How we support children with autism When teaching students with Autism Spectrum Disorder (ASD), a number of different approaches can be employed that have been proven to yield positive results, and while it must always be remembered that every student and his or her needs are unique, there’s no need to reinvent the wheel every time you work with a different child. Whether you’ve been in the field working with students with ASD for decades, or you’re just beginning to consider a career teaching students with autism or autism spectrum disorders, here are a handful of techniques that range from entire systems to common sense tricks that will help you, and the students with whom you work, be more successful.
1. USE SIMPLE, CONCRETE LANGUAGE Simple, concrete language, especially when the words used are visual in nature and accompanied by visual supports, is easier for students on the spectrum to interpret than abstract or metaphorical language is. While it may be in your nature to expound on the reasons behind an activity or task, to the student with ASD, such exposition and abstraction can be confusing and frustrating. Unadorned, straightforward, literal language is more readily understood, which is why it’s also best to avoid using idioms, sarcasm, and long sentences.
2. GIVE LIMITED, CLEAR CHOICES For many students with ASD, choosing can become nearly impossible when given a wide range of options to consider. Likewise, choices that have nuances can provide an unwelcome and unwinnable challenge. Because of this reality, it’s important that the choices presented to students are both clear and limited in scope. This rule should be applied to both assignments and personal decisions. For instance, if working with a child on identifying which shape is called a “triangle,” only give him or her two or three options from which to choose. Likewise, when helping a student make a decision about something — say what to eat for lunch — avoid giving a myriad of options or no options at all. Instead, give the student a few, clear choices — “Would you like spaghetti or a sandwich?”
3. BE GENTLE IN CRITICISM Like all children and adolescents, autistic students need honesty, guidance, and feedback regarding when they are doing tasks correctly and when they are not, but it’s important to always be gentle in tone and word when offering correction or critique. Tone of voice, because of the shifts in meaning it can convey, causes considerable difficulty for anyone on the spectrum.