If you've met one person with autism, you've met one person with autism” Stephen Shore.
Autism is a complex, lifelong developmental disability which neurobiological in origin. Autism impacts on the child’s development in a number of areas. McKenna, Reed, Alach and Marshall (n.d, p.6 ) Autism is also frequently associated with sensory sensitivities and sensory processing difficulties. Students with Autism have difficulty in three main areas; Difficulty Communicating, Social challenges and Restricted or Repetitive Behaviours.
If a student is high functioning with the spoken language, they still may need help to communicate effectively. There are many evidence based approaches that have been proven to help students with Autism to communicate. The challenge for teachers is to work out what approach suits the students’ needs. Students with Autism in the classroom may communicate in a number of ways- some use speech, echolalia and some are non verbal. (Mortimer & Jones, 2005)
In the classroom you may see a range of behaviours that would indicate the student needs help with communication. Literal interpretation in language, desire to belong and have friends, unable to follow social cues or have difficulty interpreting non verbal cues. Larkey says (2011) p.8 ”People with autism are seriously disadvantaged socially as they have great difficulty understanding non verbal communication, such as facial expression, body language and or tone of voice”. You may also see students in the classroom talk about topics that only interest them, not follow jokes, metaphors or irony.
Students with Autism often find social situations challenging. They can also find it hard to make and keep friends but ultimately, they want to belong. The central reason for this, is impairment in “Theory Mind.” Theory of Mind is the ability to predict people’s thoughts allows us to anticipate responses and acts as guidance mechanism to direct behaviour. McKenna (n.d. p11) If students with Autism do not understand that other people have different thoughts and feelings then themselves, this could lead to social misunderstandings. This could then lead to students with autism saying exactly how they feel. There are many intervention programs available and strategies to help teachers. For example explicit teaching of social stories and social programs like “Social Thinking and Me” by Michelle Garcia Winner Linda K. Murphy.The goal of this program is to identify expected and unexpected behaviours when engaged in variety of social situations – one to one conversations, small groups or even in the class. Teachers can use this program to develop goals for students IEP.
Individuals may engage in behaviour by doing the same thing over and over again this aspect of Autism is known as Restricted or Repetitive behaviours. For example, a child may display rocking, hand flapping and repetition of verbal behaviours. Students with Autism prefer to have the same routine. A common practice is for teachers to sometimes try and stop the obsessions or behaviours. However, this could be harming for some students because they are trying to get some order in their world and these behaviours help with self-regulating their emotions and managing meltdowns.
Some children with autism prefer to play by themselves or spend hours lining up cars, trains or perhaps they continually run around in a circle. Students with Autism may become emotionally attached to these objects.
Teachers need to get inside the students’ world and understand why they present these behaviours without eliminating them. The goal is to manage the behaviour to ensure all students don’t miss out on opportunities in the classroom. A student may want to have their Thomas the Tank engine set at school. It is undesirable to allow this, but modifying and allowing a small train that stays in the student’s pocket can help with the change while still helping the student feel safe and calm.
If teachers want their students to be successful they need work out what really works. It takes time, flexibility and patience to try different strategies. There is also a need for teachers to understand that girls with Autism present differently to boys with autism. Girls with autism may be better at masking their difficulties in order to fit in with their peers, and, in general, they present with a more stable profile of adequate social skills. (name, 2018). Teachers should always ask themselves when they see a behaviour happening, what is the student trying to communicate ?
Accomodations need to be made based on Communication, Social, Restrictive and Repetitive behaviours as well a Sensory needs. If a student in the class is having trouble processing information teachers should be able to accommodate to their needs. For example, one instruction at a time is necessary as well as visuals in the form of pictures. Repeat instruction if necessary but if the student still isn’t successful then another strategy needs to be implemented. Use simple sentences. Instead of saying “Antonio put your bag on your back, make sure your homework is in, then we are going to Assembly.” Say “Antonio bag on back”. Minimise the choices. Allow the right amount of time for the student to process information. Try not to repeat the instruction straight away.
