Autism In The Classroom

Transitioning can be difficult and stressful for people with autism spectrum disorder.   Here are five techniques that can help to reduce anxiety and give a sense of predictability to transitions.

1. Create a Schedule

Create a schedule the student can refer to.  This can be a simple written list of activities or a sequence of pictures or both. Schedules can prepare a student for a transition by allowing them to anticipate upcoming activities and understand the sequence of events that will occur. Using schedules can decrease transition time and lower anxiety and melt downs.

2. Show Activities as Finished

Marking activities as finished naturally prepares the student for the next activity. If using a picture schedule have a finished pocket for the student to place the picture of the completed activity in. For routine schedules, laminate the schedule with a box next to each picture that the student can check off as complete. Or simply use a piece of paper and write out the schedule and allow the student to cross each item off as it is completed.

 3. Use a Timer

Time is an abstract concept that can be difficult for autistic students to understand. Using a timer gives students a visual of how much time is left before a transition. It can also help to keep some kids on task for projects they don’t like, because they can see it has an end. Some timers, like the Time Timer give an additional visual of the countdown of time.

 4. Make sure there is ample time for transitions.

Rushing to stay on schedule is stressful for anyone. Especially with new routines at school allow adequate time for autistic students to process the transition and move on to the next activity.

 5. Give the student a transition item.

Sometimes carrying a familiar item during a transition can add a sense of continuity and comfort. Some students keep an object with them throughout the day.  For others it’s helpful if they get the item after they have completed a project.  Allowing the student to get the transition item may help prepare them to move on to the next activity.

Fidget toys-we love them. Fidget toys can help relieve stress and increase focus and attention. More and more teachers are reporting that learners focus better and retain more information if they have something to do with their hands. Good fidgets should feel interesting, provide movement for the fingers, be durable and not distract others. The following is a list of our five favorite fidget toys.

 The Tangle Relax

This is by far our favorite fidget toy.  The Tangle Relax features twistable rubberized Tangle pieces with a bumpy rubberized cover. It’s durable, quiet, and people love the way they feel. It’s big enough to break in half to make two smaller sized fidgets.  A larger size version of this is the Tangle Therapy; this fidget toy is a little more expensive but also fantastic.

Nubby Stretch & Bounce Ball

The Nubby Stretch and Bounce Ball has a bumpy soft cover and is filled with a foam putty a student can quietly stretch and shape. The unique texture is soft and stimulating. This fidget toy is particularly nice for kids who need to squeeze something. However, for someone who is particularly aggressive with their squeezing you may want to try an  Isoflex ball.

Large Porcupine Ball

The Large Porcupine Balls is about 3 1/4″ in diameter. These balls feel interesting, provide lots of movement and exploration for the fingers, are quiet, and the threads on these are thicker than a Koosh ball. They are very sturdy and as an added bonus they’re fun to throw and easy to catch!

The Tactile Atom Ball

The Tactile Atom Ball has long tentacle like arms that stick out from the center that are soft and squishy. The tentacles are bumpy and knobby making it very interesting to hold and touch. This fidget toy is fairly sturdy, but if you have a student who is particularly aggressive we would not recommend it.

Stretchy Frogs

What can we say; Stretchy Frogs have been around forever! They are small, stretchy, and very inexpensive making them a nice option for teachers.  They are great for students who move from class to class because you can easily put them in a pocket.

Did you know that you can set your autistic student up for success, just by making a few changes to your classroom? We’ve put these tips together to help you start the school year off right.

 Use Visual Supports

• Post a classroom schedule as well as an individual schedule that the student can refer to throughout the day. Knowing what to expect will decrease anxiety and increase independence.
• For the first day of school have a seating chart ready before the student with autism arrives. Have a plan in place to help them identify and find their seat.
• Often students with autism have a difficult time understanding personal space.  Define personal space by drawing masking tape outlines on the floor. Make sure there is plenty of room between desks. 

 Pay careful attention to where the child with autism is seated.

