Even a "straight A" student with autism who has a dealing centers choice memory can be incapable of remembering to bring a pencil to class or of remembering a deadline for an assignment. In such cases, aid should be provided in the least restrictive way possible. Strategies could include having the student put a picture of a pencil on the cover of his notebook or maintaining a list of assignments to be completed at home.
Always praise the student when he remembers something he has previously forgotten. Never denigrate or "harp" at him when he fails. A lecture on the subject will not only NOT help, it dealing centers choice often make the problem worse. These students seem to have either the neatest or the messiest desks or lockers in the school.
The one with the messiest desk will need your help in frequent cleanups of the desk or locker so that he can find things. Simply remember that he is probably not making a conscious choice to be messy. He dealing centers choice most likely incapable of this organizational task without specific training. Attempt to train him in organizational skills using small, specific steps.
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Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues, such as drawings or written words, to augment the abstract idea.
Be as concrete as possible in all your interactions with these students. Avoid asking vague questions such as, "Why did you do that? Next time put the book down gently and tell me you are angry. Were you showing me that you did not want to go to gym, or that you did not want to stop reading?
An increase in unusual or difficult behaviors probably indicates an increase in stress. Sometimes stress is caused by feeling a loss of control. Many times the stress will only be alleviated when the student physically removes himself from dealing centers choice stressful event or situation. When this occurs, a "safe place" or dealing centers choice person" may come in handy.
Tips for Teaching High-Functioning People with Autism
Do not take misbehavior personally. The high-functioning person with autism is not a manipulative, scheming person who is trying to make life difficult. They are seldom, if ever, capable of being manipulative. Usually misbehavior is the result of efforts to survive experiences which may be confusing, disorienting, or frightening. People with autism are, by virtue of their disability, egocentric. Most have extreme difficulty reading the reactions of others.
Until you know the capabilities of the individual, you should avoid: idioms e. Remember that facial expressions and other social cues may not work.
Most individuals with autism have difficulty reading facial expressions and interpreting "body language. Avoid verbal overload. Be clear.
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Use shorter sentences if you perceive prop trading job the student is not fully understanding you. Although he probably has no hearing problem and may be paying attention, he may have difficulty understanding your main point and identifying important information.
Use a written or visual schedule to prepare him for change. Behavior management works, but if incorrectly used, it can encourage robot-like behavior, provide only a short term behavior change, or result in some form of aggression.
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Use positive and chronologically age- appropriate behavior procedures. For example, the hum of fluorescent lighting is extremely distracting for some people with autism. Consider environmental changes such as removing "visual clutter" from the room or seating changes if the student seems distracted or upset by his classroom environment.
Continually responding in a logical manner or arguing back seldom stops this behavior.
The subject of the argument or question is not always the subject which has upset him. More often the individual is communicating a feeling of loss of control or uncertainty about someone or something in the environment.
Try requesting that he write down the question or argumentative statement. Then write down your reply.
This usually begins to calm him down and stops the repetitive activity. If that does not work, write down his repetitive question or argument and ask him to write down a logical reply perhaps one he thinks you would make.
This distracts from the escalating verbal aspect of the situation and may give him a more socially acceptable way of expressing his frustration or anxiety. Another alternative is role- playing the repetitive argument or question with you taking his part and having him answer you as he thinks you might. Even sending dealing centers dealing centers choice a note for his parent may not work. The student may not remember to deliver the note or may lose it before reaching home.
Phone calls to parents work best until the skill can be developed. Frequent and accurate communication between the teacher and parent or primary care-giver is very important.
Or ask an especially kind student if he or she would agree to choose the individual with autism as a partner before the pairing takes place. The student with autism is most often the individual left with no partner. For example, the individual with autism dealing centers choice be a "math whiz" in Algebra, but not be able to make simple change at a cash register.
Or, he may have an incredible memory about books he has read, speeches he has heard, or sports statistics, but still may not be able to remember to bring a pencil to class. Uneven skills development is a hallmark of autism.
Moreno, S. Tips for teaching high functioning people with autism. Indiana Resource Center for Autism.