1. Autism Spectrum Disorder in the Elementary Classroom
Terri Drca, M. Ed., Autism Specialist

2. Objectives
Increase the knowledge base of staff and faculty in the underlying characteristics of Autism Spectrum Disorder (ASD) to better understand the root cause of student behavior
Help faculty and staff use increased knowledge of the underlying characteristics to plan and implement effective classroom strategies for students with an ASD

3. Autism Spectrum Disorder
Characterized by three core features,
Failure to develop normal socialization
Disturbances in speech, language and communication (verbal and non-verbal)
Abnormal relationships to objects and events
As well as
Abnormal responses to sensory stimulation

4. Executive Function
Theory of Mind
Central Coherence

6. Pointing/following someone else’s point
Joint attention
Flexibility
Impulse Control
Fewer self-calming strategies when presented with anxiety producing situations

7. Thinking in concrete terms affects the ability to understand jokes, sarcasm or compliments

8. Eye contact is a social routine, one of the most difficult of all communication, and should be taught in context. Students don’t need to look at you to process what you are saying

10. Resources for Executive Functioning
Executive Function in the Classroom
Smart But Scattered
Executive Functioning Workbook for Kids
Boosting Executive Skills
Self Regulation in the Classroom

11. T H E O R Y F M I N D
The ability to understand the mental state of others, such as, beliefs, thoughts, desires, perceptions, intentions and feelings and apply this understanding to predict the action of others

13. Accidental/Intentional Behavior
Mind Blindness- “Everyone is thinking what I’m thinking
Reading Comprehension
Social Cognition

14. I’m not arguing…I’m just explaining why I’m right
Students with ASD are not “misbehaving” to “Drive you nuts”
I’m not arguing…I’m just explaining why I’m right
Students with ASD are not trying to be a “Smart Alec”

15. Things that are difficult…
You may already know:
These may surprise you
Reading body language/facial expressions
Interpreting tone of voice
Perspective taking
Dealing with romantic relationships
Lying- Individuals with ASD do not generally lie
Feeling embarrassed- Individuals with ASD do not often feel embarrassed
Getting in trouble for telling the truth-“Insults” are not meant to be insulting
Seeing yourself as part of a group

16. Communication
Dr. Robert Rosenthal, U of C Riverside, 2010

19. Resources for Theory of Mind
Theory of Mind: How Children Understand Other’s Thoughts and Feelings
Teaching Theory of Mind

20. Central Coherence: The ability to integrate information into a meaningful whole- People with ASD tend to focus on details (parts) while losing site of the whole

21. Literal Interpretation of Language
Obsession with Detail
Reading Environment
Literal Interpretation of Language
What do I pay attention to?
Making a Meaningful Whole
Managing Pragmatics

23. .

24. “Normal people stop seeing the details that make up the big picture and see only the big picture instead. “Normal” human beings are blind to anything they are not paying attention to.”
Dr. Temple Grandin

25. Resources for Central Coherence
Big Picture Thinking
Encyclopedia of Autism Spectrum Disorder
weak-central-coherence-theory/

26. Hypo Sensitive Hyper Sensitive (Under Sensitive) (Over Sensitive) R EG U L A T I O N

27. Resources for Sensory Processing
The Out-of-Sync Child
The Out-of- Sync Child Has Fun
Sensational Kids

28. What does ASD look like in the classroom?
Studying
May appear defiant
Sensory overload
Difficulty with abstract thinking
Paying attention to everything- relevant or not
Difficulty following directions

29. .

32. POWER STRUGGLE
Reinforcement of Negative behaviors
Blame game

33. Typical Accommodations for students with ASD
Extended response time Preferred seating Inform student beforehand if changing of schedule Shortened assignments Visual supports
Rules

34. Never underestimate the power of reinforcement

35. Post-it notes can be used as reminder card/cue card
Visual schedules (pictures for young students, written for older students)
Designate space on the whiteboard for page numbers, homework/classroom assignment
“To Do” lists
Post-it notes can be used as reminder card/cue card
Visual Timers (time timer app, timer touch app), kitchen timer, smart phone, visual support on classroom clock
“I need a break” card or signal

36. Practical Ideas Remove visual distractions
Consider classroom lighting, sounds and smells
Provide a personal “office” space for working
Provide quiet or break area
Pre-plan alternatives – What to do when the pencils or paper supply runs out
Avoid “redesigning” room or seating arrangement often without warning

37. Terri Drca, M.Ed., Autism Specialist tdrca@dsdmail.net
Alyson Gilson, M.Ed.,
Teacher Specialist