Autism Spectrum

Disorder
Asperger Syndrome / Autism
Spectrum Disorder

Autism spectrum disorder (ASD) is

characterised by difficulties in
behaviour, social interaction,
communication and sensory
sensitivities.
Spectrum refers to the range of
which these characteristics are
exhibited (severe to medium)
Each person with autism is unique
and the characteristics although
common, are not necessarily
exhibited but all people on the
autism spectrum
The spectrum supports the need for
individual assessment, diagnosis and
intervention planning
The spectrum indicates the intensity
of support systems and support
types that are required

Characteristic Behaviours:

Strategies
Communication & Language:
ensure one has students
attention before commencing
instruction
clear and concise verbal
instructions one instruction at a
time
allow appropriate time for the
student to process and respond
to the instruction
ask inquisitive open ended
questions as opposed to closed
ended questions
use complimenting and
consistent visual images to
support verbal instruction
commence questioning with
lower order thinking questions
and then progress into higher
order thinking questions
Expressive Language strategies:

teach students appropriate ways

of starting and jointing

Justification
Despite having solid cognition,
students with ASD syndrome are
often perceived as unusual, and
socially marginalised (Philips, 2003).
They are aware of their social
isolation and do not know how to
comprehend their social situation. If
they are taught the rules of a specific
situation, they tend to adhere to the
rule in social circumstances where it
is not appropriate which at times can
create a sense of social awkwardness
(Philips, 2003). Research has found
that it is very difficult for children
with ASD syndrome to establish and
maintain friendships (Hyde,
Carpenter & Conway, 2010). Young
people with Asperger syndrome
become at risk of depression because
of the increasing social demands of
adolescence (Phillips. 2003).
Students lack of reciprocity in social
exchanges, resistance to physical
contact and inability to understand

Reciprocity problems in social or

emotional interactions
Difficulties maintaining relations
Problems with non-verbal
communication
Restricted and repetitive behaviour

Asperger Syndrome
Persons with Asperger syndrome
convey difficulties with the use of
language and social skills however,
perform at an average or above
average cognitive level
Students with Asperger Syndrome
may experience learning difficulties
due to their social understanding and
usage of language thus, their
difficulties to understand social
communicative processes results in
difficulties in their interactions with
others
Social difficulties experienced are:
o Social impairments
o narrow interest
o repetitive routines
o nonverbal communication
o motor clumsiness

conversation
teach students how to be patient
and listen to others
teach students general socially
acceptable topics of conversation
teach students when to reply,
interrupt and change topics
cue with parallel
acknowledgement through
implicitly identifying a role model
for communication
use prompting, scaffolding and
positive reinforcement

Appropriate responses to
Echolalia (repetition of words):

provide verbal prompts to assist

student with completing
communication
observe behaviour and ensure
the student is not distressed
Ignore the repetition and model
correct response to the student

emotions and empathy are

characteristics which prohibit peer
relationships (Hyde, Carpenter &
Conway, 2010). However, through
the consistent interactions with peers
and the Learning Manager, students
are able to observe regular behaviour
and note the consequences of
specific ways of speaking and
behaving (Philips, 2003). Therefore,
the teachers consistent modelling
and implementation of strategies
which focus on teaching students
with ASD appropriate communication
skills and expressive language skills
they are essentially developing their
level of social competency of that
child. This will beneficially enhance
the students relations within school
and the community (Philips, 2003).

It is the role of the Learning Manager

to explicitly teach students with ASD
how to initiate interactions, seek
Augmentative and Alternative
assistance and request information in
Communication (AAC)
a socially appropriate manner within
Incorporate resources such as cue the classroom thus, it is essential

The degree of which these traits are

exhibited is dependent upon the
individual

cards, symbols and

communication mediums of
which the student can
consistently refer to when
needing or required to
communicate

(Hyde, Carpenter and Conway 2010, p.

278)

Students are susceptible to bullying

due to their social difficulties as they
struggle to perform tasks such as
negotiating and patience
Students are disadvantaged as they
will have lower levels of
understanding in terms of the hidden
curriculum

Interpreting Humour & Meaning

Use resources such as movies to

explore the concept of intended
meaning

Technology

Utilise Technology to enhance

engagement
Technology can be used as a
means of modelling appropriate
social and conversational skills
and furthermore, perceptions of
emotions

Behaviour Management Coping

Mechanisms

Challenge the student without

applying pressure
Teach student ways of which they

that the learning Manager integrates

a behaviour management system
that is flexible and fosters a positive
relationship with the students
(Powell, 2003).
Technology can be utilised to provide
students with an increased
opportunity to develop a more
peripheral understanding of content
covered in class such as intended
meaning (Hyde, Carpenter & Conway,
2010). Increasing exposure to
meaning and emotions through
various forms of media can assist
with students acquiring adaptive
behaviour (Hyde, Carpenter &
Conway, 2010). For example,
students may have the linguistic
knowledge to read at a satisfactory
level however, their comprehension
may be disadvantaged as they
cannot understand the intended
meaning of some word choices,
expressions and literary techniques.
Technology can enhance the learners
exposure to exploring meaning and

can cope with their stress and

anxiety
Ensure student understands
instructions
Observe and identify
consistencies in how they express
emotion through behaviour
Provide consistent routine to
reduce stress levels
Introduce change slowly and
provide support systems such as
clear explanation and scaffolding
to assist with their ability to
respond to change
Ensure that students have a safe
and secure environment within
and outside of the classroom

Teaching Behaviour

Use a rewards system

Remain consistent with rules and
expectations
Use positive reinforcement
Teach using small steps to
maintain student engagement
Use explicit instruction and
modelling of good behaviour and

although they cannot understand

fully they can identify characteristics
and develop adaptive responses
accordingly (Philips, 2003).
Furthermore, technology can be
incorporated to assist learners who
have issues with motor skills such as
writing and therefore they can type
so their learning is not disadvantaged
(Hyde, Carpenter & Conway, 2010).
Another supportive point that could
prompt the use of technology in the
classroom is Philips (2003)
articulated that researchers have
data to suggest that a students
interest in music may have positive
effect of calming and can be a means
of facilitating positive ritualised
behaviour.

positive attitudes
Use prompts and scaffolding to
support students as they attempt
knew skills