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Does My Child Really Have ASD - or Is It Something Else?

Question

We have a diagnosis of ASD from our pediatrician, but our counselor is telling me that she does not agree with the diagnosis because my son is very social with her and he always makes eye contact. He has ASD traits, and then some that are not:
  • He has problems keeping friends. No boys, just has friends that are girls.
  • Everything is black or white, there is no in between.
  • Everything is taken in the literal sense.
  • He does not understand that benefit him.
  • Refuses to do school/homework statements like "I shouldnt have to make up that school work, it wasnt my fault that I broke my shoulder at school!"
  • Dominates all conversations
  • Targets music (very talented) and will hound relentlessly for you to hear him play at inappropriate times (mom on a business call)
  • Doesnt understand jokes - gets offended because he thinks that they are directed at him in a negative way
  • Does not try to fit in with others (has his own style - not intentially, but because he has no interest in social norms)
  • Always raises his hand in class to answer EVERY question, to the point where the teacher has to ignore him and he does not catch on that he has has his turn.
  • Interrupts all conversations.
  • Was an "outstanding" citizen at school and wanted to always do the right thing, but has recently become a rule breaker, lying and stealing (only stealing things that he wants and says he took it because he wanted it and doesnt show remorse).

I know that you cannot diagnose through an email, but these are things that we have noticed and that he is much different from other kids. We are trying to get counseling and help dealing with his behaviors (everyday is a blow up over nothing) but the counselor thinks he does not have ASD because he makes eye contact. He also has Tourette's, but he does not suffer from coprolalia, just vocal and motor tics. I have seen other autistic kids who make eye contact and can be social, but dont key into social cues, understand body language, etc. How do I approach this with our counselor?

Thank you,

D.


Answer

Kids with ASD level 1 (high-functioning autism) experience many difficulties, and to complicate the situation, many of these difficulties are associated with other disabilities. Ultimately, ASD is hard to diagnose and is frequently misdiagnosed. Also, kids on the spectrum frequently have other disabilities as well. 
 

Following are some traits to help clarify what ASD is and how you can recognize it in your son:

1. Cognitive Difficulties: Frequently the ASD youngster experiences difficulty with empathizing with others and says inappropriate things because he fails to consider others' feelings. A significant problem for the ASD youngster, mindblindness occurs when he is unable to make inferences about what others are thinking. Mindblindness hinders communication with others.

2. Delayed or Impaired Language Skills: If your child starts talking late and exhibits lagging language skills, this may be a sign of ASD. My autistic grandson son talked late, but when he did, he began with full phrases and sentences. He also mixed up pronouns. The autistic youngster also fails to understand the "give and take" of communication; in other words, he may want to monopolize a conversation and fail to acknowledge the comments of others. The youngster with ASD understands communication as a way to share information but fails to recognize communication as a way to share thoughts, feelings and emotions.

3. Development of a Narrow Range of Interests: If a child seems stuck on a certain topic and seems a bit obsessed about always talking about that topic, s/he demonstrates narrow interests -- this a characteristic of ASD. Often the youngster learns everything s/he can about this special interest and then feels compelled to share information about the topic with everybody around them. Usually focusing on narrow interests affects social interactions negatively.

4. Difficulty with Social Interaction: Although the autistic youngster may want to interact with others, s/he lacks the skills. The child fails to understand both verbal and nonverbal cues, and communication with others breaks down. The child may lecture others, fail to ask questions to continue a discussion, or simply not even acknowledge the other person by looking at them. The desire to communicate may be there, but the language abilities others seem to develop naturally just don't develop easily for the youngster. But, ASD kids develop these skills with early interventions and teaching.

5. Motor Clumsiness: Sometimes, but not always, kids on the spectrum display poor coordination because they experience difficulties with either or both fine and gross motor skills. This problem is due to difficulties with motor planning in completing the task. For example, the youngster may experience difficulty in riding a bike because of planning the different steps to successfully complete the task.
 