Brain Breaks, Movement breaks, Preventative breaks are essential In helping students to cope with social and sensory difficulties. In the classroom there is so much going on all the time and many choices. This could cause large amounts of anxiety for some students. Teachers can help by learning the signs and understanding anxiety to help prevent meltdowns In the classroom. Students with Autism should be taught a range of strategies that will help them to calm down before they reach a point where they can no longer control their emotions. Parents, Teachers and Students need to work together and decide what strategies suits them. Examples that do work for some students; 7 breathes, take a walk, get a drink of water. “Zones of Regulation” is a excellent framework to help with self regulation and emotion. It has been proven to help students with Autism and other needs. The Zones integrates Systemizing Theory, Central Coherence Theory and Cognitive Behaviour Management. It ties in Social Thinking Supports and is a Self-Management approach (Leah Kuypers, 2018)
There is a large amount of resources available for students with Autism. There are many websites, apps, books available to teachers and as professionals teachers should learn and continue to learn many different evidence based practices to find the right ones for their students. The Picture Exchange Communication System (PECS) is used to teach learners with limited functional skills to initiate communicative exchanges and interactions within a social context (Mortimer & Jones, 2005). In the classroom provide a visual timetable, the idea is it will show the students exactly what is happening in the day and the order of the day. It is recommended that the timetables are interactive, this way the student can take ownership of their day, encouraging independence.
If there is a change in the time table it is imperative to give the student a warning of the impending change, this will help with self regulation of emotions. This fits into to Self-regulated learning is process, where the student defines goals, monitors their performance, and then reflects on the outcome. The process is not one-size-fits-all; it should be tailored for individual students and for specific learning tasks. (Mitchell, 2014). This process has been successful for children with Autism and it has shown positive effect on social interactions, reducing disruptive behaviour, independent work . An example involved a study of a group of young, low functioning learners with autism successfully using a pictorial self management strategy. They used this to help improve daily tasks and completion of tasks (Mitchell, 2014). In the classroom this means the students will be able to self regulate in the inclusive classroom and optimize their learning. By students becoming more aware of their own actions, thoughts and feelings they will become more independent. It takes time and patience but remaining positive and calm ultimately is what the students needs.
Sensory sensitives is very common in autism. Teachers need to understand some what the students are experience and provide a classroom climate that will help the belong in the classroom. Classroom Climate is sometimes referred to as classroom environment, classroom culture, psychosocial environment, ambience, or milieu. (Mitchell, 2014)
If you don’t set up a classroom with trust and opportunities to build relationships with students, then you will not be able to recognise the sensory needs and emotions of your students. A student will not learn or feel safe in the classroom if you they sense you don’t like them. Once you have established this relationship then you can set goals, high expectations and provide the environment the student deserves then anything is possible. Hattie Says that the impact of 'well managed classrooms' on the student achievement yielded an effect size of 0.52 and on student engagement an effect size of 0.62. (Hattie, 2010)Therefore, it’s quite simple relationships matter.
There are an excessive amount of resources available to help teachers find the right strategy for the students. Teachers have to work with the team on the student’s individual education plan to find the right strategy. Timers are a great way to help the student organise their day. It helps with planning and especially transitions and ultimately helps manage the communication and social issues students with Autism experience, this with PECS allows for the student to take control of their learning.
The most powerful resource that helps students with Autism is allowing them to have a brain break or moving break and this helps us reach out self regulating goals. You can do this in many ways Go Noodles is a a fun online program that can be done with the whole class, a break card may be necessary outlining the choice the students can have when they are feeling overwhelmed. Some students may want to chew for oral stimulation, do jobs around the school, use a weight mat and read a book, go for a walk or run. Do not expect the student to know what to do, with your team work teach the student. Be consistent, everyone needs to be on the same page for the students to succeed.
The last resource I want to highlight are social stories. They were developed to support children with Autism. They are written as visual guides, which describes social situations and provides common responses to the them( Mitchell, 2014
Technology can help support teachers creating your own social stories.
There are many factors that go into making a students journey with autism successful in the classroom. There is plenty of information, resources available but without an understanding of evidence-based practices and your students needs then you can make a difference And you will succeed. Autism is complex and you need to understand the condition go make the right adjustments and accommodations in the classroom
References
Notbohm, E., & Zysk, V. (2012). Ten Things Your Student with Autism Wishes You Knew. Arlington: Future Horizons.
name, Y. (2018). Yellow Ladybugs. Retrieved from https://www.yellowladybugs.com.au
Larkey, S., & Ess, G. (2006). The Early Years. [Artarmon, N.S.W.]: [S. Larkey].
Mortimer, H., & Jones, E. (2005). Activities for including children with Autism Spectrum Difficulties. Leamington Spa: Scholastic.
Mitchell, D. (2014). What Really Works in Special and Inclusive Education. London: Routledge.
Larkey, S., & Tullemans, A. (2011). Teacher assistants big blue book of ideas for supporting students with ASD (Autism/Asperger). [Redcliffe, Qld.]: Secondary School Solutions.
Hattie, J. (2010). Visible learning. London: Routledge.