Which one of the following strategies is most likely to help students with autism?

School Community Tool Kit

• Be calm and positive. Model appropriate behavior for the student with autism, as well as for other students, by greeting him and engaging him in a respectful way.
  

• Be aware of the characteristics of autism and general strategies - for quick reference reminders use the resources included in this kit.
• Use the “About Me” information sheet to get to know relevant facts about each particular student’s likes, fears, needs, etc. Ask specific questions regarding safety and impulsivity. If you haven’t received one, ask the school team whether there is an “About Me” information sheet available for each student with autism in your classroom.
• Promote a welcoming environment, and provide opportunities for your student (and others!) to develop social interaction skills and extended learning
• Teach understanding and acceptance—see the Resources section of this kit for suggested reading, including books and programs to use with the students.

1. Pair the student with peers who are positive role models
2. Allow times for students to work in pairs and/or small groups
3. Be aware that students with autism can become isolated within the classroom (interaction only occurring between an aide and student) and be on the lookout to prevent it by working with the students and the paraprofessional to support social exchange among peers

• Students with autism may not be socially savvy; therefore, if a student is being bullied or tortured quietly, he is likely to react or respond – but may not do so in a way that seems appropriate or is easy to recognize. Consider the student’s communication difficulties and make every attempt to fully understand the situation before reaching judgment regarding fault or behavior.
• Ensure that organization, communication and sensory issues are addressed (see General Strategies and Classroom Checklist)
• Establish clear routines and habits to support regular activities and transitions. Alert the student to changes in routine, staffing, etc., in advance, whenever possible.
• Consider seating - situate the student for optimal attention to instruction or sensory needs
• Pay particular attention to the general strategies outlined for supporting communication and organization (simple directions, wait-time for processing verbal requests or directions, visual schedules, prompts and cues, etc.)
•  Be tuned into sensory issues that may effect the student in your particular class (for example, echoing locker rooms and loud, fast activity can make P.E. over-stimulating and overwhelming)
• Provide written rules or pictures of expectations of behavior in the classroom, including ‘unwritten’ conventions if necessary. Work with the student’s team to incorporate social narratives to help a student understand a rule or expectation. Learners with autism often increase compliance if they understand why a rule exists (for example, It is important to remain quiet - no noise or talking - while the teacher is speaking. If it is noisy, the students will not be able to hear her.).
• Use descriptive praise to build desired behaviors (for example, ‘I like the way you put your trash in the trash can!’)
• Give positive directions; minimize the use of ‘don’t’ and ‘stop.’ ‘Please sit in your seat’ can be more effective than ‘Don’t stand up.’ This lets the student know exactly what you would like him to do.

Learn strategies for success for teachers by subject, as well as all members of the school community, in the Autism Speaks School Community Tool Kit.

Adapted from: P. Kluth (2010). “You’re Going to Love This Kid!”: Teaching Students with Autism in the Inclusive Classroom.

While most educators agree that no recipe exists for teaching any individual student or group of students, there are certainly some guidelines that can be helpful for supporting students with certain labels. Students with autism may have unique needs with learning, social skills, and communication, therefore, teachers will need strategies to address each one of these areas. These ten simple ideas will help teachers address some of the aforementioned needs and provide guidance for bringing out the best in learners with autism labels.

1: Learn about the learner from the learner

Oftentimes, educators needing information about a student will study the individual’s educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or support from family members. Teachers might ask for this information in a myriad of ways. For instance, they might ask the student to take a short survey or sit for an informal interview. One teacher asked his student with autism, to create a list of teaching tips that might help kids with learning differences. The teacher then published the guide and gave it out to all educators in the school.

If the student with autism is unable to communicate in a reliable way, teachers can go to families for help. Parents can share the teaching tips they have found most useful in the home or provide video of the learner engaged in different family and community activities. These types of materials tend to give educators ideas that are more useful and concrete than do traditional educational reports and assessments.

2: Teach to fascinations

Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a “human GPS”-calculate shortest route between two places), or fun social studies questions (“How would the world be different today if Christopher Columbus had GPS?”) . [For more on using fascinations to support students with autism see Just Give Him the Whale, a book I wrote on this topic with my colleague, Patrick Schwarz.]

3: Get them talking

In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students — including shy and quiet students, students using English as a second language, and students with disabilities — to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts. To ensure that all students have opportunities to communicate, teachers need to put structures and activities in place that allow for interaction.

