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Classroom Tips for Working with Students on the Autism Spectrum Michelle Gealy, Psy.D. and Prof. Michael Wickert This is adapted from the Working With Students on the Autism Spectrum By Michelle Gealy, Psy.D and Prof. Michael Wickert Before We Begin • We often begin any autism related training with the assumption that the audience has limited knowledge about ASD. This has pros and cons. • The positive is that we try to take as much into consideration and give as much information as possible without overwhelming the participants. • The negative is that those who do have a good understanding of ASD might feel like they are not being given enough new information. • Please ask questions, get clarification, and even continue staying in contact with us after today’s presentation. What are Autism Spectrum Disorders? Social Interaction Communication Repetitive Behaviors and Interests Background Information about Autism • Autism Spectrum Disorder (ASD) is a neurological condition that effects how an individual’s brain works. This is a medical condition that cannot be reversed, cannot be turned off and on, and is not a person’s choice. • The latest data show that approximately 1 in 68 individuals falls somewhere on the autism spectrum. • Since there are so many individuals on the Autism Spectrum, some of them will naturally attend Southwestern College. • For the most part, people with ASD who make it to college need some accommodations, but they are able to function in regular classes and integrate into campus life. • Still, those with autism will likely stand-out to some extent when compared to our neurotypical students. Challenges for Students with ASD in Higher Education *Every student on the spectrum is unique and you may or may not see all of these characteristics in any given student • • • • • • Executive Functioning Communication Social Skills/Relationships Campus Life Independent Living Physical Challenges Students on the Autism Spectrum will generally display a combination of the following characteristics: Limited Social Interaction • Students may appear shy or to not fully understand how to engage in appropriate social behavior. • They may not understand social cues, jokes, sarcasm, body language, or any number of the nuanced ways we communicate on a daily basis. • Since they are very concrete thinkers, they might not understand when, where, why, and how they fit into certain social situations. • Conversely, they might not always understand when, where, why, and how they do not fit into other situations. This can lead to some extremely awkward social interactions that might be misinterpreted by all parties involved. Communication Problems • Many individuals on the Autism Spectrum have difficulty communicating. • In some cases, their receptive and expressive language is limited, which makes meaningful dialogue very difficult. • In some cases, the student with ASD might hear the speaker’s words, but might not put them together in the way they were intended. • In other cases, the student might not even understand what he is being told. • In both cases, the disconnect between the speaker and the ASD student can cause frustration and confusion, and could lead to conflict. • In other cases, the autistic person understand what is being said, but has difficulty responding because of limited vocabulary or the need for more time to process the entire scenario in the brain. Again, this can be easily misinterpreted and lead to difficult situation. Repetitive Behaviors • Many individuals on the spectrum have unique behaviors and interests. • Some of these behaviors are coping techniques that help a person calm down, such as hand-flapping, rocking, jumping in place, and even making certain noises. • This type of behavior is called stimming, and is generally non-threatening, but might be misinterpreted by others. Atypical Interests • Many individuals on the Autism Spectrum have atypical interests. • Initially, these interests might seem strange, but they are not harmful. • Sometimes, though, these interests can be so odd that they might be interpreted as threatening. • Generally, there is no need for concern; instead, there needs to be clarification before any action is taken. Executive Functions • Many individuals on the spectrum have problems thinking ahead or making plans. • They often have low impulse control. • They see the world in very concrete terms. • May lack flexibility when making decisions. • Have the need for things to happen in a specific sequential format. Limited Independence • Many of our ASD students live at home and are dependent upon caregivers. • Because of limited experiences being independent, autistic students might appear confused, anxious, or become easily frustrated in high stress situations. • This might lead to behaviors that might cause concern for an onlooker. • Limited communications and independence skills might prevent an autistic person from asking for help. Physical Limitations • Many autistic individuals have poor motor skills. • They often take medications for a variety of medical issues. • They might appear to be in need of medical attention or under the influence. • Please check before jumping to conclusions. Considerations when interacting with individuals on the Autism Spectrum In the Classroom • In a classroom, an autistic person might find you or something in the room quite interesting. • When talking to the student, use his name so he knows that you are speaking directly to him. • Do not use colloquialisms or figurative language. Say exactly what you mean. • Do not use sarcasm. Many autistics have a broken sarcasm meter. • Talk and move in a calm manner. Raising your voice or using aggressive body language might have no effect whatsoever. • In some cases, aggressive verbal or body language might elicit an exaggerated response. In the Classroom • Check for understanding. Sometimes problems arise simply because the person does not understand what he did wrong. • If you need the person to do certain things, use step by step instructions and allow the individual time to process what he is being told, and then respond appropriately. • Remember that many autistic individuals have limited communication skills. Even the ones on our campus might not always find the correct words or actions when trying to express themselves. When Giving Assignments • Be very explicit with your directions and expectations. • Provide information in writing whenever possible. • Post critical information, such as due dates, rubrics, and sample work in Blackboard or another online forum. • Ask for clarification/feedback regarding critical information either in person, quizzes, or email. • When giving students choices for projects or assignments, keep the number of choices limited to no more than three when possible. Assignments • Many ASD students are concrete, linear thinkers • When brainstorming ideas for large projects, try to find some connection to the student’s interest. These connections might be odd, but they might really help motivate the student. • Take time to work one-on-one with the student whenever possible. • Because of possible lower executive functioning skills, ASD students might need additional support organizing and completing tasks. • Many ASD students