Table Of ContentA
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Autistic Spectrum Disorders Autistic e Autistic
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Spectrum t Spectrum
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Practical Strategies for Teachers u
Disorders m Disorders
and Other Professionals D
Practical Strategies Practical Strategies
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Northumberland County Council Communication d
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Support Service r
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Increasingly, teachers are expected to identify problem
areas and help children with ASD to change or manage
their behaviour appropriately. This book will help teachers
with this through:
■ helpful categorisation of problem areas
Autistic Spectrum
■ solutions that will allow teachers to help children
promptly and effectively
■ advice on setting IEP targets Disorders
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■ photocopiable resources rt
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The text is aimed at teachers and TAs working at Key e
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Stages 1 and 2, speech and language therapists and la
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d Practical Strategies for Teachers
educational psychologists.
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Northumberland o
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County Council t and Other Professionals
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Communication o
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Support Service c
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ic
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tio ■ Challenges of
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ASD and how
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p to meet them
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t ■ Off the shelf
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Northumberland County Council Communication Support Service
Autistic Spectrum
Disorders
Spoken Language Difficulties: Practical Strategies and Activities for Teachers
and Other Professionalsby Lynn Stuart,Felicity Wright,Sue Grigor and
Alison Howey
(ISBN 1-85346-855-X)
Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the
TEACCH Programme to Help Inclusionby Gary Mesibov and Marie Howley
(ISBN 1-85346-795-2)
Autism in the Early Years: A Practical Guideby Val Cumine,Julie Leach and Gill
Stevenson
(ISBN 1-85346-599-2)
Educational Provision for Children with Autism and Asperger Syndrome: Meeting
their Needsby Glenys Jones
(ISBN 1-85346-669-7)
ii
Autistic Spectrum
Disorders
Practical Strategies
for Teachers and Other Professionals
Northumberland County Council Communication Support Service
David Fulton Publishers Ltd
The Chiswick Centre,414 Chiswick High Road,London W4 5TF
www.fultonpublishers.co.uk
First published in Great Britain in 2004 by David Fulton Publishers
Note: The rights of Lynn Stuart,Jennie Beckwith,Amanda Cuthbertson,
Rosamund Davison,Sue Grigor,Alison Howey and Felicity Wright to be
identified as the authors of this work have been asserted by them in accordance
with the Copyright,Designs and Patents Act 1988.
David Fulton Publishers is a division of Granada Learning Limited,part of
Granada plc.
Copyright © Lynn Stuart,Jennie Beckwith,Amanda Cuthbertson,Rosamund
Davison,Sue Grigor,Alison Howey and Felicity Wright 2004
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library.
ISBN 1-84312-155-7
Pages from this book may be photocopied for use only in the purchasing
institution. Otherwise,all rights reserved. No part of this publication may be
reproduced,stored in a retrieval system or transmitted,in any form or by any
means,electronic,mechanical,photocopying,or otherwise,without the prior
permission of the publishers.
Typeset by Pantek Arts Ltd,Maidstone,Kent
Printed and bound in Great Britain
iv
Contents
Foreword ix
Notes on contributors xi
Preface xii
Acknowledgements xiii
Section 1 Areas of difficulty 1
Chapter 1 Behaviour 3
School 3
1 Playtimes 3
2 Lunchtimes 4
3 Assemblies 5
4 Boundaries 6
5 School rules 7
6 Transitions 8
Class 9
1 Anxiety 9
2 Anger 10
3 Disruptive behaviour 11
4 Obsessions 12
5 Unusual behaviours 13
6 Distractibility 14
7 Carpet time 15
8 Following own agenda 16
9 Changes in routines 17
10 Organisation 18
11 Coping in groups 19
Suggestions for IEP targets 20
Chapter 2 Thinking and learning 22
Learning 22
1 Seeing the bigger picture 22
2 Single channel focus 23
3 Homework 24
4 Independence 25
Attention 26
1 Listening 26
2 Starting a task 27
3 Staying on task 28
4 Fatigue 29
v
s Thinking 30
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t 1 Rigidity of thought 30
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C 2 Fact,fiction and imagination 31
3 Thinking skills 32
4 Mind reading 33
Suggestions for IEP targets 34
Chapter 3 Conversation skills 36
Verbal 36
1 Listener knowledge and listener needs 36
2 Turntaking 37
3 Initiating and developing conversations 39
Non-verbal 40
1 Body language and gesture 40
2 Facial expression and eye contact 41
3 Tone of voice 42
Suggestions for IEP targets 43
Chapter 4 Sensory and motor 45
Undersensitivity 45
1 Continual movement 45
Oversensitivity 47
1 Smell,touch and taste 47
2 Sight 48
3 Sound 49
Motor control 51
1 Fine and gross motor skills 51
2 PE and games 52
Suggestions for IEP targets 53
Chapter 5 Language and communication 54
Use 54
1 Restricted interests 54
2 Language development 55
3 Unusual language features 56
Comprehension 57
1 Literal understanding 57
2 Inference 58
3 Verbal reasoning 59
4 Following instructions 60
Suggestions for IEP targets 61
vi
Chapter 6 Social skills 62 s
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Social context 62 te
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1 Home/school relationships 62 C
2 Social cues 63
3 Inappropriate behaviour 64
Social interaction 65
1 Making friends 65
2 Keeping and sharing friends 66
3 Interactive play 67
4 Empathy and emotional understanding 68
Understanding others 69
1 Lies and other language uses 69
2 Jokes 70
3 Accidents and bullying 71
Suggestions for IEP targets 72
Section 2 General strategies 73
1 Social stories 73
2 Circle of friends 78
3 Using a buddy system 79
4 Playtime strategies 80
5 TEACCH approach 81
6 Visual schedules and transition planners 82
7 Setting up a work station 83
8 The social filing cabinet 84
9 Home/school liaison 88
10 Conversation cue cards 92
11 Organisation strategies 96
12 Suggestions to improve motor skills 98
13 Activities to promote non-verbal awareness 104
14 The older pupil – a whole-school approach 107
Section 3 An autistic view of the world 115
Autistic voices 115
A comparison of autistic spectrum disorders and
neuro-typical responses 118
Section 4 Resources 121
Behaviour 121
Thinking and learning 121
Conversation skills 122
vii
s Sensory and motor 122
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t Language and communication 122
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C Social skills 123
General 123
An autistic view of the world 123
Websites 124
Games 124
National courses 124
Index of areas of difficulty 125
viii
