The Autism Spectrum and MRWhat it is, How to Work with it..

By: Meredith Lundin, LSSP Trainee and Brittainy Moye, LSSP Intern

The Spectrum

The autism spectrum, also called autism spectrum disorders (ASD) or autism spectrum conditions (ASC), is a spectrum of psychological conditions characterized by widespread abnormalities of social interactions and communication, as well as severely restricted interests and highly repetitive behavior.

High functioning to low functioning

Autism

A disability that affects the way a person communicates and relates to others. Although there are characteristics of high functioning autism, or Asperger’s* syndrome, that are unique, several characteristics remain common to all individuals on the spectrum:

Difficulty in communicating

Difficulty in social relationships

Lack of imagination and creative play

Asperger’s Characteristics

Individuals with Asperger’s syndrome typically have fewer problems with language (no clinically significant delays) than those on the other end of the spectrum; however, their tone of voice is often markedly formal and without inflection.

Individuals with Asperger’s syndrome often are of average or above average intelligence

Asperger’s Characteristics Cont.Difficulty making

friends due to an inability to navigate social

situations.

Fail to use nonverbal behaviors (i.e. eye

contact, facial expressions)

Often exhibit abnormally intense

fixation on a single interest

Social Impairments in Asperger’s Disorder

Difficulty with empathy.

Misinterpret social cues: unaware of unwritten rules of social conduct.

Fail to understand nonverbal behaviors

Issues with tact

Difficulty understanding jokes.

Perceived as bossy or controlling

Unaware of personal space

No theory of mind

How to HelpLet them make choices, just offer advice

Don’t take it personally!

Be aware that the student may interrupt spoken language in a literal way and therefore may not understand jokes, metaphor, implied messages or sarcasm.

Be aware that the student’s intention is

not necessarily to be rude if they are

responding literally.

Closely monitor any forms

of verbal or physical bullying

of the student.

Other Considerations…Consistency/predictability in daily routines to reduce anxiety.

Ways to do this:

* Use pictures and photographs in sequence, showing daily routines, to produce a visual timetable.

* Use an object of reference which can be associated with a future activity

* Allow the child to observe an activity before being asked to join in

Provide clear information regarding any changes in routine prior to the change

If possible, alleviate fears of the unknown by introducing the pupil to the new activity, teacher or class beforehand to prevent excessive worrying.

Use the student’s name before giving an instruction to gain their attention (comorbid attention issues).

Do not discontinue an intervention just because it is working or the student is doing well..

Provide an explanation of abstract concepts, metaphors, and double meanings if used.

Keep it simple

Teach the student to ask for help.

Model/Teach flexibility (i.e. social interactions etc).

Be aware of environmental stimuli… (i.e. pep rallys)

Incorporate interests into assignments whenever possible

Do not assume the peer understands what is obvious to everyone else.

Assist the student when pairing off or choosing partners

Use a BUDDY SYSTEM!!!!

Give additional time for tasks

Show work samples..examples..but don’t allow copying…teach the skill

Pre-teach, then rehearse

REMEMBER: EVERY STUDENT IS DIFFERENT.

If using an intervention:

Slow it down.

Teach the “seemingly obvious”

Reinforce new skills.

Use visuals

“Punishment never changes the disability.”

Most importantly….

BE KIND!!!