• If possible talk to last year’s teacher. What worked well for the child last year?  Was the child seated in front of the class, in the back, or side of the class?
• When deciding where your special student will sit be aware of noise.  Many students with autism process normal sound as too loud or quiet. It can be difficult for these students to filter out background noise. Have the autistic student sit away from the hallway, pencil sharpener or water fountain.
• Keep in mind who will sit next to the student with autism. Is there a child in your class who is especially helpful, kind, or compassionate? If so let them sit next to the student with autism.

 Minimize Distractions

Children with autism pay attention to details and can miss the big picture.

• Wall charts and posters can distract from your teaching.
• While teaching, try to teach in front of a blank background (i.e. a chalkboard with with minimal writing).
• Minimize distractions by storing unnecessary or large equipment in closed cabinets.

 Provide Calm Place

Change is difficult for people with autism. A new school year, new class, and a new teacher can be overwhelming for the child with autism. Try to create a quiet area for your autistic student to go for breaks. This could be a table with dividers or a small area in the corner of the classroom with a bean bag chair and some headphones. The area should be free of visual distractions and easily accessible. When you notice the child becoming agitated direct them to their quiet place. It’s better to let the child calm down when they begin to get frustrated instead of waiting for a full meltdown.

 Pay Attention to Sensory Stimulation

Normal sensory experiences can seem overwhelming or even painful for the child with autism.

• Fluorescent lighting can be distracting or even give the child with autism headaches.
• Students with autism can be very sensitive to smells avoid air fresheners and perfume. 
• If the child is especially sensitive to sound make sure to give them warnings before loud or unexpected sounds such as fire drills. Have a set of headphones available to help with noise.

 We hope these tips will help you have a successful start to your school year. 

For more helpful tips visit Autism 101 for Teachers.

A fun and simple oral motor activity that kids love is a bubble factory.  All you need to make it is a straw and a clean empty yogurt cup.

 To make it cut two holes in the top of a yogurt cup:

Cut a small hole on the top of the lid and a larger hole on the bottom. Fill the yogurt cup half full of bubble mix. Insert a straw in the small hole and let the child blow bubbles. If you are worried about the child sucking up the bubble mixture, cut a hole in the straw about one inch down. This will keep them from sucking up the bubbles.

Once you’ve gathered ABC behavioral data, it’s time to actually put it to work. The next step in using ABC data is to look for patterns in the student’s behavior and form a hypothesis.  Once you form a hypothesis you may need to gather more evidence to to make sure your hypothesis is correct. You can gather more information about the child’s behavior through interviews with members of the child’s IEP team, parents, and other support staff. The cause of a behavior usually becomes more apparent when there are consistencies in both ABC data observations and functional assessment interviews.

ABC data should be used every so often to track the progress of IEP goals, along with classroom observations, and interviews. Essentially, the main goal of ABC data is to help the IEP team learn about patterns and functions of behaviors present in a particular student. ABC data can also help the IEP team to evaluate behaviors, behavioral plans and make modifications as needed to address problems or challenges associated with an autistic student.

When developing an IEP for an autistic student, it’s important to observe the child’s behavior to look for patterns, functions, and preferences. Because autism spectrum disorders have a direct impact on behavior, it’s important to develop a plan using behavioral data so that it’s easier to tackle communications challenges, social interactions, sensory needs, and other important goals in an IEP.

ABC data is a type of behavioral research that utilizes observations to help develop a positive behavior support plan. ABC refers to three separate observations:

• Antecedent – the events, action, or circumstances that occur before a certain behavior. For example, a teacher asks a student to pay attention.
• Behavior – the behavior itself. For example, using the teacher and student interaction, the student ignores the teacher.
• Consequence – the action or response that follows the behavior. For example, the teacher repeats herself sternly.

If you are gathering ABC data on an autistic student, you may want to develop a three column chart that charts each ABC action (antecedent, behavior, consequence). Be sure to note the time and any environmental factors that could have contributed to the behavior.

Remember do not interpret or characterize the behavior. Identify what preceded the behavior, what the behavior looked like and how long it lasted, and what the consequences were. Its important to report the conditions as objectively as possible. It may help to act as if someone else were observing and reporting. Objective data can help the IEP team develop a plan of action for helping an autistic student deal with his or her behavioral and social challenges.

