High-Functioning Autism Spectrum Disorder
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High-functioning Autism Spectrum Disorder Behaviors Often Key Features Associated with ASD: impaired social interaction and poor social skills difficulties with communication (verbal and nonverbal) Some students with ASD are cognitive and behavioral inflexibility, with associated difficulty accepting “hyperlexic;” i.e., they can and adapting to change read words very well but narrow interests/preoccupations (often on themes of transportation, often cannot comprehend computers, or maps) what is read. repetitive and rigid routines/rituals They often have trouble with writing tasks, as both Difficulties with Interpersonal Functioning: their fine motor skills and Students with ASD typically find making friends difficult, as they lack ability to put words/ understanding of subtle clues and social nuances. sentences together to form They often use language in a slightly odd way and tend to interpret complete thoughts tend to what they read or hear in a literal, concrete way. cause difficulty for them. Misbehavior often stems from an inability to communicate their frustra- Students with ASD tend to tions and anxieties. need support in organizing Some students with ASD talk incessantly, often on a topic of interest on- their materials, writing ly to themselves without awareness of the boredom of the listener. down deadlines, and pre- Interventions paring to complete assign- ments (e.g., taking home Interact in a calm, patient, supportive manner. textbook for homework). Provide clear rules and expectations. They often have a vast store Provide structure and routine in the classroom, and prepare the student of facts, figures, and other for changes in routine or expectations. Providing written checklists or types of information that other self-monitoring strategies is often helpful. has been learned by rote, Assist the student in developing an organizational system with clear rules. without the ability to link Provide advanced notice of transitions. information in an abstract, Offer simple and precise instructions/directions; check for understanding. conceptual way. Provide choices such that the student has greater control over situations. They tend to focus on de- Rather than attempting to eliminate obsessive interest in topics, provide tails and fail to comprehend specific times of the class for the student to engage in such interests (e.g., the bigger picture; i.e., they looking at book after half of assignment completed). can’t see the forest for the Relate academic tasks to preferred topics whenever possible. trees. Provide regular, but brief, opportunities to practice writing skills (e.g., They often experience diffi- daily journal). Provide support with writing tasks if the student experi- culty focusing or maintain- ences difficulty (e.g., use of computer for portions of assignments). ing attention to task. Rigidity, or strict adherence to real/believed rules, may look like noncom- They tend to be rule-bound pliance. If the student appears to be behaving in an oppositional manner, and will readily admonish consider whether it is in fact rigidity, and attempt to help him consider others for not following the an alternative interpretation of the situation. rules. If the student demonstrates difficulty with accepting a poor grade or mis- They also tend to feel a take, share with him such information privately. need to finish what they Offer assistance with organization. have started, even if they Take advantage of “teachable moments” for instruction in social skills. have permission to stop. Modeling the appropriate behavior (rather than only talking through), Students with ASD often be- and then encouraging the student to practice it, is helpful. come very distressed when If the student appears to “shut down,” provide brief reassurance and an faced with frustration, im- opportunity for the student to regroup before attempting to intervene. perfection, criticism, or los- Help the student problem-solve; often a minor tweak to a situation will ing. provide the needed solution. Kristal Lowry .