Autism Spectrum Disorder

Autism (Autistic Spectrum Disorder)

Definition

“A complex developmental disability that essentially affects the way a person communicates and relates to people.”

Indicators

All individuals experience difficulties in relation to :

Communication: literal understanding/use of words, poor understanding/ use of speech
Social interaction: difficulty establishing relationships or friendships individual may remain “aloof” or passive in their behaviour
Learning: difficulty maintaining attention or focusing on tasks. May think abstractly
Behaviour: individuals may have a resistance to change as well as restricted interests. May have repetitive mannerisms e.g. hand flapping
Sensory stimuli: individuals with ASD will respond differently to stimuli this may vary from restrained sensitivity to over-sensitivity. Some children may be clumsy or dyspraxic
Anxiety and stress: this may range from a withdrawal to a bedroom to an outburst of emotion.

Intervention Strategies

Play strategies to foster turn-taking and social skills
Intensive interaction to encourage communication and to help eliminate inappropriate behaviours
Intrusive teaching which encourages children actively to seek help and to be engaged in class activities
Stress-reducing activities to help individual children cope with difficult situations, including managing anger and aggression
Friendship techniques e.g. circle of friends

ASD Resources

EA Autism Advisory and Intervention Services (AAIS) have a number series of videos from “The People That Matter”. These videos can be found on the AAIS website:

Autism Advisory and Intervention Services (AAIS) Website

Asperger's Syndrome

Definition

Asperger’s syndrome falls within the autistic spectrum.

Typical Problems

Interpretation of humour
May be clumsy or have poor physical and visual motor skills
May have difficulty separating reality from fantasy
May be sensitive to loud noises
Will invariably be upset by change of routine

The following issues may occur in class:

Difficulty blocking out distractions
Poor personal organisation
Inability to work in groups
Accepting correction
Poor handwriting
Taking class direction
Speaking out of turn
Lack of appropriate eye contact

Intervention Strategies

Positioning of pupil’s desk to avoid distraction
When possible, explain changes in routine
Skills learned in one subject may not be transferred to another
Shouting is NOT an effective strategy
Have a personal timetable
Keep language simple
Keep the tone of your voice even
The pupil may be slow to finish work; allow extra time
If all else fails “have a sense of humour”