Autism Spectrum Disorder (ASD)

Per the National Institute of Mental Health, “Autism Spectrum Disorder is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave.”

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), individuals and children often have difficulty with communication and repetitive behaviors. Symptoms often affect their ability to function in school, work, and other areas of life.

Autism Spectrum Disorder can vary in the type and severity of the case/symptoms. National University reminds us that ASD is not a learning (intellectual) disability. ASD is associated with symptoms such as motion, repetitive actions, difficulty socializing, and compulsive behaviors. This can still create challenges within the curriculum. However, some individuals may be non-verbal and use an AAC device.

People of all genders, races, ethnicities, and economic backgrounds can be diagnosed with ASD.

Common Signs/Symptoms of ASD:

• Making little or inconsistent eye contact
• Difficulties adjusting behaviors to social situations
• Showing overfocused interest
• Being more sensitive or less sensitive than others to sensory input, such as light, sound, clothing, or temperature

Teaching Strategies per “AutismSpeaks.org”:

• Remain calm and positive. Model the behavior for the student with autism, as well as others.
• Limit sensory overload.
• Remain inclusive at all times.
• Promote a welcoming, calm, happy, fun environment.
• Use positive reinforcement.
• Allow time to work in pairs with positive peers.
• Announce what activities you will be doing today, first thing to help with the transition process from play to learn.
• Focus on autism reading comprehension strategies.
• Use descriptive praise to build desired behaviors. E.g., “I really liked how you threw that trash away! That was an excellent job putting your trash in the trash can!”
• Minimize usage of “No”, “Stop”, “Don’t”. Try using positive directions instead.

You can implement activities such as “name games”, “emotion cards”, sensory activities/sensory bins, auditory sensory play, and others.

Calming Activities, Meltdowns, Sensory Integration Techniques:

Per Autism.org, meltdowns can happen and are challenging to navigate, but the root of a meltdown and a “tantrum” are very different. It is important to remember that sometimes individuals have difficulty expressing their needs and emotions. Understanding this is essential for caregivers, teachers, therapists, and all parties involved.

A tantrum is an emotional outburst with specific goals or functions. It is a learned behavioral response used to attain the desired outcome (e.g., getting out of an activity, gaining more attention). Tantrums typically happen deliberately, and the individual maintains control over their body and mind the entire time.

A meltdown is an involuntary response to nervous system overload. They are not behavioral responses or “maliciously planned”. The reaction cannot be controlled as intense emotions take over. Once the individual has reached this point, it can be difficult to bring them back down. During this time, it may be hard to get the individual to listen to You, as they are experiencing intense feelings. It is crucial to stay present throughout this. Remember to remain calm and even-toned. Explain to others that the your child is in a moment of crisis and needs time to work through it. Every behavior has an escalation rise and de-escalation falling point that can be charted and timed. It is equally important to watch for signs and understand the fluctuations. When the individual has calmed, remind them that they are safe and supported.

Sensory inputs are the first way we interact with and understand the world around us. Our sensory systems include touch, smell, sound, sight, bodily sensations, and movements. Many core symptoms of autism are related to sensory processing, communication, and emotional regulation.

• Dim the lights.
• Play calming music at a low volume.
• Count to ten with the individual (forwards and backwards, if possible).
• Provide something tactile / Get a weighted blanket or weighted lap pad.
• Bring them to a “Retreat Zone” or “Safe Room” (a place where they can be alone, with a supervising adult, that will allow them to relax and take a break from the sensory stimulation).

If you have further questions, please feel free to ask for additional resources.

Recommended Additional Literature:

• “The Out-Of-Sync Child” by Carol Stock Kranowitz, M.A.
• “The Autistic Brain” by Temple Grandin and Richard Panex
• “The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism” by Naoki Higashida

For more information, please visit the following resources:

• National Institute of Mental Health: Autism Spectrum Disorders (ASD)
• National University: Teaching Strategies for Students with Autism
• Autism Speaks: Autism Classroom Strategies
• Autism.org: Meltdowns - Calming Techniques in Autism