6. Sensory Sensitivity: The youngster with ASD may be underactive to a sensation, or s/he may be intensely reactive to a sensation. The sensitivity could involve one or involve many of the senses. For example, before my grandson was diagnosed, I was appalled when he wanted to run outside in the middle of winter with no shoes or boots. I was so afraid he would sneak out of the house and get severe frostbite. I also remember he was fascinated by lights. Some moms and dads detail how their youngster may scream when the vacuum is turned on or how he refuses to brush his teeth due to the sensation caused by the tooth brush.

7. The Need for Routine: Perservation is a common characteristic of the youngster with ASD. Perservation involves repetition in language and/or behavior. For example, with language a perservative tendency is to repeat certain phrases over and over. In terms of action or behavior, the youngster may line objects up and insist the objects not be disturbed. Completing a certain set of rituals in a specific order also demonstrates perservation.

Although some of these traits are common to other disabilities, the whole bunch together certainly suggests further investigation into an ASD diagnosis. A professional, like a psychologist or a psychiatrist, should be consulted because early intervention is very important.

What ASD Is - and What It Is Not

Young people with ASD  have difficulty communicating or interacting in social settings, expressing emotions or empathy toward others, and may have eccentric language and behavior patterns. ASD is a developmental disorder. This means the brain of someone with the disorder processes information differently than most people.

What ASD is not is an illness per se. It is a neurological problem within the brain, causing impairment in language, communication skills, and repetitive thoughts and behaviors. Often, those with the disorder are thought to be eccentric and unique.

Although children on the spectrum retain their early language skills, some other things to look for include:
  • An obsessive preoccupation with a particular subject or object to the exclusion of any others
  • Clumsy and uncoordinated motor movements
  • Crawling or walking late, and later clumsiness
  • Difficulties with non-verbal communication, including no use of gestures, flat facial expressions, or a stiff gaze
  • High level of vocabulary and formal speech patterns
  • Peculiarities in speech and language, such as lack of rhythm, odd inflections, or in monotone
  • Socially and emotionally inappropriate behavior and the inability to interact successfully with others
  • Taking figures of speech literally
  • Talking incessantly about one particular topic, but in a random stream of facts and statistics with no point or conclusion

 
Causes Too Early to Know

The exact cause of ASD is still unknown. But there is strong research evidence to suggest a genetic connection. In fact, the brother or sister of someone with ASD is 50 times more likely to also have the disorder. The particular gene or group of genes has not been isolated yet. Research is ongoing and promising in this direction.

Your Autistic Child Can Have a Normal and Productive Life

Although there is no known cure for ASD, there are many ways your youngster can learn to cope with his or her condition. Your child's treatment plan must address three areas of their disorder:

1. Obsessive or repetitive routines
2. Poor communication skills, particularly in social situations
3. Poor motor coordination

Treatment includes social skills training, cognitive behavioral therapy, occupational or physical therapy, and speech and language therapy.

Many kids with the disorder grow up having learned how to cope with and manage their disability. They often lead lives holding mainstream jobs, maintaining intimate relationships, raising kids, and being socially active.

The best means of handling your youngster’s diagnosis is to educate yourself. Find out everything you can about ASD by reading, asking questions of medical and psychological professionals, going online to find support groups in your area and all other resources.

The important thing to remember is that your child is unique and precious just like any other youngster. The greatest gift you can give him/her is a strong sense of self-esteem, encouragement, and love.

 
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Teenagers with Autism Spectrum Disorder and their Social Skills Troubles

Question

How do you get teenagers with ASD [level 1] to recognize that the social skills that you are trying to teach them (often to no avail) are imperative if they are to get on in life with regard to finding friends, a job etc.? Teens with ASD often seem in such a world of their own that they cannot appreciate the importance of those social skills. In our case, we have an adolescent who thinks that they are always right anyway and so see no need to modify their behavior.

Answer

The teen years can be a trying time for moms and dads and kids alike. As parents, we know that our adolescents have a lot of growing up to do. As adolescents, our kids cannot figure out how we made it to adulthood with so little knowledge and understanding! 
 
 The truth is, these years bring about difficult adjustments on both parties, and this happens whether or not you are dealing with ASD (high-functioning autism).

