Suggestions for working with kids on the spectrum

Every so often one of these articles passes my way, and I usually read them, then toss them. However, today I am going to give my top ten tips for working with/interacting with children (and adults) on the spectrum. First, I must remind the reader that if you know one child with autism, then you know that child; each child on the spectrum is as unique as the snowflakes...no two are the same.

1. Use non-verbal, visual communication to back up your verbal communication. Kids on the spectrum are often visual learners, and take comfort from a visual schedule, visual directions, visual reminders.

2. If you don't have visuals on hand, keep your verbal communication short, direct and to the point. One direction at a time, and use a gesture to promote success.

3. Give the child/adult time to process your directions to him; this may take several seconds, and it may seem a lot longer. For those of us who are neurotypical, we speak fast, answer fast, and expect a quick response. For most kids on the spectrum, they are trying to process the question, then they have to process their answer. For many of us, silence is uncomfortable, and we quickly try to fill it up (I am so guilty of this myself!) but really try to give the child processing time.

4. Keep a calm, even tone of voice. Many of us have learned the phrase "be neutral" to the child, except when very happy or proud of what the child has done. Otherwise, keep cool, calm and collected.

5. Avoid touching a child on the spectrum, unless you and he are close, you know him (or her) quite well, or are doing deep pressure. Many kids on the spectrum are touch sensitive, and a light tap on the shoulder may feel painful to them. However, when appropriate, deep hugs and deep pressure can be calming.

6. It has been suggested to approach kids on the spectrum quietly and from the side; often, they have problems with eye contact, and it is theorized that their peripheral vision is better. In doing so you can reduce the risk of startling them, sending them into sensory overload, which is hard to calm down.

7. Tell a student when an activity is about to end; give a visual reminder, or a countdown, or better yet, both!

8.When a child has behavior issues, the first rule is to prevent, then teach an alternative behavior, then respond to the challenging behavior. Many teachers of these children are restraint trained. However, they are also taught to prevent the situation in the first place, to teach an alternative behavior, and to reinforce those alternatives highly.

9. Break tasks down into small steps that a child can accomplish.

10. Finally, have fun! Respect the skills and interests these children have, and build on those interests. Share these interests, whether they be cars, the weather, TV shows, movies....use these interests to help the child read, socialize, do math and have fun.