Educate Yourselves, Educators! The Top 10 Must-Know Facts About Educating Students with Autism.

1. Don't Judge a Student by the Label. Dr. Stephen Shore is quoted as saying, “If you’ve met one individual with autism, you’ve met one individual with autism” (Magro, 2020). Educators must remember that each student on the autism spectrum is one of a kind and the characteristics that one student with autism exhibits is not exhibited by all. For example, some students on the autism spectrum cannot speak at all, while others have exceptional memories and can easily learn and recite entire poems, stories, and songs by heart.

2. The Spectrum is Flexible. Just because your student’s autism diagnosis is thoroughly documented on an IEP doesn't mean your student cannot learn and improve. Even students diagnosed with low functioning autism can advance on the spectrum as they receive adequate education and effective therapy.

3. Every Student Exhibits Positive and Negative Attributes. Accentuate the positive whenever possible. Educators know that every student in their classroom has strengths and weaknesses. Students on the autism spectrum are no different. For example, “Some people with autism have exceptional abilities in five categories: calendar calculation, mathematics, art, music, and mechanical skills...Research reveals that one in 10 people with autism have a special skill, but there is a range in the degree of these abilities” (Maes, 2016).On the flip side, students with autism may exhibit intellectual or behavioral challenges. They may face social challenges because communicating with others may be difficult or they may have a hard time expressing their feelings or understanding other people's feelings.

4. Predictable Patterns Help Students on the Spectrum Feel Safe. Students on the autism spectrum

generally feel very anxious when a planned routine is interrupted. Educators can make their student’s school day stress-free by strictly following a predictable routine whenever possible. Doing so will help the child avoid the stress that can lead to meltdowns. Using a visual schedule is another proactive approach that will help students on the spectrum know what to expect throughout the school day.

5. Identify and Stay on Top of Sensory Issues. Most of us have the power to control our environment and adjust it as needed. For example, if we get in our car and loud music blasts through the speakers, we simply adjust the sound to a lower volume. When dressing for the weather outside we often wear clothing layers and adjust them as we get too hot or cold. For students on the autism spectrum, their senses often send them faulty messages. As a result, their brains may overreact to noise, certain textures, or smells. Educators need to know their student's sensory needs so they can prepare their classrooms to accommodate those needs.

6. Don't Correct Repetitive Behaviors (AKA Stimming or Stereotypy). Students on the autism spectrum often engage in repetitive behaviors such as hand flapping, rocking, spinning, or pacing. Even though teachers and peers may find these repetitive behaviors distracting, educators need to realize that these behaviors serve an important purpose for the student. These repetitive behaviors often help the student relieve tension and anxiety. Also, keep in mind that these behaviors generally come so naturally to the student that they may not even realize they are doing them.

7. When it Comes to Instructions, Less is More. When giving verbal directions, keep them simple, positive, and use demands rather than questions.

For example, if a teacher needs a student to ‘sit down’ she could use the following, depending on the child's language level:

• For a non-verbal student, the teacher would say: “Sit”

• For a student who knows single words, the teacher would say: “Sit down”

• For a student who knows 2-3 words, the teacher would say: “Sit on the carpet” ("Teaching your child to follow instructions - Autism Awareness Australia", 2019).

Rather than saying, “don’t grab,” or “stop grabbing!” say “wait for a turn,” or “ask for a turn” (Hackney, 2013).

Rather than saying, "Can you go to your cubby and get your backpack because It's time to go home?" say:

• "Get backpack" (one step)

• "Get your backpack and come sit on the carpet" (two-step) ("Teaching your child to follow instructions - Autism Awareness Australia", 2019).

8. Be Aware of Your Student's Social Issues and Deliberately Teach Specific Social Skills. Reading social cues can be difficult for students on the autism spectrum which can result in awkward situations for the student and his classmates. Educators can alleviate these issues by consistently modeling acceptable social behavior to all students. If an educator realizes there are specific social skills that an autistic student needs to focus on, she can teach those social skills directly. For example, taking turns while playing a game with a peer, answering a peer's questions during the game, or exhibiting good sportsmanship after a game is lost.

9. Give Your Student Plenty of Time to Process Language. It is crucial that educators remember to give students with autism plenty of time to process language. After a teacher gives verbal directions to a child with autism, the student may appear to be staring off into space. Don't assume the student isn't listening, didn't hear you, or is being disrespectful. It is likely that the student is still processing the information. If the student still doesn't respond after a moment, repeating the verbal directions using the exact same words may be helpful. If you give the verbal directions a second time but use different words, your student's response time will be delayed because they will have to start the language processing process all over again.

10. Students on the Spectrum Respond Better to Positive Reinforcement Than Punishment. Research shows that students generally respond better to positive reinforcement (giving the child incentives for positive behaviors) than punishment (taking things away or giving time outs). This is especially true for students on the autism spectrum. If your school district has a Board Certified Behavior Analyst (BCBA) who can come to your classroom, observe your student, and help you devise a positive reinforcement plan I would take advantage of that. Always talk to your student’s parents to find out which positive reinforcers work best for their child and implement those into your classroom.

Sources:

Hackney, R. (2013). Give Children Positive Directions. Retrieved 26 September 2020, from https://parentingbydrrene.com/2013/03/24/give-children-positive-directions/

Magro, K. (2020). Why Dr. Stephen Shore is a Great Autism Advocate. Retrieved 25 September 2020, from https://ibcces.org/blog/2017/03/31/autismadvocate/

Maes, N. (2016). Recognizing the Special Talents of People on the Autism Spectrum | Chicago Health. Retrieved 25 September 2020, from https://chicagohealthonline.com/autism-awareness-month/

Teaching your child to follow instructions - Autism Awareness Australia. (2019). Retrieved 26 September 2020, from https://www.autismawareness.com.au/news-events/aupdate/teaching-your-child-to-follow-instructions/