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Autism Tip Sheet

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Autism Tip Sheet Tip Sheets What is Autism? Autism is a Characteristics of Autism neurodevelopmental • Challenges relating to people, objects, disorder usually and events including challenges in recognized in the first social skills and relationships. three years of life. The • Sustained repetitive and abnormal play Center for Disease Control (hyperfocus on objects or topics). estimates that 1 in 110 • Speech and language absence, delay, children born in the U.S. or abnormality. are on the autism spectrum. Boys are four Challenges Relating to People, Objects, times more likely to have autism than girls. and Events Autism is the second most common • Over attachment to certain objects developmental disorder and it is considered to • May not seek cuddling or physical be a national public health crisis. attention • Difficulty with imitation skills Autism as a Spectrum Disorder • Difficulty with reciprocal social Autism is part of the Autism Spectrum Disorder interaction (ASD) because the symptoms of autism can • Absent or abnormal social play range from mild to severe. Autism Spectrum • Difficulty interacting with other children Disorders/Pervasive Developmental Disorders • Preference for being alone include: • Aloof manner • Autistic Disorder • Difficulty expressing needs • Asperger’s Disorder • Uses gestures or pointing instead of • Rett’s Disorder words • Childhood Disintegrative Disorder • Difficulty making and keeping friends • Pervasive Developmental Disorder, Not Otherwise Specified. Sustained Repetitive and Abnormal Play Affected Areas of Development • Uneven gross/fine motor skills • The way a child communicates, • Unresponsive to verbal cues understands, and uses language. • Little or no eye contact • Social skills, how the child interacts • Insistence on sameness, resistance to socially with others. change in routine • Sensory/Behavioral, how the child • Noticeable physical over-activity or understands and responds to his/her under-activity environment and the world around • Displays extreme distress for no him/her. apparent reason www.inclusivechildcare.org Speech and Language Absence or Delays • May benefit a child to have a low • Inappropriate laughing and giggling teacher/child ratio. • Echolalia (repeating words or phrases • Practice taking another person’s in place of normal language), unusual perspective (role plays, dramatic play). use of speech • Support the child in entering a play • Abnormalities in nonverbal situation, get them going and monitor communication, as in eye contact, facial when further support may be needed, expressions, body postures, gestures to but allow for independence when initiate social interaction appropriate. • Abnormalities in production of speech • Offer Social Stories® and Social (volume, pitch, stress, rhythm, pacing) Scripts® for play scenarios, transitions, • Abnormalities in sound of speech new events, etc. (monotone, high pitch, inflection) • Occasionally provide opportunities for quiet time or individual activities. Watch for over-scheduling with peers. Strategies for Meeting • Use repetition to teach social skills. Sensory/Behavioral Needs • New learning done in small steps. • Keep loud sounds to a minimum; many children have strong reactions to noise. Strategies for Meeting • Be aware of visual distractions and Communication/Language Needs environmental distractions as in bright • You may need to try alternative lights, buzzing fluorescent lights, etc. communication strategies as directed • Provide earphones or other methods to by therapists or special educators. muffle out sounds. • Use picture/story boards, visual • Incorporate raised letters, pictures, and schedules/calendars, prompts are very other sensory input to help children feel effective. what is being taught or told. • Repetition is important! • Use structure and routine. • Label everything you can in the • Seek the function of behavior and use environment with pictures and words. positive supports. • Encourage children to express • Ensure opportunities for getting away themselves through art, computer from sensory overload. programming, and other venues. • Provide a rich sensory environment, but • Use a child’s fixations to teach from. never force an experience. • Use concrete visual methods to teach • Organize the environment with visual numbers. cues like picture schedules, prompts, • Help child sing words instead of speak. and visual cues. • If a child has visual processing issues, For more information on autism use black print on colored paper to spectrum disorders, visit minimize contrast. Avoid bright yellow. www.inclusivechildcare.org. • Incorporate relaxation techniques and massage (check with parent/therapist). Copyright © 2011 Center for Inclusive Child Care, Concordia University, 275 N Syndicate St, Strategies for Supporting Social Skills Saint Paul, MN 55104. These materials may be • Plan and organize transitions between freely reproduced for educational purposes. settings or events. Talk about transitions ahead of time to avoid Funding Provided by the Minnesota problems. Department of Education. www.inclusivechildcare.org .
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