ASD (Autism Spectrum Disorder) is a term that covers a wide range of conditions, including Autism and Asperger syndrome. In New Zealand about one percent of the population is though to have ASD. It is a developmental condition, so it differs with age and over time symptoms can change. People with ASD have a noticeable delay or difficulty in one of three areas - communication, social interaction or thinking. People with ASD can have an extraordinarily good memory and are precise and detail oriented. They often have a drive for perfection and order as well as a strong adherence to rules. They can concentrate for long periods of time when motivated and often have a great capability for problem solving. They can also under or over react to sensory information. They can react to loud noises or to textures as well as busy environments, bright lights or particular smells. These reactions can be very intense. For people with ASD understanding people can be very challenging. They do not always understand gesture, facial expressions or body language and may have difficulty understanding others. They often have unusual ways of making themselves understood and can sometimes use language in an unusual way. When they can't express themselves they can become anxious or frustrated and may need to use other behaviour to get attention or have their needs met. They often have difficulty with social rules and frequently do not know how or why to share things such as toys or games. |
Quick 3
1Routines
Having a schedule for the day helps a lot to keep focussed.
Keep routines each day so that they are the same. If there are changes to be made, then give plenty of notice. Use timers or verbal cues to help a student see how much time is left for an activity. |
2Use Visuals
Design work to be presented in a range of visual options such as:
Use pictures, diagrams and charts and use coloured highlighters for emphasis. Show don’t tell, for example by using role-plays. Use wall displays and images to reinforce information. |
3Talk to others
Parents, families and whānau are usually your best source of knowledge.
Listen to their experiences and build on the strengths, knowledge and strategies the person already has. Talk to others who work with the person and share ideas. Share any difficulties and have a shared understanding of what is needed for support. |
"I like knowing when things are going to happen, I need to have some time to process things and it helps when I get told there is 5 minutes left until something new is going to happen."
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"It's much easier to understand things when I can see a picture of it."
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"As a parent I think I know my child best - I live with them day in and day out. I just wish more teachers would listen to the strategies we use so we can be consistent."
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asd_quick_3.pdf | |
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Easy 5
1 - Behaviour planHave a behaviour plan in place. Be familiar with their individual needs and signs so you can pick up on early signs as people with ASD can get overwhelmed very quickly.
Have an area where they can go and calm down and then they can come and rejoin others when they are ready. 3 - Use cue cardsUse cue cards and scripts to help people to communicate. Have a card they can use to say "I need help" instead of them having to ask verbally. Once they develop this you can fade them out over time.
Teach them to say "I don't know" to reduce the anxiety about not being able to answer a question. Instead of using verbal choices "do you want an apple, banana or orange" use cards with pictures on. This helps with memory issues and communication. 5 - Positive Action LanguagePositive action language can help a lot for all people. Instead of using "don't" or "stop", turn it into a positive statement. So instead of "don't walk on the grass" you could use "please keep to the path". This helps people to not turn off after the first word, but also know what is expected and what they are supposed to do. It takes time to practise but it's worth it. You can read about more examples for a classroom in this article - "Want positive behaviour? Use positive language."
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2 - Social strategiesProvide opportunities for social interaction with adults and peers. Help students to learn to observe others so they can learn from them.
Teach specific social skills such as how to get teacher attention and how to share with others. Give some coaching to their peers so they can understand the perspective of the person with ASD. Put in social supports for more unstructured time such as break and lunch. 4 - CountdownUse countdowns before each transition. Give a timeframe and a description of what is going to happen. For example in 20 minutes we will be going to assembly. then say again with 10 to go, then 5. This gives them time to emotionally get ready for a change in what they are doing.
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Dive in
These are some websites that I have found useful over my years of teaching. If you have others to add, please let me know!
TKI - ASD for educators
Ministry of Health NZ - Autism Spectrum Disorder Guidelines
Information and Advice for Autism in New Zealand - Altogether Autism
Child Mind Institute
Responding to Neurodiversity
Autism Speaks - School Community Toolkit
Autism Speaks - Technology Apps
Resources for teaching Autistic ākonga - Sue Larkey site
Executive Function and ASD
TKI - ASD for educators
Ministry of Health NZ - Autism Spectrum Disorder Guidelines
Information and Advice for Autism in New Zealand - Altogether Autism
Child Mind Institute
Responding to Neurodiversity
Autism Speaks - School Community Toolkit
Autism Speaks - Technology Apps
Resources for teaching Autistic ākonga - Sue Larkey site
Executive Function and ASD