1. Raising Awareness and Addressing ASD

2. Triad of Impairment Language and Communication Social Interaction
Flexibility of Thought

3. Impaired Language and Communication Language - Semantic - Pragmatic - Literal
Eye Contact
Gesture
Facial Expressions
Volume
Tone
Speech
Manner
Listening and Attention 3

4. Impaired Social Interaction
Friendships
Difficulty playing with other children
Rules of social play – ‘The Unwritten Rules’
Lack of innate drive to be a social being
Social Conventions
Inappropriate comments and actions
Difficulty with proximity
Empathy
Doesn’t recognise other people’s feelings
Expects other people to know their thoughts, experiences and feelings.
Social Cues
Poor turn taking in conversations
Poor timing
Body language
Misses the signals
Non-verbal communication

5. Impaired Flexibility Imagination Pretend play Fiction books
Free choice / Dead time
Creative writing
Interests and Obsessions
All encompassing
May not reflect culturally ‘normal’ interest 
Routines
Loves repetition and rules / Hates rules to be broken
Changed routines without warning
Poor organisational skills
Difficulty seeing another person’s point of view

6. Inappropriate Behaviour to Situations
Specific Behaviours:-
Reprimand
Warnings
Adult’s anxiety
No remorse
Others’ upset
Underlying Difficulties:-
Receptive language limitations
Sensory – pain experiences abnormal
Inconsistent memory retrieval
Does not understand relationship between behaviour and consequences

7. Inappropriate Behaviour to Situations
Specific Behaviours No response to: -
Reprimand
Warnings
Adult’s anxiety
No remorse
Others’ upset
Underlying Difficulties
Receptive language limitations
Sensory – pain experiences abnormal
Inconsistent memory retrieval
Does not understand relationship between behaviour and consequences

8. Aggression Specific Behaviours Underlying Difficulties Pushing Hitting
Spitting
Throwing
Underlying Difficulties
Poor Social Judgement
Unawareness of feelings of others
Sensory misperceptions
Frustration over communication limitations
Not understanding how to interact appropriately 8

9. Poor Play Skills Specific Behaviours Cannot: - Underlying Difficulties
amuse himself
use toys normally
play with others
- breaks toys
Underlying Difficulties
Does not understand concept of rules
Cannot organise own time
Lacks understanding of symbolic or imaginary play
Likes and is distracted by specific details of toys
Inadequate ability to structure self
Prefers repetitive activities

10. Tantrums Specific Behaviours Underlying Difficulties
Screams without apparent cause
Self-injurious
Destroys toys
Underlying Difficulties
Unable to communicate needs
Emotional inconsistency
Poor understanding of the situation
Strong need for closure or sameness
Low frustration tolerance

11. Lacks initiative Specific Behaviours Underlying Difficulties
Unmotivated
Waits for prompts
Overly dependent
Seems lazy
Underlying Difficulties
Unable to organise behaviour
Poor concept of time
Does not understand future rewards
Does not understand expectations

12. Classroom Strategies General
Avoid distraction – noise, disturbances, smells and sights.
Use the child's interests as motivators or a reinforcers.
Use of regular spells of physical activity, incorporated into the timetable, are often beneficial.
Recognise literal nature of understanding of:-
Language
Events
Avoid negatives:-
“Remember to walk” rather than “Don’t run” – encourages
positive behaviour

13. Give clear rules and Be consistent
Keep instruction / questions simple.
Ensure that the child understands what is required.
Use language that is clear, precise and concrete.
Always forewarn: -
Tell the person what to expect
Give plenty of notice

14. Structure The person should always know:-
Where do I have to be?
What am I doing?
How much do I have to do?
When will I know when I have finished?
What will I do next?
Free choice can cause anxiety.
Things must have a beginning, middle and a clear ending.
Children respond best in a structured environment where things are organised and clearly labelled.