Autism Teaching Techniques

[SLP]

Do any of you teach classes for autistic children?
What is your experience with Verbal Behavior training?
What other teaching strategies are you using? Are they successful?

[Brandi]

I am not a teacher...YET, but I have an autistic daughter. She is 4 and in special education preschool at our local elementary school. I am really curious to see what methods the teachers will use with her when she starts K and up.

I think that it would be very difficult to choose teaching strategies because autism is a spectrum disorder and every single autistic child is affected differently. I am trying to think of how I would handle my daughter in a classroom setting and honestly I am at a loss LOL. This is something I guess I better give some thought to in conjuction with inclusion classrooms today.

[SLP]

What methods are provided for your daughter currently in her spec ed preschool? How are they working for her? Do you do home carry-over of her school program?

[christiw]

I teach special ed ages 11-18 with an ever increasing autistic population. Currently I use very structured programs.

Each student has a PECS (Picture Exchange Communication System) schedule. Every task, activity, recess, snack, lunch is posted in the order it will occur. They are prompted to check their schedule upon arrival, which provides each student with an idea of what is going to happen. In the beginning, the prompts are after each task but ultimately, they are able to work some what independently.

I use Pix Writer for stories, cooking, daily life skills.

The Pyramid Training is great though costly but I've noticed that the more able to communicate the fewer the behaviors.

I make picture cards that correspond with my lesson plans for my verbal students so that everyone is included - at least on some level.

[SLP]

Christiw,
Thanks for your response. We use PECS too.
Tell us more about Pyramid Training please.

[Brandi]

What methods are provided for your daughter currently in her spec ed preschool? How are they working for her? Do you do home carry-over of her school program?

Sorry it took me so long to reply. I completely overlooked this post the last time I logged in. Right now she has special education preschool at the public school for 1/2 day, 5 days a week (about 3 hours). The classroom is very structured which works well for her. Very rarely does the teacher and/or assistant deviate from the schedule. If they have to for one reason or another she freaks out. Other than that she is pulled out for ST 2x weekly, OT 2x weekly, and PT 1x weekly. That is where she makes her most progress.

That probably wasn't much help, but with all of the different special needs in her class the teachers don't have one set method to anything other than scheduling and lots of fun! Just being in such a structured environment has helped her tremendously though.

As far as other things, our insurance is going to cover ST, PT, OT, and ABA Therapy for her. Just waiting on the paperwork to go through (we have military insurance and it is all a bunch of paperwork and red tape!). Right now we are just trying to reinforce the goals from her IEP and the things she does at school each day (she has a folder and notebook that come home with her everyday with that info).

[SLP]

Brandi,
It sounds like you are happy with her program and that your daughter is doing well there. Great!

[Laoise]

i am working in special ed in a mainstream school, and have one quite severely autistic boy, tried using a few systems but in the end a combination of PECS, ABA and little ideas from others such as Lovass. I know the issue of autism and the best educational route is a very hot and sticky topic in Ireland at the moment as the the government is very reluctant to fund training and education and prefers that autistic children be mainstreamed as much as possible. Really found using the mixed method helpful, what you choose will really depend on the severity of the condition and the particular 'quirks' (for want of a better word) the child has.

[Dazzler]

Hello Laoise!
I have just logged-on for the first time. I have been teaching for 30 years, and have worked in Special Schools and Mainstream Education in England and Scotland.
Presently working in Mainstream Primary in Scottish Highlands -with a remit for Autistic Spectrum/ Behavioural / Social Problems.
I find that most children respond well to a visual timetable. Many mainstream teachers are now using large versions in their classroom displays and it certainly eases the anxiety of ASD pupils and boosts the confidence of all pupils. Think the word you might be looking for, (as an alternative to "quirks" ) might be "steriotopy" i.e. sterio-typical behaviour.
I usually give each child a small photograph album in which to keep their own timetable symbols and photos. A few minutes spent each session to arrange the individual or class visual timetable can help reassure he pupil and prepare them for "what comes next?" or "how much do I have to do?" or "When is the task finished?" The child can remove the symbols from his/her own timetable and "post" them in a finished box as and when tasks are complete.

