Autism Toilet Paper
Here to Help You Clean Up the Messes
Autism Spectrum Disorders
Educationally, students who are evaluated by an MDT and meet the criteria set by Nebraska Department of Special Education as having a significant difference in communication, social interaction, restricted interests, resistance to change and unusual sensory experiences are verified as having Autism. So what does that mean? Autism is a spectrum disorder. Each individual with autism will have differing degrees of difficulties in the different areas. No two people with autism have the same kind of autism, thus the term spectrum. The CDC estimates one in 88 individuals has ASD.
Communication and Social
Students with Autism may use verbal or nonverbal communication. 55% of communication is body language, 38% is the tone of voice, and 7% is the actual words spoken.(Mehrabian & Wiener, 1967 and Mehrabian & Ferris, 1967). Difference in communication impact a student's ability to interact socially, relate to characters in stories, understand the teachers perspective, make predictions, and problem solve.
Restricted Interest
Having an intense interest to the exclusion of learning and exploring other areas is common with students who have autism. This limits the topics they can talk to others about, their ability to appreciate and share others' interest, join in new activities. Patterns are comforting. Remember this when selecting rewards and creating schedules.
Sensory
Sensory processing is a term that refers to the way the nervous system receives sensory messages and turns them into responses (Miller 2006). Each of us is bombarded with sensory input daily. Our brains tell us what to ignore and respond to. We learn how to modulate (balance) our senses. This isn't the norm for students with ASD. Each will have a unique way of receiving sensory messages and ways to cope with responses. Consider sensory processing issues when evaluating behaviors we see in students.
Keep It Simple, Structured and Rewarding
Communication and social interactions are challenging for students with Autism. Keep the language concrete. Watch out for sarcasm, figurative language and inference made through nonverbal communication. Routine is central for success with students with Autism. Use schedules, visual schedules and let them know in advance of change. This help to provide predictability in a chaotic world. Reward students for doing what is tough. Things like staying calm, taking turns, playing with a peer, joining a conversation, accepting a change are just a few examples of daily challenging activities students face at school. Follow their interest and use them as the reward for attempting these tasks. Accept the differences and appreciate their gifts and consider the long journey they have in a very social society.
Columbus Public Schools Autism Spectrum Disorders Team
Supporting Individuals with Autism Spectrum Disorders (ASD) , the Teachers Who Educate Them and Their Families
Email: mckinneyj@discoverers.org
Phone: (402)563-7060
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