are rule followers, so setting deadlines with clear expectations will help with the completion of tasks. Group Work • Many people on the Spectrum have a difficult time working in groups, so try to pair them up with students who will be a good fit. • When working in groups, it is a good idea to give those students specific tasks to complete. • Check-in with groups to be sure that things are working out and make adjustments as needed • Many students on the autism spectrum do not like loud noises, so be aware of any adverse behaviors that arise from an ASD student being overstimulated. • Many ASD students are very aware of fairness and justice. This can show itself during class activities and issues that are being addressed in class. Peer Interactions • Autistic students generally have low social skills, so it can be important to create an inclusive classroom environment . • It is okay to talk about autism, so that classmates have an understanding of what ASD is. • Be aware of students who will work well with ASD students • Stop inappropriate behaviors as soon as they arise. This applies to ASD and neuro-typical students equally. • Encourage quiet students to actively participate in class as they feel comfortable. • Put limitation on students who might try to dominate classroom conversations. Peer Interactions • Autistic students interact with the same world that we do, but their interpretation is often different from ours. • Their perspective is as valid as anyone else’s in a classroom, even if it is very unique. • Many classrooms have a core group of very compassionate students, so use them to your advantage. • Since many ASD students are socially awkward, they can also be rather lonely. When the right students connect with an individual on the spectrum, it can make a huge impact. Student-Teacher Interactions • Remember that you are the educational leader in the classroom, so you set the precedent and the tone for the entire semester. • Students on the spectrum respond well to routine. • Scaffolding and frontloading information can be helpful, especially with transitions. • Autistic students might not ever ask for help, so take the initiative when the opportunity arises. • Be patient, and work with the student as much as possible. • Find out how the students prefers to communicate. • Don’t be afraid to challenge students. In Any Situation • Be aware that each individual on the Autism Spectrum is unique, and no two individuals will react exactly the same to similar situations. • If a person on the spectrum is doing something inappropriate, try to find out the reason for those actions. • What some may view as inappropriate behavior might simply be innocent curiosity, a lack of social skills, or the inability to properly communicate. Defining parameters for what is and is not acceptable might prevent further problems. • Many people on the spectrum report being lonely, so their actions might be an attempt at getting attention. Conclusion • The autistic students on our campus are generally highfunctioning, but they do interpret the world differently than neuro-typical students. • Our ASD students do have hopes and dreams like everyone else, and they are working toward their goals. Unfortunately, college can be overwhelming at times. • Students on the spectrum are often trying to figure out all sorts of unspoken rules and social norms, and they will inevitably make some mistakes. These mistakes are generally not intentional, nor are they malicious. • The overwhelming majority of these students come from loving families who want what is best for their children, and they trust that our college will help take care them. Faculty Fact Sheet Group Problem Solving Activity Challenges Issue __________ __________ __________ __________ _________ Why? •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ Strategies What can be done? •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ •_______________ ________________ ________________ ________________ ________________ •_______________ ________________ ________________ •______________ Challenges • Issue Overly argumentative with instructor and peers (during class and possibly continues after class) Why? Struggle with beginning stages of relationships • Rigid/Inflexible • Difficulty seeing others point of view • Doesn’t understand unwritten rules of behavior • Difficulties with nonverbal language • Does not understand humor or sarcasm • Executive functioning deficits • Oddities in voice pitch, intonation, odd gait, delayed responses Strategies What can be done? • Create a safe space to talk with the student • Address the student by name • Let the student know that you are there to help • Clarify expectations • Call mental health professional , if available • Allow student to work through frustrations without physical confrontation Group Topic • Issue: An autistic student is walking around outside of class talking to himself and appears confused and anxious. Challenges Issue Student is wandering and appears confused Why? •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ Strategies What can be done? •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ ________________ •_______________ ________________ ________________ •_______________ ________________ ________________ ________________ ________________ •_______________ ________________ ________________ •______________ Working Together • Individuals, Families, and Caregivers • Community Services • DSS • Faculty, Staff, and Administration • Law Enforcement Q&A • Michelle Gealy, Psy.D. • [email protected] • Prof. Michael Wickert • [email protected] Common Issues • Outbursts or self-stimulatory activities (rocking, tapping, bouncing, pacing) • Poor Hygiene • Attempts to monopolize conversation or goes off on tangents • Argumentative/Rude • Difficulty with Group Work Strategies Challenges Issue Outbursts or selfstimulatory activities (rocking, tapping, bouncing, pacing) • Hypersensitivity • Sensory Integration • Easily Overwhelmed • Co-morbid conditions • Struggles with changes in routine Why? • Prefers predictable • Consider giving breaks during long classes • Consider allowing use of sunglasses, hats, earplugs, stress balls, etc. to mitigate sensory overload • Note changes ASAP • Provide “preview” • Allow students to leave the situation and return when ready What can be done? Challenges Issue Poor Hygiene Why ? • Hypersensitivity • Executive Functioning deficits – time management • Sleep issues Strategies What can be done? • Provide direct feedback • Enlist help from caregivers Strategies Challenges Issue Attempts to monopolize conversation or goes off on tangents • Strong narrow interests • Inability to read social cues Why? What can be done? • Set clear expectations • Explain how to achieve those expectations in small steps • Provide direct feedback • Listen, but refocus student back to issue at hand Strategies • Create a safe space for yourself and the student • Provide direct feedback – avoid long explanations and reasoning • Set clear boundaries • Ensure the student that you are there to help • Stay calm, be patient, and show compassion Challenges • Issue Argumentative /Rude Why? • • • Inability to understand rules of social interaction Concrete thinking patterns Failure to suppress internal thoughts What can be done? Rigid/inflexible