Adolescents with ASD have lived through the elementary and middle school years and have struggled with social skills weaknesses all along. Through years of classroom experiences, a social base has been built. It may not be strong, but it is there. All you have to do is find a way to add to it. The same is true for basic living skills. 
 
 


 
Here are some suggestions you may find helpful:

• Find resources to help you choose appropriate tasks/skills for your adolescent. You can find books that are geared towards adolescents with ASD. These books highlight the skills needed that may not come naturally.

• Instead of pushing your adolescent to recognize his need for these social and basic living skills, try building them into his daily schedule. As the parent, you can require his participation in daily chores, personal hygiene, and even part-time employment. 
 

• Reinforce your chore/responsibility requirements with rewards and consequences. Be consistent.

• Use calendars, written schedules, and visual daily lists to plan your adolescent’s daily commitments. While it is true he/she may not appreciate having chores and planned responsibilities, chances are he/she will become accepting when faced with negative consequences.

Sometimes moms and dads have to find sneaky ways to teach their kids. It sounds like this may be one of those times in your home. One of the most effective ways to accomplish this is to bring in another trusted adult. Involving a favorite teacher, a relative, church leader, or coach may help your adolescent see that these skills you have been pushing are indeed very important.
 
 


 
 


PARENTS' COMMENTS:

•    Anonymous said… I am happy to hear others struggling in the same way. I can't tell you how many times a day I have said that his words or tone of voice are rude and hurtful!
•    Anonymous said… I can write a book. Not a easy journey at all. Aspergers has its stages. I'm bless to have my sanity 16 years and counting (teenager).
•    Anonymous said… If your son knows he's going to be punished and it escalates into a meltdown, it's not escalating into a meltdown. It's escalating into a tantrum so that he can avoid the punishment. Learn the difference between a tantrum and a meltdown, and learn when autistics make their meltdowns look like tantrums so that they can avoid punishment. When it's a tantrum, and when he is faking, do not withhold punishment.
•    Anonymous said… Lots of wonderful stuff in there. But for us the rewards system did not work and the psych explained that for many ASD kids the sticker charts ect do not work for behaviours as the kids have little control over their emotions and reactions. They are effective for menial tasks like chores around the house, but not for sitting still or for doing homework etc
•    Anonymous said… My 15 year old daughter has no problem with household chores, part time job or personal hygiene. I'm having a really difficult time teaching her how to speak to and treat her friends respectfully. She swears, creates drama, won't back down in a disagreement, won't admit to being wrong, won't apologize and doesn't understand the need to do any of that. She knows how to be polite and respectful and is with people she isn't close to. She thinks those close to her she just accept "the real her" bad behaviour and all. She doesn't seem to care that she hurts them.
•    Anonymous said… on a waiting list to find out if my 5 yr old has aspergers. I'm getting absolutely exhausted from the blow ups and hitting all the time it seems like lately. I'm lost.
•    Anonymous said… This is where we are right now with our 14 year old son...
•    Anonymous said… Totally same here...but different! Lol...our 17 year old gets that look in his eyes that says "i'm standing here because i know i have to but i'm ignoring everything you say..." it drives us nuts! Thankfully mr 17 isn't violent etc but van be very harsh with his words sometimes and really doesn't understand that he is, or tone etc. But for mr 17 it isn't so much "i don't care if they like me" as "i'm happy to live in my room with my computer for my whole life". Doesn't see the need for a job, or a license or anything. Zero aspirations....just apathy. My husband days he was the same at that age but i cannot fathom it...
•    Anonymous said… Yeap that's my son he's 12 and its been dificult for him and us(mom and dad) during this transition sometimes We fiel we're going to lose it. Its exausting imagine that both my husband and I are teachers despiste that we've all had a Hard time. Our son is also swearing using really harsh words and is also having lots of meltdowns schools aren't cutting it. Its been pretty dificult for everyone why should our Kids adapt to the rest???? It should be the other way around our education is behind our century. All I can say is that I'm greatful for this group and just knowing that we're not alone. THANKYOU

