INE302

Unit 4
Autism Spectrum Disorder
 Understanding
Children with Autism
Spectrum Disorder

• Education is the Key to a better more

fulfilling future for children, but some face
many barriers that make education a
difficult goal to achieve Juan Bornman &
Jill Rose….
• Autism is not a disability it is a different
ability…
• Question: What is your understanding of
Autism Spectrum disorder?

2
 What is an Autism Spectrum Disorder (ASD)?
• ASD includes two main domains and in order for a person to be diagnosed both have to be
present.
• The first domain refers to social communication and interaction across multiple contexts while
the second focusses on restricted and repetitive patterns of behaviour, interests and activities.
• DSM5 suggests three different levels of severity
• A lifelong, complex developmental disorder resulting in disordered brain development
• Symptoms are generally present prior to 3 years of age
• Affects 4 times as many boys than girls
• Can occur along with any other diagnosable condition (comorbidity). Autism and ……..
• Can improve with appropriate intervention
• Autism comes from the Greek word ‘aut’ = self, ‘ism’ = state, so the person is unusually absorbed
in him/herself
• It is classified as a Spectrum Disorder as there is a wide variation of behaviours from mild to
severe
https://www.ted.com/talks/steve_silberman_the_forgotten_history_of_
autism?language=en
Domain 1 and Domain 2
 What causes
ASD
• Autism spectrum disorder (ASD) is a
developmental disability caused by
differences in the brain. Some people
with ASD have a known difference,
such as a genetic condition.
• Research points towards a link
between genetic and environmental
triggers.
• Misbehavior is often a reaction to the
environment and is an expression of
the difficulties they experience
 DSM-IV to DSM-V
• Three separate diagnoses of the DSM-IV (Autistic Disorder; Asperger
Syndrome and Pervasive Developmental Disorder (Rett Syndrome and
Childhood Disintegrative Disorder) have been merged into a single diagnosis in
Symptoms must be present in early childhood
(but may not become apparent until social
demands exceed limited capacities)
Symptoms together limit and impair every day
functions

the DSM-V, known as Autism Spectrum Disorder

There are now two domains, as opposed the previous three domains
of DSM-IV
1. Social Communication and Social Interaction
2. Restricted and Repetitive Patterns of Behaviour, Interests and
Activities (RRBs)

Figure 12.1 Two domains affected by ASD

(Sensory behaviours are recognised under the RRBs domain) (Bornman 2021:251)
 The Quartet of Impairment
Language & Communication
40% of people with classic autism never speak
nor understand verbal communication and those
who do have speech, often still have severe
problems understanding the normal process of
reciprocal communication
Repetitive Behaviours & Restricted Interests
A person with autism usually becomes trapped
by rigid thought patterns and behaviours, a
limited range of imaginative activities, as well as
a poor understanding of day-to-day concepts,
jargon and the abstract
Social Interaction
People with autism, due to the altered chemistry and functioning within
the brain, literally cannot fully understand other people’s emotions,
reactions and the complexity of social relationships resulting in
inappropriate reactions which are not ‘socially acceptable’
 
Sensory Disturbances
All people with ASD will have either heightened or lowered sensory
perception; this may affect one or more senses
 
 DSM 5
Diagnosis
Severity
Levels
 Intellectual disabilities
Other
Impairmen Epilepsy
ts often
associated Sleep Disorders
with ASD
Psychiatric disorders
 Clinical Specifiers / Co-morbidities

