Teaching Students with Autism continued from page 38


PECS allows teachers to make pictures with words so that students with autism can communicate non-verbally. In most districts or schools, a special education professional has access to the soſtware (Hourigan & Hourigan, 2009). PECS can be used to visually cue schedules for autistic students, allow them to ask for items (musical


instruments, express pain or discomfort.


Teachers may need to consider communicating more efficiently during lessons. Choosing specifically what to say and using the least amount of language will help all students, including students on the spectrum. Students with autism may need a little more time to process and respond, so teachers should give them time to think. Te use of more non-verbal gestures develops an autistic child’s ability to make eye contact, since they will have to look at the teacher for instructions. Instead of verbally instructing a student to breathe more deeply before singing, the music teacher could use a non-verbal gesture as a reminder.


Social interactions are usually difficult for students on the


spectrum, who


might show inappropriate emotions, have problems sharing their feelings, and struggle with understanding others’ perspectives. Another reason for the lack of social skills may be that children with autism are paying attention to the wrong details and are interpreting social situations


incorrectly (Kokina & Kern,


2010). Students on the spectrum will need specific, point blank instruction on how to interact appropriately with other people. Musical call and response songs are one way to access this social participation. Games and songs that involve taking turns or one-on-one interaction are also helpful.


Behavior and Students with Autism Disruptive classroom behavior by students with autism is caused by their difficulty in dealing with normal classroom expectations, such as sitting still for long periods, completing work on their own,


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A child avoiding sensory input will be unusually sensitive to ordinary sensory information


Another issue that may trigger disruptive behavior is the classroom environment


etc.), and


or taking turns with other students. Disruptive behavior may be prompted by loud noises, pain, illness, discomfort, desire for attention, or environmental conditions. It may be useful to have a one on one conversation with your students on the spectrum about appropriate classroom behavior and provide a written description (or pictorial representation) of behavior expectations. Students should be given a chance to practice those routines and rules when the rest of the class is not there.


Positive reinforcement and positive instructions are sound practices for any student. Reward systems have been shown to be effective; more


than likely, the


student’s classroom teacher may already have a system in place. Music


teachers


should discuss any disruptive behavior with student’s classroom teachers as soon as possible aſter it happens, because the student’s team may know of strategies that have been proven to work.


While plentiful, short activities work well for most students, students with autism need to be able to anticipate changes in activities. Preparing students for transitions between activities can include signaling a transition with recorded music or verbal cues. Telling students what will happen during the lesson, writing and displaying the lesson plan so the students can see, and using PECS icons to map out the lesson are all ways to help children with autism anticipate transitions.


itself. Children on the spectrum are oſten over sensitive to sensory stimulation such as light and sound, since they may have Sensory Processing Disorder, which oſten affects children on the spectrum. Te sensory system of a child with SPD does not convert information from the outside world correctly; simple motor skills present a challenge, and sensory input may be either sought or avoided. Examples of seeking or creating sensory input include hand flapping, spinning in circles, or making noises. A child avoiding sensory input will be unusually sensitive to ordinary sensory information – textures, noises, etc. – and retreat to the comfort zone. Tis may result in delayed response to cues, attention difficulties, refusal to participate, problems with movement activities, and difficulty understanding and remembering what


is being taught.


Students with SPD require time to become accustomed to their environment. Gradual introductions to their environment can be helpful; teachers can try letting students take their time entering the room from the hallway, as long as they are accompanied by an aide.


Teachers may also need to turn down music volume, decelerate the lesson pace, let the student take a break with the aide, and increase repetitions. Noise-reducing headphones might be useful for a loud environment like a music class. A symptom of autism that can disrupt a classroom is echolalia, or repeating a phrase over and over. Echolalia is a form of self- stimulation, and is triggered by various factors. Echolalia is a sign that the student is retreating into their comfort zone; sometimes a teacher can re-engage the student into the classroom by beginning the conversation with the topic of the phrase they are repeating, and then moving the dialogue into what is happening in the classroom.


Social stories are a more recently developed technique in which a short story outlines a specific social situation, such as taking turns during a game or how to act in an


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