Post your comment below…
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Educating Students with ASD [Level 1]: Comprehensive Guidelines for Teachers and Parents

Children with ASD (high functioning autism) will respond quite well to specific classroom adaptations. Here are the recommended methods teachers can employ with their "special needs" students: 
  1. Implement Creative Programming - Through the student’s IEP, educators can develop class schedules which will be motivating and challenging to the student while addressing his/her needs.
  2. Intervene Early - The earlier intervention begins, the earlier children can learn the needed skills for adulthood and friendship.
  3. Obtain In-Depth Training - Learn the differences among the kids with ASD in elementary, middle school and high school.
  4. Recognize Children’ Strengths - Many children with ASD will go on to make great contributions to society. However, we must tap into their strengths and offer support so that they do not drop out of school because academic and social demands are too high.
  5. Understand How Social Impairments Impact Learning and Peer Relationships - Some children require weekly sessions with trained staff members who can help them “solve the puzzles” they encounter in everyday activities and help alleviate depression caused by perception of social failure. Provide ongoing social skill instruction to help children form relationships with peers.

Role of Inclusion—

1. Carefully structure seating arrangements and group work. Kids with ASD should not be seated near class bullies or aggressive children. Rather, sit them next to children who can serve as a “peer buddy.” See where the youngster works most effectively; near the teacher or near a quiet open space. Avoid self-selection when children are being assigned to a group. Teach children how to function as a team and accept all members.

2. Connect with Each Other, Parents, Internet, and Other Support Groups. To avoid the feelings of many educators and families who feel isolated in their attempts to support children with ASD, create regular communication through meetings, telephone or e-mail among inclusion and special education educators and parents. Create a Home School Coordination- Improve the behavior of this student by combining school and home effort. Work on goals that the youngster should meet. Then send home a note indicating if the youngster has met that goal. If s/he has done so, reward him/her (in school and at home if the appropriate behavior is being exhibited there as well). 
 

3. Don’t Take it Personally. Don’t be insulted by the student who interrupts, speaks too loudly or misses your jokes. Separate the youngster from the syndrome (be perturbed with the behavior, but support the youngster) and try to imagine the world as viewed through his eyes. Model warmth and acceptance. Refrain from impatience and irritation so peers will too.

4. Help Your Classroom Become a Caring Environment. Create and maintain your classroom as a safe, supportive and accepting community by expecting and ensuring that all children respect, support and take responsibility for each other. Help create a strong sense of belonging among all the diverse children in your classroom.

5. Prepare for Changes in the Routine. Since most children with ASD thrive on clear expectations and routines there are many different methods a teacher can use to help create smooth transitions. Write class schedules and time frames on the blackboard, or use a picture schedule for younger kids. Designate classroom jobs, space and time with certain activities (e.g., computer). Explain changes in the routine well in advance (e.g., “On Thursday, we will have an assembly. That means you go straight from your second period class to the auditorium.”).

6. Promote Positive Peer Interactions. Create ways to connect the student with empathic peers in order to promote social acceptance and friendships. Use role playing and games - Try the program “Magic Circle” where children are seated in a circle and are encouraged to share their feelings and listen to others. This type of activity helps promote active listening skills and recognition of each individual. Help the student engage in successful conversations and reflection by using comic strips, since the pictures, words and symbols identify what the people say and do and emphasize what people may be thinking. Social stories which describe typical social situations and explain the meaning of various comments and identify appropriate responses are also good. Direct the youngster to participate in activities or clubs in which their abilities might neutralize their social deficiencies (e.g., math groups). Make sure they are not involved in groups that are frequented by bullies. Identify the student’s special gifts and teach him/her to share those gifts through tutoring, class presentations, or community service.

