Strategies
Introduction
Children with autism may have profound learning disabilities and little or no verbal communication. These children will also have varying IQs, ranging from low to high. Remembering to think of each child as an individual is necessary to provide appropriate support and growth successfully. Communication and consistency among team members is critical. It is also important to remember that a strategy that works for one child with autism may not work for another. Constant sharing of what works and problem-solving what does not will guarantee more success for the child. There are so many strategies that could be used inside and outside of the classroom. These strategies vary based on the child's level of verbal communication, whether they are able to communicate or they have low to no verbal skills.
Strategies for Autistic Children with Verbal Skills
Communicating Effectively
- Be as a clear in your communication as possible and say exactly what you mean
- Keep your language direct by avoiding the use of double meanings, sarcasm, teasing, and idioms
- Make sure that you have their attention before communicating
- Allow time for the child to process new information and to respond before giving them more information or repeat if necessary
- Check that the child understands what they need to do. Do not think that they understand completely just because they can repeat back instructions that you gave
- Ensure that there is a planned exit strategy available if a child has difficulty regulating their behavior (i.e., a quiet room, toy, object, music, etc.)
- Avoid confronting an angry/upset child by arguing or raising your voice due to noise sensitivity. Use a calm, neutral tone of voice
- Home/school diaries or communication books between the school and parents/guardians
Strategies for Autistic Children with Low to No Verbal Skills
Visual Tools
Visual tools are allow for communication to take place for autistic children with little to no verbal skills. One visual tool is the use of icons. Each icon should consist of one word and its visual representation. For example, have the word bathroom and an image of a toilet together where you can present it to the student when you ask them if they want/need to go to the bathroom. You can also present a bunch of icons to the child in order to have them communicate their wants and needs. These icons can be put into a book that can be used in the classroom or in the home to improve communication. Even if you don't have an icon handy, you can make a simple drawing with the word written under it.
Icons can be used to illustrate a schedule that the students need to follow. If using icons for children to follow in the classroom, color coordinating each student's schedule will make it easier for the student to follow. Each task can be represented by one icon that the students can pull off of the schedule when the task is completed, allowing the student to visualize the completion of each task.
Icons can also be used with another strategy called "First, Then." The "First, Then" strategy is self explanatory where a child needs to complete something in order to do the next thing. This is something that can come in handy when a child is refusing to complete a task. When using this strategy make the undesired task the "First" part and a desired reward for the "Then" part.
Creating social stories uses visuals as well when communicating things with children with autism. Social stories are a great way to explain a social situation to a child with autism, especially if they have a hard time with it. Stories are written for the individual child, explaining in very clear and simple words and pictures, step by step, what will happen in situations where they may feel anxious and how they should cope with situations they find difficult. For example, social stories can be created to explain what a child should do on a bus journey, going to the doctor, hearing the phone ring, etc.
Please visit the following website to access additional visual tools:
http://www.autismspeaks.org/family-services/resource-library/visual-tools
Assistive Technology
Assistive technology means any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with autism. Assistive technology provides them with information through visual representation which is typically easier to process over auditory information for autistic children. Various types of technology from "low" tech to "high" tech, should be included into every aspect of a autistic child's daily life in order to improve their functional capabilities. Assistive technology also provides a child with autism a voice if they do not have any verbal skills.
Please visit the following website to access additional information on assistive technology:
http://www.autismspeaks.org/family-services/resource-library/assistive-technology
Conclusion
Please answer the following questions:
- What strategies have you heard about/worked with for children with autism?
- What strategies will you now use with children with autism?
Hopefully, more people are becoming aware of Autistic Spectrum Disorders so that is makes it easier for the individual with the disorder, as well as their families, to participate in society without being judged. Please take a moment to watch this video which demonstrates this possibility.
https://www.youtube.com/watch?v=IVcDejYmk8w
Links
Return to:
ETAP 623 Fall 2014 taught by Byrne Systematic Design of Instruction
Autism Spectrum Disorder Mini Course
Unit 1: What are the different diagnoses under Autism Spectrum Disorder?
Unit 3: How do we diagnosis someone for Autism?
Unit 4: What are the possible treatments and therapies used for someone with Autism?