IEPs can be very stressful for teachers of any grade level or experience. However, there are things that parents can do to help reduce the stress on the special education teacher so that an autistic child gets the highest quality of care and guidance possible. A happy teacher can help to make a child’s educational experience – and IEP – even better. As an educator, it’s your responsibility to start building strong partnerships with parents, rather than administrators, to ensure that the IEP gets carried out easily and effectively.

Here are some easy things you can do as a teacher to reduce the stress of IEPs:
• Work with the parents to put a plan in place at the start of the school year so that you both have a roadmap of where the child needs to go (and what needs to be done).

• Get accurate contact information for the parents. Sometimes teachers overlook this simple information and when the time comes to contact the parent for assistance, it can become even more stressful. Take the time early on to establish contacts and contact guidelines.

• Set realistic expectations and goals for yourself as an educator. Besides IEPs, you have meetings, paperwork, lesson plans, maintaining parent communications, and students to teach. Reduce stress by managing your workload and setting expectations for what you can accomplish.

• Review successes in the IEP if you start to feel discouraged. Talk to the parents and recap on the progress the child has made.

• Organize your classroom and all of the paperwork associated with the IEP or the particular student. Organization can greatly reduce stress and make it easier to keep up with a student’s progress.

• Make it a point to address parent concerns and complaints as soon as possible. This will ensure a more proactive and positive relationship between you and the parent.

• Communicate with the parents over the child’s behavior outside the classroom. Try to form observations on certain behaviors and use them to develop a more successful IEP. Keep revisiting the IEP throughout the year to adapt it to the child’s needs and development.

As Summertime approaches, we are often asked, “What are some good travel toys for kids on the autism spectrum?”  So, we at National Autism Resources wanted to share with you a list of our best travel toys for those with autism:

Wikki Stix Activity Set:

Wikki Stixs are bendable, colorful yarn that sticks to a surface with just fingertip pressure.  These provide an interesting tactile experience and also help fine motor skills. Children can make all kinds of art projects with no glue or mess.  Fun Activity Kit includes: 96 Wikki Stix, Wooden shapes, Feathers, Pompoms, 4 blank faces that are great for exploring emotions, 2 greeting cards, Do-Wikki Gam,e Wikkidoodle sheets, a Travel Fun Book and more!  The activity set comes in a convenient carrying case.

Vibration Buddy:

We love vibration buddies, these soft musical buddies play music and vibrate when squeezed.  The soothing vibration is good for calming and soothing kiddos when they get stressed out.  We appreciate that the manufacturers have included volume control.

Squishy Dino Set:

This is one of our most popular toys.  These dinos are rubbery and squishy with little beads inside.  They are wonderful for imaginative play, incredibly sturdy, and provide great sensory input.

Knobby Teether Ball:

This is a teether ball that a child can hold and chew on. Many teachers use these during circle time to help kids sit who also need to chew.   These are nice for airplane and car rides, particularly if your child is prone to chew on things.

Mini Light Spinner:

It’s easy to keep track of the mini light spinner because it has a break away necklace.  Visually mesmerizing a child can  wear it and watch the lights spin and flicker.

Mini Dozer:

This small, inexpensive item is not meant to be durable.  However, depending on the child, it can keep them occupied for awhile.

Tangle Jr:

Tangles are great for keeping hands busy on trips in the car, on a plane or anytime. The Tangle Jr. has  18 interconnected pieces that a child can quietly twist keeping their fingers quietly moving. Tangles are a great manipulative toy that stimulates the brain as it helps increase finger dexterity.

Let’s Make Faces Book:

This spiral bound book is designed to be drawn in.  Kids can draw in faces, wipe them clean, and then draw them again! A wonderful tool for exploring emotions and easy to travel with.

They happen with all children, but sometimes, dealing with an autistic child having a meltdown can be an entirely different and more challenging experience. As an educator, you have the responsibility to keep order in your classroom while at the same time enforcing positive behavior in an autistic child. To help you manage meltdowns, here are a few tips:

1.) Make classroom rules clear, as this will help maintain structure. This is one of the first steps to preventing a meltdown.

