Autistic Spectrum Disorder
(Including Aspergers Syndrome)


Autistic Spectrum Disorder relates to significant and severe impairments in three areas:
• Social Interaction: Difficulties with social relationships.
• Social Communication: Difficulty with verbal and non-verbal communication.
• Inflexibility of thought: Difficulty with creative thinking and lack of social imaginative play.


These are commonly known as the ‘triad of impairments’ as described by Lorna Wing and Judith Gould, 1979.


Pupils with Autism have difficulties, which may include language, reluctance to accept changes in routines, obsessions, gross and/or fine motor problems as well as challenging behaviours. Some pupils may have learning difficulties whereas others may have a difficulty in learning.


ASD must always be a medical diagnosis.


Pupils diagnosed as having ASD, Aspergers Syndrome, Pervasive Developmental Disorder or severe language and communication difficulties will often present with similar features.

 

Characteristics of Autistic Spectrum Disorder

Relating to Communication and Language


Eye Contact/Gaze:

Missing completely.
Learnt.
Present but lacking in expression.
More focused on object than person.
May stare inappropriately.
May have difficulty looking and listening at the same time.


Interaction:

Frequently one sided.
Can be with no communicative intention and is often physical and not verbal.
Uses adult’s hand as a communicative act to get what they want.
Talking at you and not to you.
No sympathy or empathy.
Can be inappropriate.


Verbal Interaction:

Frequently delayed and/or disordered language.
Uses language to request.
Echolalia (repeating words and phrases).
Uses language to comment.
Repetition of topics, questions and comments.
Rigidity of thought.
Consistently uses formal language.
Tone and intonation often inappropriate.
Language may be very literal.
Turn taking in conversation is difficult.
Difficulty in responding to verbal instructions when no visual clues are present.
Own agenda in language - often favourite topics.
May use learnt chunks of language.

 

Characteristics of Autistic Spectrum Disorder

Relating to Sensory Stimulus


The classroom environment can be especially distracting for an Autistic pupil, factors than might impact on the child are:


1. Visual Stimulus:

• lighting, both natural and electric.
• patterns of light through windows and blinds.
• Colours, patterns and attraction to a specific colour .
• Patterns of lines on paper.
• Reflections of light on white boards, computer screens and other shiny surfaces.
• Obsessive interest in something which is visually available.

2. Auditory Stimulus:

• Passionate like or dislike of certain sounds.
• Intolerance of loud noises.
• Obsessive repetition of particular sounds, words or songs.

3. Physical Stimulus:

• Need to walk or run around edges of playground or class.
• Like or dislike specific textures or sensations.
• Feel the need to experience physical pressure such as hugging, bumping or pushing.
• Repetitive gestures or movements e.g. rocking, flapping, tapping.
• The need to hold an object to reduce stress.
• Intolerance of certain clothing ranging from protective aprons to new shoes.
• A need for their own space.

 

Teaching and Classroom Strategies


• Keep language simple.

• Use direct literal language whenever possible.

• Demonstrate alongside verbal instructions whenever possible.

• Use visual prompts and cues as much as possible.

• Allow the child time to process your language.

• Talk about what you want to happen rather than what you do not want.

• Use a simple “no” with a visual prompt rather than a complicated explanation.

• Reinforce group involvement by using the child’s name.

• Introduce new ideas 1:1 or in a small group before expecting him to sit in a whole class group.

• Enable successful group work by giving the child a specific, achievable role.

• Prepare the child for changes in routine.

• Have clear understandable rules.

• Allow time to finish tasks.

• Ensure that the child understands what needs to be done to be’ finished’.

• Provide a quiet / safe area.

• Build on strengths and encourage a positive image.