes difficulties but the unpredictability ofthat change.”

Howlin 2003

We think of Transition as being big changes like moving from Primary tosecondary – but for pupils with ASD things like moving seats or anadditional teacher/probationer in the room can feel like a hugechange to their environment and cause that pupil serious stress.

How we can help…………..Transitions.

Why are transitions so difficult?ASD pupil’s have great difficulty generalising skills and

experiences.

Difficulty understanding the abstract or hypothetical.

May have very narrow self directed focusHow do these difficulties impact on behaviour?As anxiety increases behaviour may deteriorate.

Pupils may retreat into their particular interests or verbalise theirthoughts openly with no regard for those around them.

May become withdrawn or detached or “shut down”.

Physical symptoms may be apparent e.g. flapping, rocking ortwitching.

How can you support transitions?

Try to see things from the child’s point of view.

Signal changes in advance if possible.

Make use of visual cues and prompts.

Contact families/CSB staff to see what has worked in the past.

Incorporate specialist interests.

Show it don’t say it. (ASD pupils are predominately visual learners)

“I once asked my son what he dreadedmost in life and he

replied…….surprises.”

Parent of a teenager with ASD

Remember that the Communication Support Base ishere to help you give pupils with ASD the very besteducation.

Consult the CSB pupil information leaflets and profiles

Ask any of us for advice, any time

In a crisis – Jennifer ext 226 or Les ext 269