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Autism is on a spectrum. Every student is different and may need different supports depending on where they are.

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I wonder how to balance all the different needs of my students in class while still keeping my lesson on track. I have a student on the spectrum who benefits from multiple breaks while other students in my class would rather push through a lesson.

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Reading through this page makes everything seem simple but there are a lot of pieces to a classroom that need to be coordinated. Checklists like these provide a good reminder and helps me feel less overwhelmed. It is challenging for me to transition from pushing in to another teacher's classroom to setting up my own. Making my classroom transparent and posting information so it is easily viewable would be helpful for everyone in the classroom.

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I know that people with autism may communicate/socialize in ways that are  different than many other people.

People with autism may be hypersensitive and may focus more intensely on some subjects to the exclusion of others.

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I'd love to have time to hear from more experienced special ed teachers how to manage the needs of students with autism–especially if they have multiple autistic students on their caseloads.

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As an RSP teacher at a smaller alternative school who mostly works 1-on-1 with students or teaches OL, I'd like to know how other SpEd teachers work w/ co-teachers in establishing classroom routines.

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I read a book (Neurotribes THE LEGACY OF AUTISM AND THE FUTURE OF NEURODIVERSITY by Steve Silberman) about the history of autism and the parents who advocated for the inclusion of neurodiverse students into our educational system that lead to Individuals with Disabilities Education Act (IDEA). My partner's daughter has been diagnosed with high-functioning autism. I suspect that autism runs in my family and I am most likely somewhere on the spectrum.

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Where can one find training to work with children with autism?

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The book (Neurotribes by Steve Silberman) I referred earlier is a wonderful introduction to understanding neurodiversity.

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I know that people with autism struggle with social communication. Also, they show some repetitive patterns of behavior. Since autism is on the spectrum, each person with autism has different symptoms. Hence, each one of them has different needs.

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I wonder how to balance all the different needs of my students given that some students' needs can be a distraction to others.

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https://docs.google.com/drawings/d/1T5ng4FsNLgg9eWYoJwaI0x2meadMt-Nuq-aNx47TGW0/edit

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I know that folks with autism can have sensory preferences and special interests; they can struggle with perspective-taking and may prefer to be alone. I know that autism is on a spectrum and that each individual will have different needs.

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I am wondering how to support students who are struggling with connecting with same-age peers. I have one student who seems to really want to connect with and be liked by his peers but does not have the skills to make this happen!

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Re: Acknowledgement Systems

I am wondering about appropriate rewards! I have a student who loves Pokemon cards, so I purchased a set and am doling them out. It works like magic but feels a little too easy. How does one go about determining which rewards to choose?

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I know that autism is not one single thing, and affects everyone differently. I know I grew up in the era of "Rainman", which for better or worse brought more media attention to autism. I have a first cousin and an uncle that live with ASD.

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Sorry. I misunderstood this section. Please disregard my previous post. I found the idea that expected behaviors may in fact only represent dominant cultural norms. Is working quietly at your seat an expression of oppression in favor of the dominant cultural norm of what a "good" student does? Some students are much more physical and energetic than our dominant cultural norms would like to see in the behavior of students and children. I always found this unfair.

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I know that Autism is a developmental disorder that impairs ones ability to communicate and interact.

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I wonder how to balance my students with autism behaviors while teaching my lessons/ staying on track with the lesson.

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Every person with autism is unique, but some things they tend to share are: some degree of social and/or communication challenge, sensory sensitivities, strong interests/passions, and a strong preference for consistency.

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Outside of ABA (which people with autism consider abuse) and a BIP (which seems insufficient beyond acute behavioral problems), what strategies for behavioral/social development are available/advocated?

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Autism is a developmental neural disorder that affects someone's communication and social abilities. Autism is a spectrum disorder so each person expresses themselves differently and has different needs.

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How can I help my autistic student create friends/engage more with her with her peers in and outside of class?

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I know that Autism will present itself differently in each person; the range is wide. Some common indicators of Autism will included difficulty in communication and socialization, repetitive behaviors and problems with abstract thinking.

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How can I help them foster self-advocacy skills.

