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* Social Stories - write about a social situation that the child has had trouble with, or causes the child anxiety. It could be recurring, or for a single event with appropriate responses and interactions for the student to read and practice
*comic strip conversations. Similar to social stories, but with thought and speech bubbles to help students understand what is being said and what people may be thinking.
*direct teach "hidden curriculum" those social skills that most of us just know, but that children with Autism don't pick up on automatically.
*social scripts that students can practice for common situations.

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Impairments in Language and Communication:

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Impairments in Language and Communication:

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*Practice appropriate questions and answers to facilitate and maintain a conversation with another person. For example, provide a list of words and phrases they can use to start a conversation and questions they can ask another person i.e. “how are you today?” “I like this…, what do you like?” Then, practice using these by providing an example- teacher to teacher or teacher to student. Next, practice with the person by having them initiate a conversation using their list of phrases. Last, have them start a conversation with another person and try to maintain it.

*Practicing communicating thoughts and feelings by providing words and phrase for how they feel. For example: I am upset, happy, itchy, tired, etc… Give examples of these feelings and work with the student to identify how they feel currently or how they might feel in a given situation.Prompt them to share feelings throughout the day, giving opportunities to practice.

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Restricted and repetitive and stereotyped patterns of behavior 

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Restricted and repetitive and stereotyped patterns of behavior 

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1) help student to relax when they cannot stop their thinking loop. Ex. Student cannot stop thinking about why their classmate called them a name .Explain with a  short answers ( being called Bro  is a good thing, even if he isn't your brother.).
Let student take a break, try to ignore and reason them out of their emotional mood.  Then ignore , until they have calmed themselves , and they are ready to receive input. Having students use social stories can be used to explain other student's perspective.

2) Echolalia- Find key words that represent what student is trying to say-  The best is yet to come. Students trying to express that the " yet to come" , or what happens later, is something he/she may have anxiety with.  repeating what words have been said. Asking centering questions. "Are you worried about what will happen later? " Discuss possible outcomes that might make thing safer for what will happen later.

3) - Student talks with a different affected voice - Moster voice- when answer a question. Try to ignore, while student works through anxiety , then remind " Can you use the big boy voice?" Give positive reinforcement when appropriate voice is used. Student may use voice when not confident about what is being asked, or if he/she knows the answer. Explain how to ask for help.

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*impairment of social interactions - often do not respond to facial expressions and body movements that are the basis of social interaction
*impairments in language and communication - there are significant delays in language development as well as differences in language development
*restrictive repetitive and stereotyped patterns of behavior, interests and activities - interests are narrow in focus; an insistence on sameness and routine; repetitive motor mannerisms; preoccupation with objects