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Running Head: TEACHING CHILDREN WITH AUTISM

Teaching Children with Autism
Angela Hutchinson
October 9, 2014


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TEACHING CHILDREN WITH AUTISM
Abstract
Information about autism has become more advanced over the last few decades. It is
important for teachers to know how to educate students who struggle due to autism. This paper
provides information that can help teachers associate with their students that need intervention.
The characteristics of autism are also essential for teachers to know. These can provide a base for
a direction, in which, the student can travel to obtain success. Researchers have developed tools
to assist teachers with the struggles in the classroom.
Key terms: autism, history, teaching components, behavioral strategies















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Autism in the Classroom
How can teachers adequately educate students with autism in the classroom? Teachers face
many obstacles when it comes to teaching students with autism, because it has an impact on both
the childrens academic skills and their social interactions. According to the 2014 report on
autism, 1 in 68 children are affected by autism, with the boys being identified as five times more
likely than girls to have autism. The rate between boys and girls is as follows: 1 out of 42 boys to
1 out of 189 girls (Centers for Disease Control and Prevention, 2014, p. 14). Approximately 3.5
million Americans struggle with symptoms of autism spectrum disorder (ASD) (Autism Society,
n.d.). With this rate of children being identified as having autism, it is important for teachers to
understand the history, key teaching components, and how teachers can support positive
behaviors.
In 1943, Leo Kanner, a Johns Hopkins University psychiatrist, conducted a study on eleven
children who were showing signs of stimuli sensitivity and difficulty with social interactions and
changes in routine (Mandal MD., 2014). Kanner also laid claim to the term refrigerator
mothers, that described the mothers of children with autism. It was believed that the mother-
child relationship was dysfunctional, so the result was children who showed little to no emotions.
Since then, there have been several studies that have given researchers a better insight as to how
autism affects childrens abilities to connect with others. However, the real causes are due to
abnormalities in brain structure or function, which can be caused by genetic and/or
environmental factors. This finding has been largely accepted by researchers to be the source of
autism, but there is still no known solitary cause (Autism Society, n.d.). Autism is one of
several conditions that are part of what is called the autism spectrum, which can range from
relatively mild to very debilitating, according to Levine & Munsch (2014, p. 185). On the other
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hand, there are some children with autism that have exceptional abilities, called savant abilities.
These abilities can include excelling in one or more of the following areas: mathematical,
artistic, musical, spatial and mechanical (Reynolds & Dombeck, n.d.). With the rise in research
on autism, researchers have implemented some strategies to help assist teachers in educating
these children.
There are three key teaching components that are important for teachers to know about when
instructing children with autism. These factors include having knowledge about autistic
characteristics, implementing adequate structured teaching methods, and maintaining behavioral
management skills to effectively educate students who are challenged by autism. When a teacher
has an awareness of a students difference in ability, then these tactics can be useful to help
student succeed in a social realm.
It is important that the teacher has a basic knowledge of autistic characteristics. Students with
autism can have difficulties in many areas, such as social skills, language development, behavior
management, emotional struggles, and health and movement issues (Rocky Point Academy,
2009). Lack of social skill indicators include little to no eye contact, difficulty making friends,
and the preference to be alone. Language development signs include using short, incomplete
sentences and using pronouns inappropriately. Directional terms are difficult to comprehend by
an individual with autism. Behavioral warning signs include verbal outburst, obsession with
objects, and difficulty waiting his/her turn. Some observable emotional signs include laughing,
crying or throwing a tantrum for no apparent reason. Signs of seizure activity, allergies and food
sensitivities, and walking on his/her toes are all warnings of health and movement difficulties.
Many of these characteristics of autism can be managed by using structured teaching strategies
and behavioral management.
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Implementing adequate structural teaching strategies are critical in educating students with
autism. According to Stokes, Structured teaching is a system for organizing their environments,
developing appropriate activities, and helping people with autism understand what is expected of
them (Stokes, n.d.). Physical structure and visual schedules are the primary teaching methods in
structured teaching. The physical structure consists of the set-up and organization of the
students environment, which helps to reduce distractions. Visual schedules help address the
student's difficulty with memory and organization of time, and reduce anxiety. The main
teaching method for children with autism is visual instruction. Stokes states that a visually
structured teaching method allows the student with autism to learn a process of focusing upon
