Cognitive · Autism

What is it?

Autism spectrum disorders (ASDs) are lifelong developmental disabilities characterised by marked difficulties in social interaction, impaired communication, restricted interests and sensory sensitivities.

What causes it?

The causes of autism are not entirely understood although a genetic component is often a factor.

Incidence

Research shows that about 1 in 100 children, almost 230 000 Australians, have an ASD and that it is more prevalent in boys than girls.

Medical Considerations

Autism is often seen in conjunction with other disabilities such as intellectual difficulties, speech and language problems and ADHD. Family histories, school observations and medical evaluations are usually considered by paediatricians in assessing autism.

Characteristics

The range and severity of the difficulties people with an ASD experience can vary widely. ASDs include autistic disorder, Asperger’s disorder and pervasive developmental disorder – not otherwise specified, which is also known as atypical autism. Sometimes the word “autism” is used to refer to all ASDs.

The three main areas of difficulty are:

1. Impairment in social interaction

   • Limited understanding of non-verbal communication such as eye gaze and facial expression
   • Difficulties forming and sustaining friendships
   • Lack of seeking to share activities with other people
   • Difficulties with social and emotional responsiveness

2. Impairment in communication

   • Delayed language development
   • Difficulties initiating and sustaining conversations
   • Stereotyped and repetitive use of language eg repeating lines from movies
   • Limited imaginative or make-believe play

3. Restricted and repetitive interests, activities and behaviours

   • Unusually intense or focused interests
   • Repetitive body movements such as hand flapping and spinning
   • Repetitive use of objects eg. lining up toys
   • Adherence to non-functional routines such as insisting on eating the same lunch every day
   • Unusual sensory interests eg. or staring intently at moving objects\n - Sensory sensitivities
   • Intellectual impairment or learning difficulties

Support

The effects of an ASD can often be minimised by early diagnosis and with the right interventions.

Further Information

Autism Spectrum Australia

Lesson Preparation & Materials

• Provide hands-on activities where possible rather than paper and pencil tasks.
• Provide information in visual forms, including written words, pictures, symbols or photos.
• Investigate software packages for graphic symbols.

Teaching Strategies

• Consider informal assessment or time tasks to coincide with the student’s most productive time of day.
• Incorporate visuals and lists.
• Ensure that each task you give the student has a clear beginning and end, clear instructions, ample time for completion and a model or illustration to follow.
• Break large tasks into small, discrete steps and teach and reinforce each step. Create a set of sequenced pictures illustrating the steps, if needed.
• Use the student’s name to direct them to instructions.
• Alternate preferred and non-preferred activities.
• Ensure the student has some way of telling you what he or she wants or needs. In collaboration with parents and speech-language pathologists, determine if augmentative or alternate communication supports are needed.
• Students with autism vary widely in cognitive abilities. Many students understand more than they let on.
• Cover or put away activities when they are not available to the student (e.g., computer).
• Structure tasks at an appropriate level for the student (e.g., where he or she can be successful 80 to 90% of the time).

Feedback & Assessment

• Familiarise yourself with medications the student may take. Some students with autism have other medical issues which need to be addressed. Ask for the signs of a student forgetting to take medication and have an action plan.
• Meet with the student and parents early in the school year to discuss how the school can support this student's needs related to ASD. This could include finding out about:
  • the student's strengths, interests and areas of need
  • the student's specific symptoms
  • successful strategies used at home that could be used at school
• Develop a system for sharing information with relevant staff members about the student's condition and successful strategies.

Classroom Management

• Use pictures to illustrate important classroom information, such as schedules, appropriate behaviour and location of materials.
• Provide clear expectations, consistency, structure and routine for the entire class. Rules should be specific, direct, written down and consistent.
• Provide a schedule of daily and monthly activities to help with communication and to reduce anxiety. Keep to the same schedule if possible.
• Consider keeping a spare set of learning materials in the classroom.
• Change can distress the student with ASD. Warn the student about changes to the daily routine and transitions) before they occur.
• Reduce distracting stimuli (e.g., wall decorations, hum of florescent lights). Some students on the autism spectrum are particularly sensitive to certain colours. Check with parents or previous teachers. Provide a separate space for breaks or regular physical movement breaks.
• Identify ways to increase positive behaviours, such as using material reinforces (e.g., computer time). Use a consistent, agreed-upon response to manage disruptive behaviours. These should be consistent across KLAs. Be aware that ‘No’ and ‘Stop’ can be specific triggers. Hand signals may be more effective.
• Redirect attention if the student becomes overly focused on an area of interest. Special interests can be used to lead into other tasks. Leaving a preferred activity may be distressing. Give notice or natural breaks (eg. ‘stop at the end of the page’).
• Be aware of student–peer relationships and provide support and guidance, when necessary. Some students may be unaware or misunderstand incidental information and social nuances. Explicitly teach and practice social skills, such as how to read body language and expressions. Use direct instruction paired with social stories, modelling and role-play.
• Students with autism may experience difficulty reading or interpreting non-verbal language eg. facial expressions. Try to match expressions to the tone of the message. (eg smile when using humour).
• Students with autism may not understand language idioms such as double-meanings and sarcasm.

Peers & SLSOs

• Provide increased supervision during free time (e.g., like play time, recess).
• Peers can be taught to relate appropriately through modelling and specific direction.

Have I...

• Incorporated visuals, graphics and illustrations in written work?

• Provided simple and explicit instructions?

• Discussed successful strategies with the Learning Support Team?

• Provided assistive technologies?

• Developed a behaviour plan in consultation with the Learning Support Team?