7. Provide a Safe Haven. Children with ASD can become overwhelmed by noise, crowds, chaos or trying to engage in social interactions (e.g., an assembly, recess time), which can lead to anxiety and stress. Offer an alternative to attending these events. Try earplugs or headphones to assist in screening out troubling noise. Make sure the youngster has a trusted contact person with whom they feel comfortable with (e.g., special education teacher, school psychologist, guidance counselor or principal, older responsible pupil). Give access to a quiet, private place (e.g., school library, tutoring room, empty classroom or office) where the student can spend lunchtime, study hall or any other free time alone, can rest and refresh themselves to alleviate the stress that accompanies the constant effort to fit in. 
 

8. Use Available Resources/ Make Needed Accommodations. Children with ASD often respond well to visuals, graphic models and technology. They often have impaired gross or fine motor skills. Encourage the use of computers for written assignments and exams. Allow for extra time or quiet space if needed. When significant amounts of notes need to be taken, pair the student with ASD with a buddy in order that the student can photocopy the notes missed. Allow time on the Internet. The effort and anxiety associated with interpersonal connections is greatly reduced because then children only have to deal with the written word. However, limit the amount of time on the computer in order that a potential obsession does not develop and that the computer does not become a substitute for human contact.

Characteristics of ASD—
  • Cognitive abilities which are average or above average (they are often known as “little professors”)
  • Depression, frequent school absences, low school motivation due to being socially vulnerable and easy targets for teasing and bullying
  • Difficulties with subjects that require inferential reasoning, abstract concepts, problem solving, extensive calculations or social judgments
  • Fine motor problems which lead to poor penmanship and low writing motivation
  • Friends and new acquaintances may be acknowledged with tight and enthusiastic hugs instead of formal greetings like “Hi, how are you?”
  • Gross motor clumsiness which leads to poor skills in competitive sports and physical activities
  • Hypersensitivity to noises or smells
  • Lack of emotional reciprocity or empathy
  • May begin to talk about the latest topic of concern which is of interest only to themselves (e.g., train schedules), may be age inappropriate or boring but the person does not pick up on looks of disinterest or snickers from the group
  • May move into the personal space of others, not recognizing body language, facial and verbal cues that he/she has transgressed
  • May not make direct eye contact
  • Persistent preoccupation with parts of objects
  • Rigid and inflexible adherence to specific routines or rituals
  • Speech and language peculiarities such as: stilted and formal language, voice too loud or monotone or hyperverbal.
  • Stereotyped and repetitive motor movements
   
The Complete Guide to Teaching Students with High-Functioning Autism
 
 
Personal Challenges for Children with Autism Spectrum Disorder—

Listed below are behaviors that a youngster on the Autistic Spectrum might encounter on a daily basis...

Social Interactions:

• inappropriate use of eye contact, avoidance or extended staring
• little sense of other people’s boundaries
• not accepting hugging, cuddling or touching unless self initiated
• poor use of nonverbal gestures
• trouble with back and forth social interactions
• wanting to be left alone at times

Interest and Activities:

• defensive to touch which isn’t self initiated
• difficulty waiting
• history of eating problems
• lack of fear or real danger
• lining up and or/ ordering objects
• pacing or running back and forth, round and round
• repeatedly watching videos or video segments
• resisting change
• strong attachment to inanimate objects
• very sensitive to sounds

Qualitative Impairments in Communication:

• difficulty understanding abstract concepts
• problem understanding jokes
• problem with getting the order of words in sentences correct
• problems answering questions
• problems using speed, tone and volume appropriately
• problems with reciprocal conversations

Learning Characteristics:

• delayed response time
• good visual skills
• hyperactivity
• needs help to problem solve
• problems organizing
• short attention span to some activities and not others
• well developed long term memory

Observable Problems Behaviors:

• aggression- biting, hitting, kicking, pinching
• low motivation
• temper tantrums
• toileting problems

Motor Problems:

• balance
• clumsiness
• motor planning- can’t make body do what it needs to do
• stiffness
• tired easily

 
Environmental Challenges that Lower Ability to Function Competently—

Personal:

- not being understood
- not understanding
- not having choices
- making a mistake
- being touched

Major Changes:

- alterations in school, work, home, community
- time changes
- staff or teacher absent
- cancellation of event or activity
- having to wait too long

Environmental Confusion:

