Supporting Student Success

Continued research and understanding of autism provide information that can support children with autism to be successful in life. The Centers for Disease Control and Prevention (CDC) lists seven specific categories these supports fall into. They are:

• Behavioral
• Developmental
• Educational
• Social-relational
• Pharmacological
• Psychological
• Complementary and Alternative

Behavioral Approaches

Behavioral supports begin with an assessment of the reason for the child’s behavior. Examining the antecedents (what happens before the behavior occurs) and the consequences (what happens after the behavior has occurred) is an important step. There are diverse ways to approach behavioral treatments. A widely known treatment for ASD is Applied Behavior Analysis (ABA). ABA bases its treatment on one of four functions of behavior: escape or avoidance, attention-seeking, tangible reinforcement, or automatic. The goal is to increase behaviors that are helpful or positive and to decrease behaviors that are harmful to the self or others or that interfere with learning. As with many treatments, there are controversies. Only a fully trained Board-Certified Behavior Analyst (BCBA) should practice ABA.

A team, made up of a school psychologist or behavior specialist, special education teacher, general education teacher, the student, and the student’s family, can conduct a Functional Behavior Assessment (FBA). An FBA is used to determine the reasons behind the student’s behaviors. Once the FBA is complete, the team can write a Behavior Intervention Plan (BIP). A BIP has strategies and interventions to improve or eliminate the behaviors identified.

Video: Positive Behavioral Support: It Happens for a Reason (6:17)

Developmental Approaches

Developmental approaches look at developmental skills: language, physical, or other developmental abilities. The most common is speech and language therapy. People with ASD may communicate verbally, but some may communicate nonverbally and use varied forms of communication. They may use sign language, a Picture Exchange System (PECS), or an electronic communication device.

Additionally, occupational therapy utilizes skills that are needed to live independently. Independent living skills may include eating, bathing, dressing, and employment skills. Physical therapy works toward improving physical skills, including fine motor and gross motor skills. Sensory integration therapy is used with some students who have an aversion to sensory input that interferes with their learning and life in general.

Educational Approaches

Educational approaches to facilitating a student with autism varies with their individual needs. One approach, as noted in an article by Hyman et al. (2020), involves Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH). The basis of the TEACCH approach is to provide consistency and visual learning. There are provisions for classroom structure, including posting daily schedules using visuals, providing clear boundaries for learning stations, and utilizing verbal instructions with visuals and/or physical demonstrations.

The organization Autism Speaks lists several tools that can be used in the classroom. The most important thing for all students in your classroom is to take the time to get to know them. Each student has individual needs. Find out whether they have sensory issues. Are the classroom lights too bright? Do they prefer to sit in the front of the room or the back? Do they have any needs such as hearing devices or alternative communication? These are just a few examples.

Clear routines, visual schedules, and clear, simple directions provide wait time during questioning, along with using less words. Be aware of literal thinking as well. When a student is asked if they go outside barefoot, they may respond angrily that they “do not have bears’ feet.”

There are many resources available to help the teacher when working with a student who has autism. Also, remember that families are a valuable resource as well.

Social-relational Approaches

People with autism often have difficulty with the social-relational aspects of school. One approach is to use peer mentors. Carefully select a student who can understand and be patient with the student who has autism. Provide opportunities to work in pairs and develop a relationship between the students. Social stories clarify the hidden curriculum in social situations. This can be expanded into the use of social skills groups where students can practice their social skills in a regulated environment. Here is one example of a social story resource: The Autism Page.

Pharmacological Approaches

There are no medications that treat the characteristics of autism. Students with autism have a high rate (estimated at 70% vs. 25% for other youth) of comorbid conditions, such as ADHD (attention deficit hyperactivity disorder), depression, or anxiety, which may be treated with medication. Families will need to work with a doctor who has experience working with people with autism.

Psychological Approaches

Psychological approaches may help with anxiety or other mental health issues. Connecting thoughts, feelings, and behaviors can be approached through Cognitive Behavior Therapy (CBT). A trained therapist would provide CBT to work on any cognitive and/or behavioral issues that the student may have.

Complementary and Alternative Approaches

Approaches that do not fit any of the above-mentioned categories fall into this one. There may be alternative treatments such as special diets, chiropractic treatments, music or art therapy, mindfulness, or relaxation techniques. None of these approaches should be used by an untrained teacher. A family may try alternative techniques that are not sanctioned by the school to help their child.

Additional complementary approaches include Theory of Mind, Executive Functioning, and Sensory Processing.

Theory of Mind (ToM)

The Theory of Mind (ToM) is the ability to understand behaviors that are different from our own (Navarro, 2022). ToM is needed for social competence and communication. This ability is often lacking in students with autism. ToM relates to being able to recognize mental states (beliefs, desires, intentions) for ourselves and others. This is important, as it helps both explain and predict behavior (Rosello et al., 2020). Research has shown that people with autism cannot react to or interpret human social behavior when it is spontaneous. Spontaneity frequently happens throughout the course of a school day. Predictable behavior is not in the realm of reality; however, a neurotypical person can predict others’ behavior from the cues and clues given by that person in most cases. ToM skills include the ability to share feelings, ideas, and anticipate behaviors (Rosello et al., 2020). Engaging in continual research on ToM will aid in understanding how to help people with autism in social situations.

Executive Functioning

Executive functioning refers to the cognitive processes of self-regulation, for example, inhibition, planning, organizing, and cognitive flexibility (Dickson et al., 2020). Executive functioning deficits often occur in people with autism and with attention deficit hyperactivity disorder (ADHD), a common comorbid condition with autism. Dickson et al. (2020) report that 80% of youth with autism in mental health services have ADHD as well. Mental health services target executive functioning interventions. One recommended intervention is Unstuck and On Target (UOT). UOT is for use in schools with students who have autism and focuses on difficulties with flexibility of thinking, planning, goal-setting, and problem-solving (Dickson et al., 2020). Other interventions are available for use. Just as every student is an individual, not all interventions work with all students. Educators should build their curriculum to include several research-based interventions.

Sensory Processing

The DSM-V diagnostic criteria include deficits in sensory processing for students with autism. Sensory processing refers to hyper- or hypo-reactivity to sensory input (Crasta et al., 2020). Sensory Processing Disorder (SPD) is suspected when difficulties in detecting, modulating, interpreting, or organizing sensory stimuli interfere with daily functions and participation (Crasta et al., 2020). These difficulties can affect the processing of senses from touch, sound, visual, smell, taste, proprioceptive, and/or sense of balance. These deficits can affect behavior, which may be exhibited through coordination, play, reading, and mathematical abilities. It is important to note that autism and SPD consist of differing sensory processing and attention identifiers. Students with autism have more attention deficits, and children with SPED have more sensory processing issues.

Interventions for sensory processing vary. Building a relationship with the student and their families will help you understand the individual’s sensory processing needs.

Video: A Story of the Mind; Tito’s World (3:00)

Click the above link to view. It is on the PBS platform.