Autism is a general term for a group of complex brain disorders that are characterized by difficulties in social interactions, verbal and nonverbal communication, and repetitive behaviors.
Autism Spectrum Disorder is associated with intellectual disability, difficulties in motor coordination and attention, and physical health issues such as sleep and gastrointestinal disturbances.
Aspergers: Asperger syndrome is one of the disabilities included in the autistic spectrum. Those with Asperger syndrome will have no history of language delay, have better fundamental language skills, and will generally be of average to above-average intelligence.
Characteristics &/or Observable Behaviors
Autism is a spectrum disorder so it is important to remember that each individual will display different characteristics.
4 Main categories:
1) communication characteristics
2) social interaction characteristics
3) unusual/challenging behavior characteristics
4) learning characteristics
Specific Characteristics/ Behaviors:
Difficulties with nonverbal communication (inappropriate facial expressions, unusual use of gestures, lack of eye contact, strange body postures, lack of mutual or shared focus of attention)
- Repetitive speech patterns
- Restricted vocabulary
- Difficulty establishing and maintaining relationships
- Inability to plan, organize and solve problems
- Impairment in social cognition, including deficits in the capacity to share attention and emotion with others, and understand the feelings of others
- Ritualistic behavior patters (Spinning, rocking, flapping arms, humming, tapping, etc.)
- Cause injury to self (biting, banging head)
Aspergers:
- ** Significant trouble with social situations and difficulty forming friendships, may appear socially awkward**
- Good language skills but difficulty with communication (stand too close to people when talking, interrupt or talk over the speech of others, lack of pitch and rhythm)
- Difficulty understanding sarcasm, body language, facial expressions, and tone
Teaching Strategies & Resources
1) Visual Support
- Pictographic and written clues often help students learn, communicate, and develop self-control.
- Can be used over and over
- Planned activities should be charted in visual forms and posted at/near
2) Structure the Environment and Instructional Tasks
- Establish specific areas in the classroom (ex. quiet work, group work). Use rugs, tape, or signs to separate instructional areas.
- Clearly mark materials & store in an organized fashion
- Use different colored folders, binders, or bins for different subject areas/tasks.
- Present only the text you want to read, rather than the whole book. Highlight key words in the text.
- Remove extraneous materials from desks/tables before teaching a new skill.
3) Task Variation
- prevents boredom
- reduces anxiety and inappropriate behaviors
4) Provide Precise, Positive Praise
- Directing praise towards specific behavior is important
- “Sal, you are doing very well at multiplying these numbers.”
5) Keep Language Simple and Concrete
- break down oral instructions into small steps
- Get your point across using as few words as possible
6) Provide Opportunities for Choice
- give the student a choice of which assignment they complete first
- do not provide too many choices or the child will become confused.
7) Communicate with the Parents
- Find out which strategies work well at home
Links &/or Sources
Alberta Sources:
http://education.alberta.ca/media/512913/autism1a.pdf
http://education.alberta.ca/media/512916/autism1b.pdf
http://education.alberta.ca/admin/supportingstudent/diverselearning/autism.aspx
http://education.alberta.ca/media/512937/autism5b.pdf
http://www.calgaryautism.com/characteristics.htm
Other Sources:
http://www.autismspeaks.org/family-services/tool-kits/100-day-kit/ten-things-every-child-autism-wishes-you-knew
http://www.specialed.us/index.html
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-autism-spectrum-disorders