Tips for Teaching High Functioning People with Autism

Tips For Teaching High Functioning

People with Autism

By Susan Moreno and Carol O'Neal

This paper was reprinted with permission of Susan Moreno on the O.A.S.I.S. (Online Asperger's Syndrome Information and Support)

1. 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 or 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 listof 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.

2. 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. 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 that 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.

3. 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.

4. 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 that 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.

5. Use and interpret speech literally. Until you know the capabilities of the individual, you should avoid:

Ñ"Ю Idioms (eg., save your breath, jump the gun, second thoughts)

Ñ"Ю Double meanings (most jokes have double meanings)

Ñ"Ю Sarcasm (e.g., saying, "Great!" after he has just spilled a

Ñ"Ю bottle of ketchup on the table)

Ñ"Ю Nicknames

Ñ"Ю "Cute" names (e.g., Pal, Buddy, Wise Guy)

6. Remember that facial expressions and other social cues may not work. Most individuals with autism have difficulty reading facial expressions and interpreting "body language".

7. If the student does not seem to be learning a task, break it down into smaller steps orpresent the task in several ways (e.g., visually, verbally, physically).

8. Avoid verbal overload. Be clear. Use shorter sentences. if you perceive that the student does not fully understand you. Although he probably has no hearing problem and may be paying attention, he may have difficulty understanding your main point and identifying important information.

9. Prepare the student for all environmental and/or changes in routine such as assembly, substitute teacher and rescheduling. Use a written or visual schedule to prepare him for change.

10. Behavior management works, but if incorrectly used, it can encourage robot-like behavior, provide only a short-term behavior change or result in some form of aggression. Use positive and chronologically age-appropriate behavior procedures.

11. Consistent