You do need to speak with the parents. If they knew and didn’t inform you, that was irresponsible on their part. Many parents will do that simply because they don’t want the child “labelled” or are worried the program will turn the child down if they feel they aren’t equipped to handle a special needs child. In doing so, they are placing thier child in a situation where he may not get the support and services he needs and where the teachers and staff are unprepared for some of the behaviors that can manifest. Add in that parents often have the best ideas on how to work with thier child and by not telling you, they are denying you access to one of the best resources you can have…a productive, successful parent teacher partnership.

If the parents are unaware of this issue, than as a teacher it is your duty to inform them of your concerns. You can’t force them to do anything with the information, but you should keep a journal to document the behaviors that are causing you concern and that may be making things difficult for the student and the class. This will serve to back up your worries when you speak to the parents and to provide documentation if the child’s behaviors and parent’s unwillingness to address them come to such a point that the child needs to be removed from your program.

You don’t mention what behaviors are making you concerned. If the child is having communication issues, he may really need to be working with a speech therapist to overcome them. Transitional problems are commin in children with autism…plenty of warning, picture schedules for each schoolday that show what will happen and when, auditory cues (ringing a bell or using a timer) and 10 minute warnings can all be effective. Social issues take time and lots of reinforcement. It may also mean making adaptations to how you run the class in general. If the child refuses to share, forcing him to do so or punishing him for failing to do so won’t work. Start by having him sit near another child while he plays. Then have him hand another child a toy and have the child immediately hand it back. Work up to letting the other child keep and play with the toy, with the boy you are concerned about, for longer periods of time. reward frequently and use lots of praise.

Working with autisitc children takes a lot of time, patience and experience. Start reading up on autism. Books, websites, workshops, other teachers are all good resources. And if you find this is simply not working for you, the class and especially the child, do not be afraid to suggest he needs to be in a program with teachers who specialize. We know that the key to success for autistic children is getting them in with specialists and therapists who understand autism as quickly and often as possible. That does not mean you failed as a teacher, but that you succeeded in helping this child, even if that meant finding a different teacher.

Add on…Amelia has some good ideas. However, physically restraining a child if you are not trained, certified and without permission from the parents is never a good idea. Most programs will not restrain a child without trying many other interventions first, especially if the action (rocking was the given example) is not putting the child or others at risk for physical harm or if the action is not causing property damage. Physical restraint can in many cases upset and anger an autistic child, especially as many do not welcome uninitiated physcial contact. It can also lead to injuries to the child and the staff if they are not properly trained. A child with behaviors that are disruptive to the class, in a class that does not have teachers and/or aides trained in behavior management techniques needs to be placed in a specialized program if at all possible.

The one mainstream that we had success with is to make a photo album of the different subjects for your student to make the transition to. Example.. if you are focusing on a certain part of the room or toy, take a picture of that object so the child takes the picture to the station. When finished, put the picture back in the photo book. Take the next step, depending on your schedule. Reading, take a picture of a book. This works great for speech delayed children too.

We also made a photo album with the different emotions for the student to learn also, such as crying, happy, brushing teeth; I just cut out pictures from a magazine. Be careful of sensory issues. Some autistic children cannot handle being touched. Another helpful thing is to reward, reward, reward! You can use a mini M&M, play money and/or small toys. Some autistic children also like to be stroked IF you can touch them. I really hope this helps and the best of luck to you. I wish I could think of more things to help at the minute but my autistic son is ready for bed. 😀

good tips working autistic children

First off, the politically correct term in referring to children with this condition is, “children with autism”. The use of the word “autistic” is antiquated and is now considered politically incorrect. What are the characteristics in particular that you have observed that made you conclude or even think that the child has autism? Sometimes, children with ADHD are commonly mistaken to having autism. Moreover, there are children with autism who are high functioning and there are those who are low functioning. You have to identify and differentiate them.

In any case, in working with children with autism, you have to know his/her strengths and weaknesses first. Does he/she speak? Does he/she have disruptive behaviors in class? Does he/she have atypical behaviors such as hand flapping and body rocking? Does he/she have difficulty in socializing with peers or does not participate in group activities?

If so, you have to try to reduce or at least eliminate these atypical behaviors so your other students will not imitate them. For example, you can hold the child firmly at his/her arms and say, “stop rocking”. Observe eye contact because most children with autism cannot make eye contact. Make your instruction as simple as possible because children with autism has difficulty in processing words in their heads. There is a sensory integration problem. They cannot understand easily. If you need to repeat words again and again, do so. Repetition and mastery is important in teaching children with autism.

If the child is non-communicative, provide plenty of picture cards or visual aids. When you want the child to identify a certain object, let him/her match it with the picture on his/her hand. Keep it simple, just give 3 pictures for comparison or 2 if he/she still finds it difficult.

If the child keeps on running around the classroom, disturbing the whole class, it would be advisable to have any of your staff to bring him/her out of the room first, let him run around the court or hallway, to ease out tension and reduce hyperactivity. If you have trampoline in school, have him/her jump as adjunctive therapy. Just don’t let your other students see this for they might imitate the behavior for them to have their share in playing at the trampoline.

Hope some of these tips can help you manage your student with special needs well. Good luck!

Be consistent ALWAYS.

Keep all student materials (crayons, etc.), backpacks, books, and so on in the same place always – also if possible, take a photograph of whatever belongs in that area. For example, if the crayon box belongs on the second shelf, attach a picture of the crayon box to the exact spot on the second shelf so he will know where to return the crayons.

Do not use metaphors/figurative language. Be concise and concrete. Say “sit down” not “take a seat” (otherwise you may see this child carrying a chair out the front door!)

Teach and show him how to stay at arms length away from others (have him put both his arms out like a plane)…sometimes kids on the spectrum do not understand the rules of the personal space bubble.

Changes in routine (even your hair cut!) can cause major meltdowns. Be sure to always review the daily schedule a few times a day. Also, continue to give warnings about transitions…”In 5 minutes we will put the blocks away and begin story time” A visual timer is extremely helpful for this as well http://www.therapyshoppe.com/product.php?cat=22&id=481&offset=0

If there are going to be changes in routine (no matter how trivial), remind him often of them and in advance (“I will not be here tomorrow, you will be with Ms. Jones”) (“On Monday, Amy’s mom is coming to read us a story”) – or whatever.

Keep the room as clutter free as possible. Avoid unnecessary cutesy things on the walls (over stimulation of senses is disconcerting).

Use visuals/pictures for classroom rules, jobs, snacks, or whatever your need to get across to him. Kids on the spectrum think in pictures. Put photographs of kids on each of their cubbies.

Should he display inappropriate behaviors, you will need to teach him replacement behaviors. Reward him constantly for displaying appropriate behaviors. Something small such as a sticker and “I like how you are keeping your hands to your self.”

He will most likely display one if not more sensory issues. He may be frightened of loud noises and find them painful and distressing. He may not like being touched or conversely he may have the need to touch everything. Check out from the library http://www.out-of-sync-child.com/ it is full of fantastic information about sensory issues.

Most of all be patient. The world is a scary place for this little guy. Typical kids understand that the world’s events flow from one thing to another. Kids on the spectrum often see the world as random events without flow. The anxiety levels can be high, especially when faced with unknowns or changes.

Well, you have to get his attention and that is not easy. How severe is his autism? Autistic people do not react to touch the way other people do since their neural transmissions do not always go through. Twenty-five years ago, I worked with severely autistic children.