• In addition, clinicians will be able to add clinical

specifiers: (Extension to a diagnosis)
 with or without accompanying intellectual
impairment
 with or without accompanying language
impairment
 associated with a known medical or genetic
condition or environmental and
• co-morbidities ( Existence of more than one
condition) (such as ADHD, anxiety disorder, specific
language disorder) to allow for a more
comprehensive description of an individual’s
presentation
 Verbal Communication
• Difficulties in initiating and / or taking part in
conversations
• Minimal reaction to verbal input and
sometimes acts as though deaf
• Words and phrases may be used incorrectly
• Those who are verbal, may be fascinated with
words and word games, but do not use their
vocabulary as a tool for social interaction and
reciprocal communication
• Idiosyncratic (eccentric) or metaphorical
(symbolic) language
• Stereotyped or repetitive speech i.e. pedantic
speech, echolalia, rote language, ‘jargon’,
gibberish, repetitive vocalisations, endless
monologues about special areas of interests
Nonverbal Communication
• Impairments in social use and understanding
of eye contact, body postures i.e. facing away
from a listener, gestures i.e. pointing, waving,
nodding/shaking head, facial expressions
(limited or exaggerated)
• Lack of warm, joyful expressions directed at
others
• Inability to convey a range of emotions via
words, expressions, tone of voice, gestures
• Inability to recognise or interpret other’s
nonverbal expressions or gestures 
 Social Interaction
• Literal thinkers & interpreters of language, often failing to understand
it’s social context
• Difficulties adjusting behaviour to suit social contexts (social cues
difficult to read, appear egocentric or insensitive, cause offence
without being aware, inappropriate expressions of emotion i.e.,
laughing out of context, unaware of socially appropriate behaviour i.e.,
socially inappropriate questions or statements, limited recognition of
social emotions i.e., teasing)
• Difficulties in forming appropriate relationships with peers and others
(lack the strategies to establish and maintain friendships, does not
make social approaches to other children) - although most people with
autism show an attachment on a simple level to parents or carers
• Absence of interest in others or their feelings – do not make
appropriate eye contact (withdrawn, aloof, in own world,
unaware/oblivious/indifferent to others, prefers to play alone, prefers
solitary activities)
• In less severe forms, the individual passively accepts social contact,
even showing some pleasure in this, though he or she may not make
spontaneous approaches
 Repetitive Behaviours & Restricted Interests
• Excessive adherence to routine: excessively rigid,
inflexible, rule-bound behaviour and rigid thinking
• Specific, unusual multi-step sequences of
behaviour
• Excessive resistance to change difficulty with
transitions
• Stereotyped or Repetitive Motor Movements:
stimming
• Restricted, fixated interests: Preoccupations,
obsessions or interests
that are abnormal in intensity; excessive focus on
the same few objects, topics or activities;
being overly perfectionistic; having unusual fears;
and in a small percentage, abilities that are
outstanding in relation to their overall functioning
• Restricted imagination & flexible thinking: display
a rigid and stereotyped pattern of play and a
limited range of imaginative activities

Autism Stimming Examples: https://www.youtube.com/watch?v=4ALy6I1J1uo

Hyper- or Hypo- reactivity
to Sensory Input
• Have unusual responses to sensory input /
experiences e.g., sights, sounds, smell,
taste, textures or atypical focus on sensory
stimuli
• Preoccupation with texture or touch i.e.,
tactile defensiveness or significant aversions
• Unusual visual exploration i.e., inspection of
objects, extreme interest or fascination with
watching movement of other things i.e.,
spinning or opening/closing
• Licking or sniffing objects
 The Meltdown
• A meltdown is a common characteristic of children with autism
• A meltdown is ‘an intense response to overwhelming situations’ – which leads
to temporary loss of behavioral control - expressed verbally e.g., shouting,
screaming, crying; physically e.g., kicking, lashing out, biting; or both
• During a melt down, the child does not look or care, if those around him are
reacting to his behaviour
• A child in the middle of a meltdown does not consider their own or others
safety
• A child in the meltdown mode has no interest or involvement in the social
situation
• Meltdowns seem to move along under their own power and wind down slowly
• A melt down gives the feeling that no one is in control
• The meltdown usually begins when a specific want has not been permitted i.e.
return to routine, and after a point, nothing can satisfy the child until the
meltdown has run its course
Strengths: Resilience Factors

• Have excellent auditory & visual perception

• Many children can develop functional language with AAC (augmentative &
alternative communication strategies)
• Some have hyperlexia (precocious ability to read early) or can learn well by
rote ( Memorizing)
• Some will know a lot about a particular topic