- crowds
- noise
- not having enough space
- losing things of value
- surrounded by too much movement
- surrounded by too much visual stimuli

Relationships:

- being corrected
- being denied
- being late
- being ignored
- being left out
- being teased
- being scolded

Sensory Challenges—

Sound/ Auditory:

- reacts to unexpected sound
- fears some noises
- making self induced noises
- confused about direction of sound
- distracted by certain sounds

Sight/Vision:

- has been diagnosed as having a visual problem
- is sensitive to light
- has difficulty tracking
- upset by things looking different
- closely examines objects or hands

Smell/Olfactory:

- sensitive to smells
- explores environment by smelling
- reacts strongly to some smells
- ignores strong odors

Touch/Tactile:

- defensive about being touched
- prefers deep touching rather than soft
- dislikes feel of certain clothing
- over or under dresses for temperature
- upset by sticky, gooey hands

Taste:

- has an eating problem
- dislikes certain textures or foods
- tastes non-edibles

Movement/Vestibular:

- seems fearful in space
- arches back when held or moved
- likes rocking, swinging, spinning
- avoids balancing activities

Perceptual/Perceptual Motor:

- has difficulty with time perception
- problems with use of some tools
- difficulty with body in space
- relies on knowing location of furniture

Social Skills which may be Personal Challenges—

Personal Management/Self Control:

- waiting
- finishing work
- taking care of belongings
- turning in assignments on time
- changing activities
- accepting correction

Reciprocal Interactions:

- imitating
- sharing
- taking turns
- offering help, comfort
- inviting others to join
- asking for a favor
- letting someone know you are hurt or sick

Reciprocating Social Interactions Appropriately:

- listening
- commenting on a topic
- answering questions
- accepting help
- responding to teasing
- making a choice
- giving eye contact appropriately

Manner of Interaction:

- being polite
- being kind
- being considerate
- being honest
- not walking away when someone is talking

Abstract Social Concepts:

- being good
- timing
- fairness
- friendship
- caring
- lying
- humor

Group Behaviors:

- come when called to a group
- stay in certain places
- participate with group
- follow group rules
- winning and losing
- pick up, clean up, straighten up

 
Effective Behavior Interventions of Problem Behaviors–

What makes kids on the spectrum do what we do?
  • Biological Influences
  • Instructional/ Reinforcement History
  • Setting /Events
  • Stimulus Events

In order to create an effective intervention for problem behaviors, educators (and parents) need to take into consideration a variety of aspects.

1. Hypothesize the function of the behavior

• Social Attention
• Escape/ avoidance
• Wants tangible item or activity
• Sensory Feedback

2. Gather Information

a. Antecedent : Does the behavior occur……

- When you are attending to other people in the room?
- Following a request to perform a difficult task?
- When a request for an item or activity is denied?
- Repeatedly, in the same way, for long periods of time, even when no on is around?

b. Consequence: When the behavior occurs, do others….

- Attend to the student?
- Leave the student alone?
- Negotiate or give the desired item/activity
- Allow the student to engage in inappropriate behavior? 

3. Plan an Intervention

a. Based on information gathered, are environmental changes needed?

- Move student closer to teacher.
- Limit materials available to student.
- Remove distracters.

b. Based on information gathered, determine how people should react to the challenging behavior each time it occurs.

- Plan to ignore.
- Plan to attend.
- Plan to remove privileges.
- Plan to redirect.

4. Identify a Replacement Behavior

a. What appropriate behavior is “functionally equivalent” to the challenging behavior?

- Manipulating a stress ball or twist pen to replace inappropriate hand movements
- Teaching the student to ask if he can use the computer later to replace tantrum behavior
- Teaching student to raise his hand to replace attention-seeking behaviors
- Teaching the student to communicate his wants appropriately to replace escape/ avoidance behaviors

b. Complete replacement behavior planning guide with team…

- Which behavior is the team going to target for replacement?
- What functionally equivalent behavior is the team going to train in place of the problem behavior?
- In what situations will training occur?
- Who will be responsible for conducting the training sessions?
- What motivation system will be implemented during training?
- Describe how the team will evaluate if and how the student uses the new response.

