• Assessment Processes for Autism Spectrum Disorders: Purpose and Procedures
• Autism Awareness Month: Facts and Tips for Working with Students on the Autism Spectrum
• Diagnostic Criteria for Autism Spectrum Disorder
• Diagnostic Criteria for Social (Pragmatic) Communication Disorder
• Disability Information for Someone who has an Autism Spectrum Disorder: A Customized Example
• Getting Started: Introducing Your Child to His or Her Diagnosis of Autism or Asperger Syndrome
• Increasing Incidence of Autism Spectrum Disorders Continues in Indiana
• Standardized Tests and Students with an Autism Spectrum Disorder
• Article 7, Title 511
• What’s in a Name: Our Only Label Should Be Our Name: Avoiding the Stereotypes

Autism Awareness Month: Facts and Tips for
Working with Students on
the Autism Spectrum

PRINTER-FRIENDLY VERSION

Facts:

• In 2009, the Centers for Disease Control issued a report which looked at a sample of 8 year olds, and concluded that the prevalence of autism had risen to 1 in 110 in American children. By 2012, using a similar sample, it was announced that the incidence had climbed to 1 in 88. Each year brings new cases of ASD, and many who present complex challenges.   According to Indiana’s child count data for school year 2012-2013, the incidence is now 1 in 77 in our state. 
• Effective this year, the Diagnostic and Statistical Manual Fifth Edition has changed the definition to Autism Spectrum Disorder, and have merged the separate sub-categories. 
• There is no single known cause for autism spectrum disorders.  Instead multiple factors may lead to an individual obtaining a diagnosis on the autism spectrum.
• The Autism Society notes the incredible costs associated with autism spectrum disorders and the ongoing need for services that promote early identification and programming, effective transition planning, and individualized adult options.
• Studies show that early diagnosis and intervention can lead to greatly improved outcomes. However, ongoing support for the individual and for the entire family is critical and even into the adult years. 

For more information on the Autism Society, visit their website at http://www.autism-society.org/
For more information on the Indiana Resource Center for Autism, visit:  http://www.iidc.indiana.edu/irca

Tips:

Remember that each student is different, and specific tips may not apply to all. Many tips are courtesy of Indiana's Autism Leadership Network.

• Reduce verbal interactions and use non-verbal communication (e.g., gestures) when you can. For example, point to the location where you wish the child to be, or put your finger to your lips to remind them to stop talking. Avoid getting into verbal arguments with students. 
• Use literal, succinct, and direct instructions. First, put your coat in the closet, and then come to class. Avoid idiomatic phrases or sarcasm that the student may not understand. If student does not perform a task correctly, revisit how it was phrased. The individual may simply not have understood.
• Use a calm tone of voice; even in the midst of a behavioral outburst. Excited adults yield excited students. Practice your poker face. The ultimate goal is to de-escalate behavior.
• Visual supports are beneficial even after the child no longer seems to “need” them. Many of us need and use them as well. Do not discontinue their use without a case conference discussion. In times of stress, these visual supports may be a great support throughout their lifetime.
• Children on the spectrum often have poor social skills. It is part of the diagnosis. Insert naturally occurring lessons into the day as situations arise. For example, prior to the event, coach a child to say happy birthday to a peer, raise their hand to answer a question, etc.
• When assessing behavior, be sure to determine those conditions, situations, events and people with whom the student is most successful. Replicating those factors is an important part of a behavior support plan.
• Reinforcement is a powerful tool. Individuals need to be reinforced for specific positive behaviors. Instead of saying “nice job”, say “nice job of sitting.”
• If there is a given schedule, follow it. Prepare for any upcoming variations. Prepare in a manner not to enhance anxiety in anticipation of the change. Visual schedules can help students prepare for the day and understand expectations. Designate a “change” card to signal when things in their schedule are changing.
• Information processing is diminished and sensory issues are heightened when the child is stressed. For those with sensory challenges, build in sensory strategies across the day to diminish negative impact of difficult situations and to help the individual cope.
• Know the signs of anxiety or stress for your students pacing, hand-wringing, cussing, flushed face, laughing, stating certain phrases over and over, etc. Know what causes anxiety or stress for each student. Adjust your language and demands when anxiety is heightened.
• Spend time with a student before making programming judgments. Listen to, and observe, the student with input from family members, teachers/therapists or other involved staff before commenting. There is not a single approach that works with all students.
• When trying to extinguish unacceptable behavior, always identify an alternative skill or replacement behavior. And when you are targeting a behavior, be sure to choose your battles carefully. Sometimes focusing too much attention on a behavior may actually intensify that behavior.
• Remember that the best time to address behavior is when behavior is not happening. Teach the individual alternative ways of responding when they are calm and not in the heat of the moment.
• Educate students using their knowledge, interests, and fixations. Build lessons around these special interest topics so that others see them as experts in something. This will help build self-esteem.
• Stay in close contact with family members and physicians about what is working and what is not, especially when students are on medications.
• For students who need it, build in small breaks, even in secondary school. Identify a safe area or safe person for the student to access when they are stressed. Rehearse the strategy with the student when they are calm.
• When you are feeling overwhelmed by a situation, surround yourself with a team of people with whom you can brainstorm. Using the resources and wisdom of all helps us to be more creative and problem-solve more effectively. NONE of us have all the answers.
• The ultimate goal for any student is to have a successful adult life. No matter the age of the individual, teaching specific procedures and skills and then fading support, is essential for this to happen.
• And, realize that the transition process begins at the moment of diagnosis. We are continually transitioning people across grade levels and settings, and ultimately into adulthood. Be sure to plan for all transitions. Consider the skills and behaviors individuals will need as adults, and begin teaching at an early age.
• And finally, enjoy working with these students. They have many gifts and talents. Building a strong and positive rapport may be your most effective tool.

Organized by Dr. Cathy Pratt BCBA-D, Director, Indiana Resource Center for Autism, Indiana Institute on Disability and Community. Visit our website at http://www.iidc.indiana.edu/irca or visit us on Facebook.

Rev. 2013