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Autism Toolbox

Definition of
Autism

Characteristics
and Observable
Behaviors

Social Skills:
Prefer being alone, dont like being cuddled (even as a baby), not react when spoken to, and most
notably not making eye contact with others.
Could present as withdrawal or overly active.
Demonstrate worse motor skills when it came to sitting, standing, and walking or grasping
and manipulating objects.
Behaviour:
Trouble sitting still, may perform physical movement such as clapping or hitting over and
over again, build strict routines that they must keep to, severely react to light, loud noises,
large groups of people and unfamiliar places.
May build attachment to objects and use them in unconventional ways.
Language:
May learn to talk but then can one day be forgotten and never used again or for a long
period of time, obsess over one phrase or word and always say, delayed language skills for
their age, talk in sounds
Use less words than their peers and performing worse in naming objects and using words

Autism Spectrum Disorder (ASD) is a complex neurobiological condition that can affect the normal
function of the nervous system. Most people with autism will have some degree of intellectual
disability and can range from low to high functioning autism spectrum disorders.

*These are all characteristics of a child with autism but do not mean a child is autistic just because they
may exhibit some of these above characteristics. If a Parent or Teacher notices a child exhibit many of
these characteristics they should be taken to a professional to be diagnosed.
Teaching
Strategies

SPELL Strategy:
Structure, helps lessen anxiety and stress within the classroom
Positive Attitudes to success and expectations that are achievable and realistic yet still supporting
development.
Empathy, also express understanding of the difficulties the person with autism struggles with daily.
Low Arousal, creating an environment, which is free of too many distractions so they can learn.
Links, also stay connected with parents, school, community, professionals, family with the student

Autism Toolbox

Providing Visual Support:


There are ways to teach children with autism to communicate;
Facilitated communication, electronic devices, picture exchange communication system, relationship
development intervention, sign language, social stories, speech and language therapy, and verbal
behaviour.
For visual aids to be successful they must suit the needs of the students and be suitable for their
level of comprehension
Visual aids can range in complexity. (concrete to abstract)
Visual aids can be used for as long as the student requires. This differs from oral information,
which once said has to be repeated for the student to access that information again.
Structuring the Environment:
Having specific areas designated for various tasks (reading space, work area, quiet area)
Have clear organization in the classroom (materials and routines)
Be able to cover desirable objects when their use is not needed/ when student should be focusing
on the task at hand
Have clearly marked areas for start and finished work, with all folders and materials colour
coded for each subject
Remove unneeded clutter
Make use of visual cues
Have easily recognizable beginning and endings for tasks
Provide exemplars
Prior to the Lesson:
Refer to students IPP to identify targeted skill for this lesson
Which prompts and consequences will be used during this lesson?
Where will I teach this?
What materials do I need?
How will I collect data from this lesson?
During the Lesson:

Autism Toolbox
Use cues, prompts and consequences during the lesson
Collect data on how much prompting was required and what consequences were used
After the Lesson:
Analyze the data collected (use this for future lessons)
Communicate any important findings to those involved to ensure consistency.
Teaching
Resources

Autism Canada. (2011). Autism Canada Foundation. Retrieved January 20, 2015, from
http://autismcanada.org/aboutautism/index.html
What are Autism Spectrum Disorders? (2014, January 1). Autism Society Alberta. Retrieved January 20,
2015, from http://www.autismsocietyalberta.org/about-autism
Halsell, L. (2014). Autism Behaviors Observable by Age 2. Retrieved January 20, 2015, from
http://integratedlistening.com/autism-behaviors-observable-children-age-two/
George, J. (2009). The Autism Handbook. British Columbia, Canada: #1 Book.
http://integratedlistening.com/autism-behaviors-observable-children-age-two/
Teaching students with Autism Spectrum Disorders. (2003). Edmonton: Alberta Learning, Special
Programs Branch.
Walling, K. (2007). Education and Care for Adolescents and Adults with Autism. London: Sage
Publications.

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