 
Promoting Positive Classroom Behavior of Children—

The suggestions written below can be used to help kids with ASD but can be used in any classroom to help promote a positive atmosphere.

a) Rules - Establish, teach and enforce classroom rules. Rules should be positively stated and identify the specific behaviors you wish to see displayed

b) Premack Principle - Method of maintaining and increasing compliance with rules through the use of positive reinforcement. A desired activity is available to children on the completion of an undesired activity (e.g., a student who stays in their seat for a period of time can earn an opportunity to work on the computer).

c) Contingency Contracts - Children and educators formalize agreements concerning specific behavior for the exchange of reinforcers by writing an agreement. It outlines the behaviors and consequences of a specific behavior management system. (See the link on this site titled "Contracts")

d) Self-Recording - The student monitors his or her own behaviors by using a data collection system. Children can be taught to increase their on task behavior during a class by placing a + in a box when they are paying attention for several minutes and a -–if they are off task.

e) Self-Evaluation - A self-management system that has been used to promote appropriate behavior in many general education programs. Children are taught to evaluate their in class behavior using a rating scale. For example, a student can rate his on task and disruptive behaviors using a 0-5 point rating scale ("unacceptable" to "excellent"). The student earns points (which can be exchanged for reinforcers) based on both student behavior and the accuracy of his ratings. 
 

Ways to Decrease Inappropriate Classroom Behaviors –

Listed below are various ways to decrease inappropriate behaviors and increase appropriate ones for kids with ASD.

- Redirection - Introduce a novel stimulus to recapture the student’s attention by delivering verbal and nonverbal cues to the student to stop misbehavior, offering assistance with a task, engaging him/her in conversation, reminding him/her to focus attention on the task, or modeling calm and controlled behavior.

- Interspersed Requests - Used to motivate children to perform a difficult or unpleasant task by initially asking them to perform several easier tasks, which they can complete successfully in a short amount of time. This helps promote “behavioral momentum”.

- Differential Reinforcement - Techniques used to decrease inappropriate behaviors by reinforcing the occurrence of positive behaviors, which cannot coexist with the appropriate behavior. (See the link on this site titled "Differential Reinforcement")

- Extinction - A strategy in which the positive reinforcers maintaining a behavior are withheld or terminated, resulting in the reduction in the behavior. (See the link on this site titled "What is ABA" ---then read about 'Ignoring')

- Checklists and Schedules - Provide visual structure and motivation needed to complete assignments and remain on task by checking off assignments and activities upon their completion.

Adaptation of Oral Presentations/Lectures for Children—

Some children require modifications to be made in order for them to understand what is being taught. There are various types of adaptations. Listed below are a few which can be used to help any student achieve to their highest potential:

Pausing - to help children retain lecture content pause for 2 minutes every 5-7 consecutive minutes of lecturing. During the pause children can discuss and review content, ask questions or engage in visual imagery.

Visual Aids - Visual supports such as charts, graphs, lists and pictures can be used to highlight main points, maintain attention, promote eye contact and address the needs of visual learners.

Guided Notes - Outlined and guided notes in which the student fills in the blanks provide a foundation for note taking, and promotes on task behavior. Since many kids with ASD have difficulty with fine motor skills such as writing, this is a method that can be implemented to help them throughout lectures.

Active Student Responding (To encourage active participation) choral responding- in which children answer simultaneously on a cue from a teacher during fast paced lessons.

Response Cards - cards are simultaneously held up by all children to display their responses to questions or problems presented by the teacher

Cooperative Learning Groups/ Peer Tutoring - helps with social interaction

Other Strategies—
  • Use repetition by asking children to answer the same questions several times during a class period.
  • Reinforce correct responses and appropriate behavior with descriptive statements that identify what made the answer "right".
  • Group student with peers who participate and attend.
  • Select children randomly to respond and remind them that they may be called on next
  • Change activities frequently
  • Vary the presentation and response modes of instructional activities.
  • Decrease the complexity and syntax of statements.

