Potential Special Education Teachers
Autistic helpful hints.
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
AUTISM
A HELPFUL GUIDE SO YOU DON’T END UP WITH A PURE PANIC FACE LIKE THAT ONE!
Task analysis is the process of breaking a skill into smaller, more manageable steps in order to teach the skill. As the smaller steps are mastered the learner becomes increasingly independent in their ability to perform the larger skill. Use it! It will save time and elevate kids from losing their minds.
Photo by Chris Liverani
KEEP YOUR WORDS SIMPLE AND TO THE POINT!
OR YOU WILL BE REMINDED BY YOUR STUDENTS THAT, “YOU TALK TOO MUCH MR. ROBERTS!”
Photo by Saksham Gangwar
TEACH SPECIFIC SOCIAL RULES
TURN TAKING, SPACE BUBBLES, BEING A GOOD SPORT, BEING KIND
Photo by Aaron Burden
GIVE FEWER CHOICES
THE MORE OPTIONS AN AUTISTIC STUDENT GETS THE MORE CONFUSED THEY BECOME.
Photo by Mauropm
BLANK STARE & NO RESPONSE AFTER A ?
THIS IS TYPICAL. JUST ASK THEM TO REPEAT WHAT YOU JUST SAID.
Photo by LauraLA2008
AVOID SARCASM
EVERYTHING FROM YOUR MOUTH IS TAKEN LITERALLY. BE CAREFUL WITH YOUR WORDS!
Photo by HeatherHeatherHeather
STICK WITH ONE OPTION QUESTION & ANSWER.
AVOID QUESTIONS LIKE, “WHAT DO YOU WANT TO DO NOW?”
Photo by Camerons Personal Page
Repeat instructions and always check for understanding.
Photo by highersights
Set a daily routine and try your best to be consistent with it.
Photo by Tristan Gassert
Teach them what finish means and what it looks like. Pictures help.
Photo by Andrew_D_Hurley
Use the students name. Sometimes when you address the entire class they don’t realize that it means them as well.
Photo by Jon Tyson
Use different forms of presentation: hands on, visual, peer modeling, etc.
Photo by Anne Davis 773
DON’T TAKE THINGS PERSONALLY.
RUDE OR AGGRESSIVE BEHAVIOR TOWARDS YOU MAY HAVE NOTHING TO DO WITH YOU.
Photo by Fancycrave
AVOID OVERSTIMULATION.
NOISES, MULTIPLE GROUPS TALKING, LOTS OF THINGS GOING ON, KEEP ALL TO A MINIMAL.
Photo by Will Folsom
Relating schoolwork to the students interests helps.
Photo by kenming_wang
Educate peers about Autism. Understanding will alleviate teasing.
Photo by Pensive glance
Sorry to say, but avoiding games and sports will eliminate confrontations and incidences.
Photo by assortedstuff
It’s ok to use obsessive behavior as a reward for positive efforts.
Photo by Iker Urteaga
These are useful tips for students that fall all across the spectrum. Administrators, teachers, and education assistants will all benefit. As an EA I was literally, “thrown to the wolves,” with only a coaching background trying to put out fires with autistic students in general population classes.
I have included references in a separate download.
Least impactful students would include High Functioning/ASD students. Classroom teacher is informed of the students tendencies. Student is capable of recognizing when they need a break or when the classroom situation is over stimulating and can use their coping strategies to stay at baseline with emotions and behavior. Student has learned enough strategies from behavioral specialist to manage their emotions.
Photo by tanveer_sayem
A student in the 2nd least impactful subgroup would be able to navigate through general population classes, but still have the occasional hiccup. They are able to recognize that they are about to lose their mind, but still be able to excuse themselves for a motor break, quiet time in behavioral classroom, or find their safe person. They have learned to understand their emotions, but still need outside assistance (EA, Behavioral Specialist, etc.).
Photo by 2bmolar
A 3rd tier student is starting to get much more impacted by their Autism. They can participate in a general population classroom, but need definite support for their behavior. Emotions are still a struggle. They haven’t yet understood why they go from 0-5 until after the escalation subsides and they can collect their emotions and think. They most likely have an EA as a one on one, or at least one nearby that keeps the student on their radar.
Photo by sydney Rae
Students on the 4th tier are very impacted by their autism. These students need behavior and academic support. Their time in general population would most likely only be specials: music, library, PE, recess, and lunch. However, their autistic impact is high enough to require supervision and a one on one EA. The hope is for this kid to learn enough coping strategies to be able to get to full time general population, however, some may not be able to do this just because their autism is too high a challenge.
Photo by 4nitsirk
Students on the 5th tier are most impacted by their autism. It may be so strong that their lack of academic skills and behavioral issues have kept them in a behavioral room with full support all day or possibly an academic deficiency that they are best supported in a life skills classroom.
Photo by Park Troopers
Able to use coping strategies in general Population classroom. Minimal support needed.
Photo by fatboyke (Luc)
Uses coping strategies in general Population classes, but excuses themselves for sensory breaks.
Photo by A Guy Taking Pictures
Uses coping strategies in general Population classroom, yet hasn’t mastered complete control of behavior. Needs behavioral support from EA and prompted breaks.
Photo by blmiers2
Hasn’t proven themselves to independently be in a general population class full time. Partial time in behavior class with immersion in general population class if earned.
Photo by Stuck in Customs
Full time behavioral classroom or life skills classroom depending on lack of coping strategies and academic level. May need full time support in this classroom setting.
Photo by Werner Kunz