[mkcornflower]

I have a daughter who has Aspergers (mild form of Autism). Her doctors have been no help...we had to fight them to get her tested to begin with! So, we are getting new doctors, that will, hopefully, listen to us and teach us. But, until then, I am at a loss. I don't know how to handle her. I teach her at home, and I am doing ok with it, but some things just blow my mind. She'll be doing great with the work, then all of a sudden she'll ask me a question that I didn't think to explain because most people would know, but her identifying with reality/nonreality and sarcasm and why people do things is very shaky still. We were learning about Noah and the Ark yesterday and it just blew her mind that nobody believed that there would be a flood and that they all thought Noah was crazy. We were going along the lesson just fine, but I could see the wheels turning in her head. We were done with the lesson and ready to move on to math, when she looked at me and said, "why didn't the people just stop being bad? didn't they know that God said there would be a flood?" Her theory was..God said it, so it's going to happen..pretty good for a 5 year old:p . But, she just had trouble understanding why nobody else thought that way. As adorable as it is, I was surprised (though I shouldn't be anymore), that she did not get that to begin with. In adult thinking, people are not always good, they don't all believe in God, and they don't always listen to what they are told. So, we extended our Bible lesson another 20 min and went over every detail with her and explained everything. I think she gets it now.
Is there something that I should be doing differently? I have not been taught anything from the doctors, like I said, and I'm afraid that I may miss something important in her development.

Thank you

[lovetoteach]

I am not a Special Ed Teacher, but have a child with Autism. He is currently in a Structured Teaching class (3rd grade) and it has been wonderful for him. I found a link explaining Structured Teaching: http://www.teacch.com/structureteach.html

Sue

[bella mundi]

I teach low-functioning students with autism in secondary ed (high school aged).

We also use some PECS, although we really encourage them to communicate verbally instead of using pictures. We use Mayer-Johnson pictures for EVERYTHING! We use them for academics, social stories, visual reminders, schedules, labels, communication, everything.

In terms of teaching, we use a blend of Developmental Therapy and SCERTS (Barry Prizant, check it out, it's good stuff). We're one of the model schools for SCERTS. I really like the system, it is really about the individual and meeting their needs.

We are also big on sensory integration as part of our routine.

If you have any other questions, I'd be happy to help! :o

~Bella

[Noelleannp]

I would highly recommend the book Non-verbal Learning Disabilities at School (Educating students with NLD, Asperger Syndrome, and Related Conditions) It is written by Pamela B. Tanguay.

[Jacquelynn14]

I am a special needs day care teacher who currently works on with a toddler who has autism and a school age student who has autism. You are right it is a broad spectrum and giving them assistance has to be individualized. The special blessing I am currently working with is non-verbal. I am working with the public school district and family so that we are all on the page. I have been working with children with autism for nearly 10 years now. One thing I can say I have found is that if everyone involved in the in the child's life works together the child grasps thing much faster.

By the way my classroom is called, Special Blessings. Sounds so much nicer then Special Education or CD room.

I have educated the other students and staff about autism. This has helped inclusion go much smoother and the other students have actually be very helpful. One of my special blessings is school aged. The school age students had lots of questions and once they were answered they were very accepting.

Hope some of this helped.

~ Jacquelynn

[wenbar]

I have taught school in Maine for almost thirty years, the last two working with career skills for special needs students. Currently I am working in Florida with a special needs charter school. While working in Maine with Autistic children, we focused on routine skills for the students...ie, responsibilities that the child had to accomplish everyday. One of my friends who had an autistic son would have him do three chores each morning on the family farm. These students need the security of an establish routine. It is better that the child works with a structured teacher in her school program than a teacher who changes the set up of the lessons everyday.