•Characteristics of ASD

• Every child is unique but will show symptoms associated with the quartet
of impairments
• Big myth: children with autism cannot show affection!
 Classroom Strategies and Managing Children with
ASD
• Earlier intervention is better for long-term
development
• Incorporate parents & peers
• Basic communication development is key
• Have to teach age appropriate social,
communication & vocational skills that
are not naturally acquired during
development
 Classroom Arrangement
• Classroom furniture should provide clear, visual
boundaries e.g., use coloured insulation tape to mark
designated areas. Why?
• Natural lighting is optimal: they are negatively affected by
constant flickering & buzzing. What could you do?
• Minimise auditory distractions. Any suggestions how?
• To give them a sense of physical boundaries & security, it
could help to keep them in their chairs at circle time
Predictable Routines
& Visual Schedules
• Avoid change - be consistent: provide routine & visual
schedules, avoid surprises
• Predictable routines are helpful: if unexpected happens,
often these children display stereotypical behaviour such
as rocking & repeating the same word or phrase
• Clear structure & set daily routine will help
• Visual schedules: organise & predict (reduces anxiety) and
will also help if something unexpected happens (wild
card). What should you do if it is someone’s birthday?
Any suggestions if something unforeseen happens
e.g., a fire drill?
 Supporting Receptive Language Skills
• Ensure the learner’s attention before giving
instruction or asking a question
• Keep instructions short/brief and deliver them in
chunks
• Give positive directions to allow for incomplete
language processing
• Minimise the use of ‘don’t’ and ‘stop
• Allow ‘wait time’ for a response - avoid immediately
repeating instruction/inquiry
• Model and shape correct responses to build
understanding
• Supplement verbal information with pictures, visual
schedules, gestures, visual examples, written
directions
• Do not reprimand a learner for “not listening or
responding” as it only serves to highlight challenges
Supporting Expressive Language
• Find ways to access the learner’s need for
communication as learners with ASD have trouble
with word retrieval - offer visual supports, cue cards,
multiple choice options, etc. to prompt language - or
give choices – or let them look for and use visual
supports that already exist in their environment -
these can be used instead of spoken language
• Teach and use scripts - words, pictures, cue cards etc.
for communication needs or exchanges – or
communication board, PECs, or sign language for
learners with low verbal output
• Teach the student to communicate or say ‘I don’t
know’ to reduce anxiety associated with not being
able to answer a question
• Add visual supports to the environment as needed
e.g., label ‘IN’ and ‘OUT’ boxes
 Addressing Poor Academic Difficulties
• Spectrum includes the whole range but high- level thinking
& comprehension skills are usually lacking so explain
abstract concepts with care
• Are literal thinkers, so avoid slang & idiomatic speech
• Are not good at recognizing facial cues so be clear with
what you mean
• They often parrot what they have heard or read but lack
comprehension so be aware
• They do not generalise from specific contexts to overall
principles so be clear
Addressing Emotional Vulnerability
• They don’t understand complex rules of social interaction
(see list in B&R 2017:258) as this causes stress – even
depression
• Teach children directly e.g., to take turns
• Be calm, predictable, compassionate & patient
• Behaviour modification principles: reward appropriate
behaviours rather than ignoring them, break behaviour into
steps & use rewards along the way
• Tell stories in which the hero is a child with a particular
impairment: use simple sentences & pictures to
demonstrate the social behaviour & feelings & reactions
(see PECS in Bornman 2021:261-262)
• Aim is to assist learners with ASD to understand others in
social communication & interaction
 Minimising the Impact of Special
interests/topics/obsessions on School
Work
• Provide scheduled opportunities to discuss this topic
• If appropriate, use a visual schedule
• Establish boundaries i.e., when it is, or is not appropriate to
discuss this topic
• Set a timer to establish duration
• Support strategies for expanding to other topics
• Reinforce the student for talking about other subjects or the
absence of the topic
Addressing Social Skills Development
• Get to know the student - meet them where they currently
are in terms of both social skills and interests, and be
ready to work from there - models the social skill of
reciprocity in relationships
• Think about how to impose structure on free play, recess
and other unstructured times that are the most difficult
times for children with autism
• Reinforce what the learner does well socially - use
behaviour-specific praise - and concrete reinforcement if
needed - to shape pro-social behaviour
• Use the learner’s strengths to motivate interest in social
interactions or them a chance to shine and be viewed as
competent and interesting
• Identify peers who model strong social skills and pair the
learner with them.
 Avoid change be CONSISTENT
• Children with ASD are easily overwhelmed by minimal change.
• Highly sensitive to environmental stressors.
• Sometimes engages in challenging behaviour or rituals when they become stressed or tired or experience
sensory overload.
• Anxious… Worry Obsessively
• Teachers must provide a safe and predictable environment by consistent daily routine.
• Help children with ASD by minimizing transitions( Change from one position to another) for children with
hyperactivity by providing more transitional activities help them stay on task
• Avoid surprises for the ASD child ( Prepare the child in advance for special activities like birthdays etc.)
 Video
• https://www.youtube.com/watch?v=TJuwhCIQQTs

