Tips for Teaching High-Functioning People with Autism
Written by Susan Moreno and Carol O'Neal
Maap Services, Incorporated
- People with autism have trouble with organizational skills, regardless of their intelligence and/or age. Even a "straight A" student with autism who has a photographic memory can be incapable of remembering to bring a pencil to class or of remembering a deadline for an assignment. In such cases, aid should be provided in the least restrictive way possible. Strategies could include having the student put a picture of a pencil on the cover of his notebook or maintaining a list of assignments to be completed at home. Always praise the student when he remembers something he has previously forgotten. Never denigrate or "harp" at him when he fails. A lecture on the subject will not only NOT help, it will often make the problem worse. He may begin to believe he can not remember to do or bring these things.
These students seem to have either the neatest or the messiest desks or lockers in the school. The one with the messiest desk will need your help in frequent cleanups of the desk or locker so that he can find things. Simply remember that he is probably not making a conscious choice to be messy. He is most likely incapable of this organizational task without specific training. Attempt to train him in organizational skills using small, specific steps.
- People with autism have problems with abstract and conceptual thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues, such as drawings or written words, to augment the abstract idea. Be as concrete as possible in all your interactions with these students. Avoid asking vague questions such as, "Why did you do that?" Instead, say, "I did not like it when you slammed your book down when I said it was time for gym. Next time put the book down gently and tell me you are angry. Were you showing me that you did not want to go to gym, or that you did not want to stop reading?" Avoid asking essay-type questions. Be as concrete as possible in all your interactions with these students.
- An increase in unusual or difficult behaviors probably indicates an increase in stress. Sometimes stress is caused by feeling a loss of control. Many times the stress will only be alleviated when the student physically removes himself from the stressful event or situation. If this occurs, a program should be set up to assist the student in re-entering and/or staying in the stressful situation. When this occurs, a "safe place" or "safe person" may come in handy.
- Do not take misbehavior personally. The high-functioning person with autism is not a manipulative, scheming person who is trying to make life difficult. They are seldom, if ever, capable of being manipulative. Usually misbehavior is the result of efforts to survive experiences which may be confusing, disorienting, or frightening. People with autism are, by virtue of their disability, egocentric. Most have extreme difficulty reading the reactions of others.
- Most high-functioning people with autism use and interpret speech literally. Until you know the capabilities of the individual, you should avoid:
- idioms (e.g., save your breath, jump the gun, second thoughts);
- double meanings (most jokes have double meanings);
- sarcasm (e.g., saying, "Great!" after he has just spilled a bottle of ketchup on the table);
- nicknames; and
- "cute" names (e.g., Pal, Buddy, Wise Guy).
Try requesting that he write down the question or argumentative statement. Then write down your reply. This usually begins to calm him down and stops the repetitive activity. If that does not work, write down his repetitive question or argument and ask him to write down a logical reply (perhaps one he thinks you would make). This distracts from the escalating verbal aspect of the situation and may give him a more socially acceptable way of expressing his frustration or anxiety. Another alternative is role- playing the repetitive argument or question with you taking his part and having him answer you as he thinks you might.
For more information, contact: MAAP Services, Inc., C/O Susan J. Moreno, P.O. Box 524, Crown Point, IN 46308; www.maapservices.org
Moreno, S. J. & O’Neal, C. (2000). Tips for teaching high functioning people with autism. Crown Point, IN: MAAP Services, Inc.