Download Teaching Tips for Working with Students on the Autism Spectrum

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
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Why?
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Strategies
What
can be
done?
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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?
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Strategies
What
can be
done?
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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