In one classroom, students were asked to “turn and talk” to each other at various points in the day. A high school history teacher used this strategy throughout the year to break up his lectures and to give students time to teach the material to each other. After giving mini-lectures of fifteen minutes, he asked students to turn to a partner and answer a specific question or re-explain a concept he had taught. For instance, after giving a short lecture on the Presidency, he asked students to discuss, “What qualities do Americans seem to want in a President?; and “How has this list of desired qualities changed over time?” A student with Asperger’s syndrome who needed practice with skills such as staying on topic and turn taking was able to practice them daily.

Teachers can also provide opportunities for communication by giving all students “airtime” during whole-class discussion. One way to do this is to ask for physical whole-class responses to certain prompts. For instance, instead of asking, “Who can tell me a fraction that equals one half?”, the teacher might say, “Stand up if you think you can name a fraction that equals one half”. This strategy not only gives all learners a chance to give an answer, but it allows for some teacher-sanctioned movement, something often welcomed by students with autism. Whole-class physical responses are also appropriate for students who are non-verbal, making it a perfect choice for the diverse, inclusive classroom.

4: Give choices

Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson materials, and communication. Choice can be built into almost any part of the school day. Students can choose which assessments to complete, which role to take in a cooperative group, and how to receive personal assistance and supports. Examples of choices that can be offered in classrooms include:

• Solve five of the ten problems assigned
• Work alone or with a small group
• Read quietly or with a friend
• Use a pencil, pen, or the computer
• Conduct your research in the library or in the resource room
• Take notes using words or pictures

5: Consider handwriting alternatives

Writing can be a major source of tension and struggle for students with autism. Some students cannot write at all and others who can write, may have a difficult time doing so. In order to support a student struggling with writing, a teacher may try to give the child gentle encouragement as he or she attempts to do some writing- a word, a sentence, or a few lines. Teachers might also allow the student to use a computer, word processor, or even an old typewriter for some or for all lessons. For some learners, being able to use a word processor when writing helps them focus on the task at hand (content) instead of on their motor skills (process).

6: Help with organizing

While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas neat, and remember to bring their assignments home at the end of the day. Consider implementing support strategies that all students might find useful. For instance, teachers can have all students copy down assignments, pack book bags, put materials away, and clean work spaces together. Structuring this time daily will give all learners the opportunity to be organized and thoughtful about how they prepare to transition from school to home. Specific skills can even be taught during this time (e.g., creating to-do lists, prioritizing tasks).

7: Support transitions

Some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others have problems moving from activity to activity. Individuals with autism report that changes can be extremely difficult causing stress and feelings of disorientation. Teachers can minimize the discomfort students may feel when transitioning by:

Use a visual timer so students can manage time on their own throughout an activity.

• Giving reminders to the whole class before any transition.
• Providing the student or entire class with a transitional activity such as writing in a homework notebook or for younger students, singing a short song about “cleaning up”.
• Asking peers to help in supporting transition time. In elementary classrooms, teachers can ask all students to move from place to place with a partner. In middle and high school classrooms, students might choose a peer to walk with during passing time.
• Provide a transition aid (a toy, object, or picture).

8: Create a comfortable classroom

Sometimes students are unsuccessful because they are uncomfortable or feel unsafe or even afraid in their educational environment. Providing an appropriate learning environment can be as central to a student’s success as any teaching strategy or educational tool. Students with autism will be the most prepared to learn in places where they can relax and feel secure. Ideas for making the classroom more comfortable include providing seating options (e.g., beanbag chairs, rocking chairs); reducing direct light when possible (e.g., using upward projecting light, providing a visor to a student who is especially sensitive); and minimizing distracting noises (e.g., providing earplugs or headphones during certain activities).

9: Take a break

Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop working). Some learners will need walking breaks — these breaks can last anywhere from a few seconds to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom.

A teacher who realized the importance of these instructional pauses decided to offer them to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about probability?) and then directed them to “talk and walk” with a partner.

10: Include

If students are to learn appropriate behaviors, they will need to be in the inclusive environment to see and hear how their peers talk and act. If students are to learn social skills, they will need to be in a space where they can listen to and learn from others who are socializing. If students will need specialized supports to succeed academically, then teachers need to see the learner functioning in the inclusive classroom to know what types of supports will be needed.

If it is true that we learn by doing, then the best way to learn about supporting students with autism in inclusive schools is to include them.

This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com. Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

Which concept refers to an increase in the occurrence of a behavior when it has been followed by the removal of an undesirable consequence?

Which one of the following is the most accurate statement about group differences among students?

Which of the following is most clearly an example of a student using inappropriate syntax?

Which guideline for selecting manipulative and models helps students who that may have trouble with transference from one concept to another?