Affective Education Strategies to Implement in Any Classroom—

Rapport - Maintaining rapport with children can help establish a positive classroom environment. Educators can establish rapport by talking to children about topics in which they are interested, sharing their own interests, providing opportunities for children to perform activities in which they excel, and complimenting children.

Humor - Good-natured joking helps develop a good relationships and a positive classroom atmosphere. Humor helps children see a situation from another perspective and decreases the likelihood of conflicts.

Dialoguing - Dialoging involves meeting with the children to assist them in identifying the problem, discovering their perspective on that problem, phrase it in their words, and discussing solutions for resolving the problem. It helps children understand their behaviors and problem solve alternatives to inappropriate behaviors.

The Complete Guide to Teaching Students with High-Functioning Autism
 
By

How to Teach Organizational Skills to Kids on the Autism Spectrum

For children and teens with ASD level 1 (high-functioning autism), organizational skills are a mystery. We all need strong organizational skills. Teaching these skills starts very young and continues through childhood as they increase in difficulty. Kids with ASD lack these natural skills and must be taught these skills if they desire to be productive adults.

When you think about teaching these young people organizational skills, you automatically think of lists, schedules and daily planners. While these are an important part of organizational skills, they are only a tip of the iceberg. 
 
Organizational skills are also known as executive functions. The executive functions affect abstract thinking, memory, task oriented goal creation, and mental adaptation in a wide range of situations.

Beginning at a very young age, we should teach our "special needs" kids organization skills that are age-appropriate (e.g., paying attention, understanding time, cooperation, memory work, basic research, basic planning, etc.). As our kids get older, these executive functions become more complex as they learn to manage projects, set goals, remember the small details, and organize and plan assignments.

To begin teaching your child with ASD organizational skills, you should first assess his weaknesses. In the meantime, you can help your child by working on time management and organization. These are two of the most important skills needed for success in school and in life. 

 Here are some suggestions that may help:

Time management—

• Breaking assignments down into manageable pieces is a very practical skill to teach. For example, if your child has to read a book and write a report, the manageable pieces would be to locate the desired book, read the book, write down the basic book report information, and summarize the book in writing. At the same time, you will teach her to assign a period of time for each piece so she can learn how to plan her assignments.

• Speaking of planning and timing assignments, planning is essential to time management. Every opportunity should be used to encourage planning. If you are going on an outing, have your child plan what he expects to happen during that outing. For example, if you are going to the zoo, have him make a list of what exhibit he wants to visit first, second, third, and so on.

• Visual timers help kids see how much time is left, which will do a greater job at teaching the concept of time in minutes or hours. These timers usually have a number display as well as a red line that gets smaller as time runs out.

Organization—

• Desktop organization and de-cluttering should take place regularly. When your child’s workspace becomes disorganized, she will lose her ability to concentrate on the task at hand. Set a time for her to put things away, make notes in her planner, and clean up her workspace.

• Encourage your child to make written lists. Having a list will help him stay on task. It will also help his memory skills.

• Find a simple daily planner or agenda book and have him write down everything each day. Homework assignments, favorite television shows - anything that is important to him - can go in his daily planner.

• Visual schedules, either written or picture schedules, are a valuable tool for your ASD child. Since she has an autism spectrum disorder, she prefers a routine. Having a visual schedule to refer to will make her more aware of her routine and help her cope with changes when they occur.

Executive functions are complex. These are just a few tips to get you started. Once your child has gained strength in these basic organizational areas, he or she will be able to function better at school and at home.
 
 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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COMMENTS: 
  • I'm definitely reading this article! Years of consistency has helped my child with organization skills, but many things, are still a work im progress.
  • Very good info, my 15 year old has organizational skill issues. I will print and have him read this too. Hopefully we can work together to put some of these points to work for him.
  • We are constantly readjusting the skills needed as our son gets older and the needs change. Now in Middle School he has responsiblities that he has to handle himself. We just help him find the best way to be organized. Even if that means sitting down with him and his back pack every few weeks to help organize the contents into his folders. It takes time.
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