Autistic Spectrum Disorder (ASD)

This term applies to a range of language and communication disorders that overlap.

The child will have some degree of difficulty in the following three areas known as the triad of impairment:

A diagnosis can only be made by a medical professional.

Implications for School

Poor social interaction.
The child has difficulty empathising, recognising the feelings/behaviours of others and seeing other perspectives.
They may seem withdrawn, making little attempt to make friends.
Their behaviour may be described as "odd", they may have difficulty matching appropriate responses to situations or seem overly-aggressive.
They may have difficulty interpreting social situations and may become distressed or confused.

They have difficulty making sense of and using verbal and non-verbal communication such as eye contact and facial expression.
Some have language delay.
They may use repetitive phrases, speak with an accent (eg. American) and repeat phrases from television.
Others appear to have a good use of language, but have difficulties in understanding.
Their understanding is literal and they have difficulty with - for example - humour, irony, figurative language, idiom etc.

They tend not to participate in imaginative play.
They may have difficulty with imaginative writing or writing from another's perspective.
They may develop obsessive and imaginative interests, wishing only to play with those toys or write/draw those things.
Changes in routine can cause distress; routines help them make sense of their environment.

They may be hypersensitive to noise, particular sounds or touch and find, for example, the yard or Assembly difficult.
They may develop coping mechanisms such as rocking, hand flapping, fiddling with certain items, withdrawing or becoming aggressive.
They may have unusual eating habits - eg. refusing foods of a certain texture or colour.
They may develop a strange gait or posture - eg. walking on tiptoe.
They may be hyperactive.
They may have irrational fears or phobias, these are very individual - eg. it may manifest as refusing to participate in a certain activity.
They may have difficulties with dressing and other activities which require sequencing or co-ordination. Even secondary age pupils may have difficulty with activities such as tying shoelaces.

Help them make sense of the physical environment - label objects or specific areas, younger children may benefit from a "map" of the classroom or school.
Use a visual timetable and task list, so they know what is coming next.
Give clear, simple instructions to them individually as they may not realise that "everyone" includes them.
Anticipate stressful situations - eg. allow them to leave a few minutes earlier for lunch to avoid noisy queues and corridors.
Acknowledge the need for personal space - facilitate individual work areas if necessary.
Be aware that they will find group work difficult.
Consider possible triggers such as excess light, noise etc.
Introduce only one skill at a time.
Use "obsessions" as rewards.
Teach them to recognise behaviours, emotions and body language - eg. through role-play.
Don't insist on eye contact.
Use social stories.
Teach jokes, puns and metaphors.
Develop a buddy system - eg. a Circle of Friends.
Make use of computers.