Working with Austistic Spectrum Disorder children in the classroom

1. Working with Austistic Spectrum Disorder children in the classroom

2. How do I recognise ASD behaviour? • Child is behind in physical/cognitive tasks • Repetitive behaviours • Language delay (verbal and nonverbal) or inappropriate use of language (echolalia) • Does not make eye contact or smile • Does not know how to hold a conversation • Does not know how to play with toys, and does not play creatively/imaginatively • Child has irrational fears • Seems out of control emotionally – tantrums, screaming, unable to be comforted

4. What does their behaviour mean?

5. What is likely to happen in the classroom? • High noise levels overstimulation • Energetic play overstimulation • Doesn’t know how to communicate what he wants to others frustration • No attention lonely, angry and sad • Doesn’t know how to do activities offered or play with toys fearful, threatened • Complex instructions withdrawal

6. Physical Aggression • Lashing out at peers, teachers, family • Self-injury (biting, grinding teeth, pinching, headbanging, scratching) • Throwing/hitting/kicking objects • Tantrums These physically aggressive behaviours towards self or others signify the child is experiencing anger, fear, frustration, overstimulation (feeling out of control)

7. Manipulation • Clinging, emotional vocal outbursts/crying • Breaking objects • Hitting children in front of teacher • No turn-taking • Appearing to be not listening These manipulative behaviours are the ASD child’s way of seeking attention (feeling left out)

8. Withdrawal • Repetitive behaviours – rocking, flapping, finger clicking, balling fists, manipulating objects) • Refusing to respond • Running away/isolating self These withdrawal behaviours signify that the ASD child is overstimulated, unsure, unconfident (feeling unsafe)

9. Dealing with negative behaviour in the classroom

10. ABA and Floortime Technique • Applied Behavioural Analysis (ABA) is useful for children who are low functioning. Reward positive behaviour whenever you see it, distract child from negative behaviours and provide an alternative. • Floortime Technique is useful for higher functioning children. Distract the child from the negative behaviour, or join in and expand it into positive behaviour through modelling.

11. Dealing with physical aggression • Reward positive behaviour verbally and authentically. • Time out, using an eggtimer – teacher present. • Teach the child a positive anger management technique – squeeze a ball/fists, count to 10, 5 deep breaths, jumping circle. • Redirect child into calm activity. • Provide an alternative physical activity. • Separate the child and hold him until he self-manages and calms down. This must be discussed and approved by parents first.

12. DO NOT….. • Hit the child or physically punish him. • Leave him in time out/punishment corner by himself. • Become angry/display unproductive emotions. • Physically interact with child unless necessary for safety.

13. Dealing with manipulative behaviour • Reward positive behaviour. • Show appropriate compassion and then move on, gently redirecting focus and behaviour. • Connect child to something he wants. • Use situation-appropriate consequences to deal with negative behaviours. • Remain unemotional for the duration of unproductive behaviour.

14. DO NOT…. • Play into the behaviour by showing the child undue attention. • Allow the child to cling to you physically. • Isolate the child. • Become angry or upset.

15. Dealing with avoidant behaviour • Reward positive behaviour. • Touch the child firmly, almost like a massage – with child’s permission. • Position yourself in child’s face and redirect his focus to making a connection. • Clearly explain what the child will be doing next. • Redirect child into a physical activity.

16. DO NOT…. • Punish the child for repetitive behaviours/withdrawal. • Become angry or take it personally when child will not connect. • Leave the child by himself or allow withdrawal to continue beyond 5 minutes. • State child’s name/instructions repetitively.

17. Supporting the development of the ASD child

18. Physical development • Demonstrate/teach moves to be learnt in the smallest possible chunks • Teach hand over hand and fade your support out gradually • Always use positive language and plenty of verbal praise

19. Managing emotions • Ask child questions to support him in becoming aware of his emotions • Be patient, firm and loving • Support the child to learn from other children in appropriate situations

20. Appropriate communication • Model appropriate communications and prompt the child to use them in conversation and play • Only accept properly phrased communications from the child • Support the child in making connections and joining/initiating play activities

21. Cognitive development • Break instructions into the smallest possible chunk of information • Build up to sequences of instructions slowly • Use plenty of verbal praise • Refocus their attention by using a reinforcement (promised activity, countdown to zero, etc) • Use a lot of repetition

22. We tend to live up to our expectations. Earl Nightingale “The quality of expectations determines the quality of our action.” A. Godin