Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) are neurodevelopmental disorders characterized by difficulties with social interaction and communication. Asperger’s Syndrome (AS) falls within this spectrum and is sometimes referred to as “high functioning autism.” The following list is designed as a general overview of the autism spectrum. An individual on the autism spectrum may exhibit some of the following characteristics:

• Awkward eye contact, posture, and/or gestures

• Difficulty with changes in classroom, seating, and syllabi

• Sensory sensitivity (lights, sounds, touch, smells)

• Delayed responses

• Misunderstanding of tone of voice, jokes, facial expressions, sarcasm, and other subtle messages

• Oddities in vocal pitch, volume, intonation

• Easily distracted, particularly in long classes

• Strong, narrow interests

• Argumentative or monopolizing

• Literal and concrete thinking patterns

• Use of calming or focusing strategies such as rocking, tapping, or pacing

• Easily overwhelmed

The following strengths and struggles are generally shared by students across the spectrum, although each individual student experiences unique strengths and challenges. Consult the strategies column for ways to better assist students to have a successful experience both in and out of the classroom.

 Strengths

• Above average to superior intellect

• Passionate commitment to ideas

• Strong sense of equality and justice

• Exceptional talents in one specific area

• Diligent with routine work and excellent memory

• Strong pursuit of knowledge within areas of interest

• Good visual and spatial learners

• Original ways of solving problems

 Struggles

• Initiating/sustaining effort

• Setting boundaries

• Working in groups

• Initiating, planning, organizing, and carrying out tasks

• Seeing points of view of others

• Understanding social rules

• Assessing priorities and performance

• Asking for clarification or assistance

• Interpreting vague instructions

• Abstract concepts and seeing the “big picture”

Strategies

• Provide direct feedback, set clear boundaries

• Allow for breaks during class

• Consider allowing laptop for note taking

• Provide supplemental oral instructions with written instructions

• Avoid cold-calling in class

• Consider assigning group roles

• Avoid idioms, metaphors, sarcasm

• Provide visual learning tools when possible (pictures, charts)

• Explain purpose of assignment

• Utilize syllabus and note changes as soon as possible