Working with
Austistic
Spectrum
Disorder
children in the
classroom
How do I recognise ASD
behaviour?
• Child is behind in physical/cognitive tasks
• Repetitive behaviours
• Language delay (verbal and nonverbal) or inappropriate
use of language (echolalia)
• Does not make eye contact or smile
• Does not know how to hold a conversation
• Does not know how to play with toys, and does not
play creatively/imaginatively
• Child has irrational fears
• Seems out of control emotionally – tantrums,
screaming, unable to be comforted
What does their behaviour
mean?
What is likely to happen in the
classroom?
• High noise levels
overstimulation
• Energetic play
overstimulation
• Doesn’t know how to communicate what he
wants to others
frustration
• No attention
lonely, angry and sad
• Doesn’t know how to do activities offered or
play with toys
fearful, threatened
• Complex instructions
withdrawal
Physical Aggression
• Lashing out at peers, teachers, family
• Self-injury (biting, grinding teeth, pinching,
headbanging, scratching)
• Throwing/hitting/kicking objects
• Tantrums
These physically aggressive behaviours towards
self or others signify the child is experiencing
anger, fear, frustration, overstimulation (feeling
out of control)
Manipulation
• Clinging, emotional vocal outbursts/crying
• Breaking objects
• Hitting children in front of teacher
• No turn-taking
• Appearing to be not listening
These manipulative behaviours are the ASD
child’s way of seeking attention (feeling left
out)
Withdrawal
• Repetitive behaviours – rocking, flapping, finger
clicking, balling fists, manipulating objects)
• Refusing to respond
• Running away/isolating self
These withdrawal behaviours signify that the ASD
child is overstimulated, unsure, unconfident
(feeling unsafe)
Dealing with negative
behaviour in the classroom
ABA and Floortime Technique
• Applied Behavioural Analysis (ABA) is useful
for children who are low functioning. Reward
positive behaviour whenever you see it, distract
child from negative behaviours and provide an
alternative.
• Floortime Technique is useful for higher
functioning children. Distract the child from the
negative behaviour, or join in and expand it into
positive behaviour through modelling.
Dealing with physical
aggression
• Reward positive behaviour verbally and authentically.
• Time out, using an eggtimer – teacher present.
• Teach the child a positive anger management technique
– squeeze a ball/fists, count to 10, 5 deep breaths,
jumping circle.
• Redirect child into calm activity.
• Provide an alternative physical activity.
• Separate the child and hold him until he self-manages and calms
down. This must be discussed and approved by parents first.
DO NOT…..
• Hit the child or physically punish him.
• Leave him in time out/punishment corner by
himself.
• Become angry/display unproductive emotions.
• Physically interact with child unless necessary
for safety.
Dealing with manipulative
behaviour
• Reward positive behaviour.
• Show appropriate compassion and then move
on, gently redirecting focus and behaviour.
• Connect child to something he wants.
• Use situation-appropriate consequences to deal
with negative behaviours.
• Remain unemotional for the duration of
unproductive behaviour.
DO NOT….
• Play into the behaviour by showing the child
undue attention.
• Allow the child to cling to you physically.
• Isolate the child.
• Become angry or upset.
Dealing with avoidant
behaviour
• Reward positive behaviour.
• Touch the child firmly, almost like a massage –
with child’s permission.
• Position yourself in child’s face and redirect his
focus to making a connection.
• Clearly explain what the child will be doing next.
• Redirect child into a physical activity.
DO NOT….
• Punish the child for repetitive
behaviours/withdrawal.
• Become angry or take it personally when child
will not connect.
• Leave the child by himself or allow withdrawal
to continue beyond 5 minutes.
• State child’s name/instructions repetitively.
Supporting the development
of the ASD child
Physical development
• Demonstrate/teach moves to be learnt in the
smallest possible chunks
• Teach hand over hand and fade your support
out gradually
• Always use positive language and plenty of
verbal praise
Managing emotions
• Ask child questions to support him in becoming
aware of his emotions
• Be patient, firm and loving
• Support the child to learn from other children in
appropriate situations
Appropriate communication
• Model appropriate communications and prompt
the child to use them in conversation and play
• Only accept properly phrased communications
from the child
• Support the child in making connections and
joining/initiating play activities
Cognitive development
• Break instructions into the smallest possible
chunk of information
• Build up to sequences of instructions slowly
• Use plenty of verbal praise
• Refocus their attention by using a reinforcement
(promised activity, countdown to zero, etc)
• Use a lot of repetition
We tend to live up to our expectations.
Earl Nightingale
“The quality of expectations determines the quality of our
action.” A. Godin