• Autism in the Classroom

• https://www.youtube.com/watch?v=h6XDyS7hgBc
• https://www.youtube.com/watch?v=MLWij7yrgqE
• https://www.youtube.com/watch?v=-9UtEaEoAiU
• https://www.youtube.com/watch?v=T9j6rQ4rtQY
 Class Task
Read the following case study and then answer the question that follows:

Alan is currently integrated full-time into a regular Grade 3 classroom. He was late in achieving the developmental milestones of early childhood and

his language is almost exclusively repetitive echolalic speech with limited communicative message. Alan’s play is repetitive with seeming unawareness

of others. He does not like to be touched or to be close to other children. He often uses his sense of smell to investigate objects. He has an unusual

interest in small objects such as keys or switches. Alan is highly inflexible and becomes aggressive about transitions if unexpected changes are made.

Problematic oppositional behaviour has escalated during the school year, which includes banging on the desk, head-banging, agitated response if

other people around fail to use specific cues, ignoring adult direction, yelling, and throwing objects. These behaviours pose a threat for physical harm

to himself and disrupts the orderly functioning of the classroom. Alan’s academic skills are below grade level. His reading decoding and

comprehension is estimated at the Grade 1 level and his math problem solving appears to be at the Grade 2 level. It is difficult however to evaluate

his knowledge using standardised tests because at times he refuses to do unfamiliar tasks. Alan likes to make detailed drawings, but tends to repeat

the same subjects, usually cars and trucks. He enjoys music, especially listening to quiet music on his iPod, but will not participate in music activities

that require interacting with other students. His teacher is beginning to wonder if Alan might possibly have Autism.

Question: According to the DSM-V, what are some of the defining characteristics that Alan is displaying that would

cause his teacher to suspect the possibility of Autism Spectrum Disorder? Use evidence from the case study to

support your response.

 Involvement Tracker
• You are required to design a poster that explains and illustrates
the following:
-Autism Spectrum Disorder (ASD)
-The signs and symptoms of ASD
-Intervention strategies to assist learners on the spectrum

Ensure that your poster contains: 

• -a creative element
• -short and clear points
• -references
 Resources: Apps
• Sight Words
• Sequences for Autism
• See, Touch, Learn
• Words on Wheels
• Verbal Me
• Autism IHelp
• Autism/DDT Shapes
• Autism DDT Letters
• Speech with Milo
 Reading

• Bornman, J. 2021. Believe that all can achieve: Increasing classroom participation in learners with special
needs supports. 3rd edn. Pretoria: van Schaik. pp. 251-273
• American Psychiatric Association. 2013. The Diagnostic and Statistical Manual of Mental Disorders: Fifth
Edition (DSM-V). Washington: American Psychiatric Association. Pp. 69-84