The Autism Resource Manual

Practical Strategies for Teachers and other Education Professionals

Debbie Riall

• Publisher: Routledge
• Year: 2021
• eBook ISBN: 9781000470895
• Edition: 1
• Topic: Education
• Subtopic: Education General

This highly practical resource book is full of realistic and achievable strategies to help teachers to support neurodiverse students in a range of situations that, whilst often seemingly insignificant, can quickly become substantial and disruptive challenges in the mainstream classroom.

Written with the busy teacher in mind, chapters are easy to dip in and out of, with jargon-free language and simple explanations which are easy to understand and put into practice. Clear chapters explore a variety of situations and topics to help children engage in their learning and make the classroom a safe and inviting place to be for autistic students.

Key features include:

• Practical and achievable strategies to support autistic students in the mainstream classroom
• Real-life scenarios to help you find concrete solutions to issues as they arise
• Memorable mantras and quick quotes to help embed strategies in everyday practice for both students and teachers
• Photocopiable and downloadable resource sheets

Written by an advisory teacher for autism with a wealth of experience, this book will be an invaluable tool for both primary and secondary teachers in mainstream settings, as well as other education professionals.

Section 1 First ask the pupil

DOI: 10.4324/9781003163039-1

Contents

Visually supported conversations

Other methods

Agreeing strategies

Useful resources

Section 1 First ask the pupil

It is very easy for those of us who work with autistic pupils to make assumptions about why they are reacting or behaving in a certain way.

However, autistic pupils think differently, not just from those of us who are neurotypical, but also from each other, so it is crucial to ask them if they know why they are behaving as they are.

It is important to give them a voice and find out their views, their perception of a situation and if they have any ideas about what might help.

Whilst it is unrealistic and time consuming to do this for every concerning behaviour, it can be very helpful especially for either serious or on-going problems.

Talking about major or on-going concerns can rarely be done in the moment the behaviour or concern occurs, and is best done later. Talking about their emotions, relationships or why things going wrong are often very tough topics for autistic pupils.

The most important thing is that you find a way of talking that is comfortable for you and the pupil.

Remember the three main purposes of your conversation:

1. a) to find out the pupil’s perception of what is happening
2. b) to find out what they feel helps them to succeed
3. c) to agree some strategies (theirs and yours) to resolve the problem

If you understand the reasons behind the concerning response or behaviour and what they believe helps them, you’ll be more successful in finding some strategies that work.

Here are some tips on how to have a conversation in a way that is likely to work for autistic pupils:

Visually supported conversations

* Ideas: ▼ = younger or less able▲ = older or more able

1. Provide a calm environment ▼▲

Autistic pupils usually need to be calm before they will talk about difficult topics or a recent incident. Wait until they are relaxed or have calmed down. Talking too soon after a negative experience can bring their distress to the surface again.

2. Provide a comfortable environment ▼▲

Autistic pupils usually need to be in a comfortable environment before they will talk about tough topics or a recent incident. By this I do not mean use a sofa! Sit at a table, with the pupil at right angles to you so that eye contact is not required. Ensure that there is no intrusive back ground sound or other pupils listening.

3. A non-confrontational approach ▼▲

They need a non-confrontational approach avoiding what to many autistic pupils sounds like accusatory phrasing. For some, this is because they are prone to interpreting any questions as negative. Many autistic pupils have described to me that they have what appears to be, a default setting of defensiveness when asked questions. This might be due to their difficulties with interpreting implied meaning or difficulties with reading the minds of others.

Helpful phrases and questions

These can sound accusatory to many autistic pupils:

Why don’t you …? Why do you keep on …?
What did you …? What’s the problem with you?
Why can’t you …? Why won’t you …?

So instead try these:

I wonder why …
I wonder what made this work too hard
I wonder what was difficult about …
I wonder what went wrong with …
I wonder which bit was easiest
I wonder which bit trickiest for you

4. Fidgets ▼▲

Provide one or two fidget items that are discrete, age appropriate and not too distracting. For example, for younger or less able pupils try a mini tub of play dough, for older or more able pupils give them a blob of Blu Tack. Allow them to use this throughout the conversation; not only does it help some autistic pupils to concentrate but it also provides a physical outlet for their anxiety.

5. Visuals ▼▲

Many autistic pupils need a conversation to be visually supported when it is about a tricky or uncomfortable subject, so for those scenarios provide pens and paper appropriate for their age and understanding or use one of the Resource sheets provided at the end of this section. Even if you plan to use the sheets, have paper and pens as a back-up in case the pupil does not want to engage in that way.

For younger or less able pupils or those who are easily distracted, it is often most effective to draw your conversation as the pupil watches. This gains their attention as they watch to see what you are doing.

Whichever method you choose, always encourage the pupil to join in with the drawing or writing. Some might prefer to do it completely themselves.

6. Free drawing ▼▲

Draw diagrams, mind maps, flow charts or any other graphic way to look at the situation in which the concerning behaviour is occurring. Presenting a conversation visually enables the content to be processed and absorbed more successfully especially if they have a poor working memory. Some autistic pupils, especially girls, will enjoy drawing the conversation themselves or helping you draw it.

7. Using Resource sheet 1 ▼

Use Resource sheet 1 with pupils who might prefer to draw the issues. Go through the headings with them first. To help them feel relaxed, choose a few activities that they enjoy, such as playtime or Lego. Use the phrase “Where shall we put Lego?” “Where shall we put playtime?”

If they are unable or reluctant to draw or write in the sections themselves, then encourage them to point to the chosen section for you to draw and/or write in.

Then move on to the concern for example ‘getting upset when it is PE’. Ask “Where shall we put …?” to all aspects you can think of. For example; the hall, the noise, getting changed, being hot, running, jumping, the smell, PE kit, bare feet. This should highlight the pupil’s perception of the main issues.

8. Using Resource sheet 2 ▼

Use Resource sheet 2a with autistic pupils who are able to make choices and talk about their difficulties. To help them feel relaxed, fill in on the left a few activities that they enjoy, such as Maths or craft. On the other lines, list all aspects you can think of that are connected to the main concern. (See Resource sheet 2b for an example.)

The pupil marks how much of a concern these are to them by ticking in the appropriate boxes on the scale. This should highlight the pupil’s perception of the main issues.

9. Using Resource sheet 3 ▼▲

Use Resource sheet 3a to find out what the pupil believes is going wrong. Put the main concern in the middle. Write in the boxes all the aspects you can think of that are connected to the concern written in the centre. They are best written in the first person and as a positive statement. (See Resource sheet 3b for an example.)

Leave a few boxes empty for the pupil to make suggestions. Although many autistic pupils struggle to come up with ideas when put on the spot, they ...

Table of contents

• Cover
• Endorsements
• Half-Title
• Title
• Copyright
• Dedication
• Contents
• Acknowledgements
• Foreword
• Introduction
• Under the stone
• How to use this book
• Section 1 First ask the pupil
• Section 2 Anxiety
• Section 3 Behaviour
• Section 4 Communication
• Section 5 Diagnosis
• Section 6 Independence skills
• Section 7 Relationships
• Section 8 Routines
• Section 9 School life
• Section 10 Sensory sensitivity
• Section 11 Skills for learning
• Section 12 Social skills
• Index