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re: classroom setting

I agree how important it is to make sure that your classroom space is set up for success for your students.
I had a student a few years ago whose ABA therapist gave me lots of recommendations of how to set up my classroom; mixing soft materials and hard materials, alternating between high impact and low impact activities and even suggested putting materials in places where the students had to get up and walk (to provide them with a break). It was interesting to see how these changes were beneficial to everyone.

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I know that autism spectrum disorder affects different people VERY differently. I know ASD can make many different things extra challenging about high school. I know students with ASD who are very sensitive and full of feelings and have a hard time knowing what to do with those feelings.

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How can I help my student with ASD on my caseload who is having violent outbursts towards himself and at least once to another student? we have de-escalation strategies outlined, but half the time he refuses to do them when I ask him to. Last week he banged himself so hard in the head with a keyboard he drew blood (in front of a class) and this week he threw a chair at a student just because he thought that student was disrupting the teacher.

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I like the ideas of "prompting and pre-correcting" and would like to think about how to integrate those more.

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I like the ideas of "prompting and pre-correcting" and would like to think about how to integrate those more.

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Prompt and precorrect. It was helpful to review the different types of prompting: environment, gesture, indirect verbal, direct verbal, and model. I think I can update/use more anchor charts now and especially in the beginning of next year.

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I know that Autism affects a person's ability to communicate, in a broad spectrum of ways. The way that ASD presents for a person, as well as the supports that they need, vary greatly. ASD can also affect someone's sensory preferences.

-Isabel

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I want to know more about how to support my students with ASD with their social development, while also accepting that what they want socially may differ from what neurotypical students may want. I think I would need to determine which skills are necessary for them to be successful and which skills they want to learn, but I also need to know how to teach those skills!

-Isabel

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This page made me think about how I will teach, reinforce, and reward behaviors in a group that I have with two students on the spectrum. I've been struggling lately with getting this group to listen to one another and talk about each other's thinking, so I will be using this resource to think about how to talk about the expected behaviors and what they look like and how to reward those behaviors.

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The link with effective teacher commands in the Prompt and Precorrect workbook page definitely was a nice reminder of how I can better approach reminding students of expectations of how to proceed with immediate tasks on hand.

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What I know about people with ASD is that each individual is very different.  The one they all have in common is that I do not always receive the expected emotional responses/reactions things I say or questions I ask of students.  Students with ASD will need varying levels of support to help them verbally express an answer/response.

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A question I would have about working with students with ASD is how to determine if a general education classroom is the correct placement for a student that does not respond to enticements, rewards, acknowledgement, intentionally avoids school staff attempts to explicitly explain visual schedules, reward systems, etc..., however student is highly responsive to doing the two same tasks, all day, but does allow staff to build upon those two tasks to further academic knowledge.

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I don't think I know very much about people with autism.

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I love humor and I often wonder how to let more people in on my jokes. This goes for people on the spectrum, EL, folks without the same pop-culture knowledge etc.

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ASD is complex. Every student who has ASD with varities of needs. The students I have worked with all show me how to accommodate them differently. Some students might have hard time to converse two ways and empathesize for others' needs.

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How to effectively communicate with students who have ASD?

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How to effectively communicate with students who have ASD?

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I have found that some students with ASD can't or don't want to listen to others while they insist on talking about one subject on and on without interruptions. How do I guide them to have mutual conversation but not just dumping information to the listeners?

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What if we suspect a student has Autism but there is no diagnosis?

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Dr. Temple Grandin's quots: “The skills that people with autism bring to the table should be nurtured for their benefit and society’s.” “And, if a cure for autism were found, she would choose to stay just the way she is."

“I like the really logical way that I think.  I’m totally logical. In fact, it kind of blows my mind how irrational human beings are,” “If you totally get rid of autism, you’d have nobody to fix your computer in the future.”

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Interview and work with your student to get ideas for values, goals, and powerful reinforcers.

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Work WITH your student and their family creating ethical goals that represent family values rather than only school values.

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If you're trying a personalized behavior intervention (other than a formal BIP), the PTR format is helpful for school teams in creating function based, personalized intervention plans that systematically teach functionally equivalent replacement behaviors.