2.) Should a meltdown happen, provide a quiet place for that student to go. This can be a trip to the bathroom with a classroom aide or a visit to a guidance counselor. Either way, just make sure the child has a quiet place that’s free of over stimulation.

3.) Be patient. Meltdowns will happen and you have to expect and prepare for them.

4.) Develop a plan of action with parents, classroom aides, and other administrators should a meltdown happen. Have a clear protocol to what must be done to calm the child and reinforce positive behavior inside and outside of the classroom.

5.) Minimize classroom chaos, noise, clutter, and other sensory overloads that could trigger meltdowns. Be conscious of the child’s sensitivity to certain stimuli.

6.) Meltdowns can sometimes occur as a result of change in schedule.  Be sure to anticipate the changes with backup plans that can help the child transition easily back into routine.

7.) Work with parents to get a sense of what triggers meltdowns at home and make changes to the classroom to adapt.

8.) Meltdowns can be triggered by anything that causes too much stimulation. Once a meltdown occurs, remove the child immediately from the situation and put him or her into a quiet place. Then, give the child something with a stimulating texture, like an interesting fidget (LINK TO SENSORY TOYS/FIDGET SECTION OF SITE), so that he or she may use it to trigger a calming effect.

9.) Track the cause of the meltdown.  Screaming, kicking, crying, silent seizures, migraine headaches, and loss of control of all behavior can occur. During an episode, a child with autism will not pay attention to his or her behavior, nor will he or she notice if that behavior compromises safety. While these episodes may have much momentum in the beginning, they will wind down. Remember to be patient and give the student time to let the episode pass while at the same time, noting what brought on the attack and what can be done to prevent it from happening again.

10.) Take time to refresh yourself on special education tactics and training. New strategies for dealing with meltdowns are always being developed and staying on top means that you can be prepared should something happen in your classroom.

1.) Children with autism can learn better when you use visuals to support the things you are saying. If at all possible incorporate pictures, charts, or other visual aids into your instruction.  This will help all students (not just the one with autism) to concentrate and keep them from withdrawing from the lesson.  Visual aids can also give structure to a classroom. Pictures and words should be used all around the classroom to help identify areas such as where lunches are stored, pencils are sharpened, and even where the restrooms are. Give an autistic child the opportunity to communicate by using these visual aids as cues.

2.) If teaching in a regular education classroom, you may need to make changes so that an autistic student can learn effectively.  Pay attention to where your autistic student is sitting, and try to make it an area with few distractions.  If possible use room dividers or the placement of furniture to keep things structured and to keep certain areas free of distractions. Separate areas for independent work, group work, play and other activities can give the autistic student visual cues about what is expected of them.  They can also make the autistic child feel safe by using structure and routine.

3.) Use visual cues and routine to help the student focus on instruction. It may be helpful to do your classroom instruction in front of a plain white board with out any background distractions.  Reward and praise actual accomplishment and staying on task. Having trouble keeping focus? Try using other sounds than the child’s name repeated to regain attention, like clearing your throat.  If he is in a situation where he gets too excited, take the child to a quiet place where he can calm down and recompose. While it is important to accommodate the child with autism, do not make it obvious that the child has special needs. Children with autism should feel like they are a part of the class.

4.) Challenges will happen when you’re working with an autistic child, but preparedness will always make things easier. Know that you may encounter frustration and confusion caused by sensory overload or the inability to communicate effectively. Stressful, loud, overly stimulating, or unstructured situations may cause panic and tantrums in an autistic student. Work with the parents, student, and administrators to have a plan in place to help the student work through frustration or difficult experiences. Keep a close relationship with any support staff that can help you positively respond to an autistic child.

5.) Finally, be patient. Students with autism are faced with a variety of communication, social, and sensory challenges. Take the time to educate yourself on the nature of autism as you work to better the life of an autistic child in your classroom.

More resources and tools for setting up a classroom for an autistic child can be found here on our website, along with other visual support tools.