[leafy seadragon]

I teach in NSW, australia in a government primary school. My class is a mixture of students from kindergarden (5 y.o.) to Year 6 (12 y.o.). I also have a mixture of abilities ranging from students who are more classically autistic to students with Aspergers syndrome. Some very verbal, some non-verbal, some still needing toilet training, other having a lot of integration time in mainstream. It is very busy and I find that one particular approach or program does not suit all. I have seven students each on individual programs. The program has overall structures and goals but I am finding that being resposive to cues from the students help you find ways you might not have thought of to teach them if you stuck to a particular program. The job is very creative on both sides. Overall, there is a class structure with visuals & scaffolds to support activities, daily diaries etc. We use a lot of social stories and all go to as many whole school activities with the mainstream classes as we can. Sensory integration is important and I find music therapy has also been very helpful. It is very busy, but generally we are calm and productive people. I have a Teacher's aide special full-time and we go weekly to gymnastics, swimming and shooping at the local shopping centre. It is interesting to read about the different ways people teach. How are classes set up elsewhere?

[mandydevine]

Hi Ria,

I also have a daughter with many many needs and also teach.

Look up an autism support group in your area. They will help alot especially with ways of working with her.

I spent many hours with mine( now 19) looking a facial expressions and feeling, she had no idea and even now talks in the third person at times.

This surprised friends of mine as socially she is the party girl!! so not severe.

At this age, I taught social skills, even though she may not understand why. ( mine still doesn't just accepts this.)

Some life experiences will help alot too. ie: a zoo, a park, simple things.

Sounds like you are doing great. Keep going ok.

xx

[dcoombs]

I am not a teacher but I work as a one on one aide. For the most part we use the PECS system and we stick to a strict schedule. The more predictable things are the better it is. We also have OT, PT, and Speech available for our students.

Things get really difficult since we are supposed to have an ASD program, but the school keeps handing us children that are not on Autistic, so things get crazy sometimes.

We also have other things that we use with our students to reinforce thier communication. We do this through technologies, such as computers and some programs that they offer. We also use the arts to connect.

Everything we have is completely visual, although the student I am with now we are trying to wean him off of the pictures and verbal prompting that he has grown accustom to. Many people do not realize that children with ASD are very smart and tend to be very intune with what is going on. They think just because they have trouble with communication that they are not smart, but it is quite the opposite.

[NewSPEDTeacher]

I teach a K-2 self-contained class of low-functioning children with autism....(ABA)
In my classroom of emergent speakers/non-verbal students I run a verbal manding session for 30 minutes everyday. Every morning my assistants and I cut up skittles, M&Ms, cookies, raisins, etc. into 4ths or smaller for this session. I place the items into individual compartments of a plastic box. (Think of the boxes for beads that jewelry makers use) My 6 students sit around a semi-circle table in front of me during VB and request the desired item either through sign language or 1-2 word phrases.
Initially, I didn't like the idea of using edibles in the classroom, but I've seen that it helps teach the students that if they really really WANT that piece of cookie, they will have to ask for it AKA communicate want/need. I try not to use edible reinforcers too often throughout the day, but reward with tangible items such as toys as to highlight the importance of VB time.

Hope that is of help to you!

[silvana]

I am currently completing a masters degree in autistic spectrum disorders and I have taught several low and high functioning autistic children. What is becoming clear in all research is the need to move away from too much visual and to actually help the individual develop some form of communication which will assist them in functioning in the world at large. I used edible reinforcers for my high functioners....the results were amazing and food is a powerful motivator for any learner.

[deeno]

Hi mk Cornflower,
You are doing a fantastic job with your child.
I was thinking as I read your post, that perhaps an occupational therapist and a counsellor would provide more support than a doctor. Our doctors only provide a medical diagnosis and then we use a clinical psychologist who provides some cognitive therapy, I think that these children need some support with thinking positively. Our psychologist also works with tools that support the children with practical and age appropriate strategies to manage their anxiety.
Our Occupational therapist provides programs in sensory integration and social skilling. We conduct all of the social skilling in groups with children who are skilled in this area. In this way we are raising awareness and improving all childrens' skills. The occupational therapist also helps with muscle tone and strategies to motivate these children to write.
There is so much information about autism now due to the increase in its prevalence.
Sue Larkey has a website. She sends a newsletter out bi-monthly. You might like to subscribe and maybe she could send it electronically.
Take care, you are doing such a fantastic job.
Deeno
Good Luck