and following visual cues in various situations and environments, in order to increase his overall
independent functioning (Stokes, n.d.). Another key teaching component that is essential to
maintain classroom structure is behavior management.
Many children with autism have issues with controlling their behavior in the classroom,
because they see the world differently. When things are not in order, students with autism tend
to become agitated, which can lead to behavior issues. These behavior issues need to be
corrected as soon as they are observed, for the safety and well-being of all the students in the
classroom. There are two strategies that have been researched and have been proven to improve
behaviors in children with autism: (1) Prevent-Teach-Reinforce method (PTR) and (2) positive
behavior supports method (PBS).
The first method that can be beneficial to teachers when coping with behavioral issues is
Prevent-Teach-Reinforce (PTR). According to Iovannone, the Prevent-Teach-Reinforce (PTR)
model of behavior support is a team-based, systematic, structured process for supporting students
with challenging behaviors that have not been resolved satisfactorily with classroom and school
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wide behavior management systems(Iovannone, 2012). The use of the PTR method has proven
to be beneficial to students who have received this type of intervention. Crosland and Dunlap
state that the research shows evidence of improvement in social skills, academic achievements,
and behaviors among students who have participated in this intervention (2012, p. 258). This
method has five different stages that can promote health behavior strategies for students who
deal with the struggles of autism. The stages include: (1) team building, (2) setting goals and
collecting data, (3) PTR assessment, (4) PTR interventions, and (5) evaluation.
How does the PRT method work? The first stage is team building, which gathers individuals
who interact with the student, such as teachers, parents, behavior experts, and other members of
the education faculty. During the second stage, goals are set and data is collected to assist in
evaluating the behavior level. In the third stage, a PTR assessment is given to aid in the
understanding of the students behavior issues and find out what influences the students
behavior. The fourth stage prepares for PTR interventions such as, setting up an IEP or
behavioral contracts. Finally, in the fifth stage, the student is evaluated to be observe to
determine if the PTR intervention was effective. Strain, Wilson, and Dunlap conducted a study
on three children with autism using the PTR method. During their observation, they concluded
that, The data from this study showed that implementation of the PTR process was effective in
rapidly improving the behavior of the three children with autism (Strain, Wilson, & Dunlap,
2011). There is still ongoing research on this approach, but it can be a tool to assist in improving
classroom behavior. The next method is positive behavior supports.
Positive behavior supports (PBS) is another strategy that can be implemented in the classroom
to help maintain a healthy classroom environment. PBS is a behavior management system that is
used to understand challenging behaviors. According to Autism Speaks, four essential elements
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are needed in order for the team members to ensure proper behavior support. The elements
include: clarity, consistency, simplicity, and continuation (2014, p. 29-30). Clarity is making sure
that all team members are clear on the expectations and procedures that will be implemented.
Consistency is making sure that all team members are working together by using the same
interventions and approaches. Simplicity is making this intervention simple, so that goals are met
successfully. Finally, continuation is important, because it helps to improve and maintain good
behavioral habits. Maintaining a healthy classroom environment is also essential to prevent
behavior issues. Important methods include: organizing and providing structure, using informal
transitions and changes, using visual supports, providing a safe place, and removing distracting
stimuli (Autism Speaks Inc., 2014, p. 41). Once the obtainable behavior is reached, it should be
monitored and reviewed frequently.
How are appropriate behaviors maintained once they are obtained? Students with autism need
structure with a daily routines that include time for the students to play and interact with other
students. . Once again, all team members need to be on board. There are many helpful strategies
that teachers can use to reinforce appropriate behavior. Some of them include: celebrate and
build on strengths, respect and listen, provide clear expectations of behavior, alternate tasks, use
positive language, and pick your battles (Autism Speaks Inc., 2014, p. 42-43). These steps may
be beneficial to success in redirecting the behavior before it erupts.
Teachers have to be aware of the abilities of their students. The benefit of knowing the
history, key teaching components, and behavioral management skills is the ability to maintain an
adequate learning environment. Some of these strategies may work in the classroom, and some
may not. It depends on the effort put forth by the student and the team. Most children are willing
to learn; some just have trouble figuring out how learn and they need a teacher for this.
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Works Cited
Autism Society. (n.d.). Causes - Autism Society. Retrieved September 15, 2014, from
http://www.autism-society.org/about-autism/causes/
Autism Speaks Inc. (2014). What are the Positive Strategies for Supporting Behavior
Improvement? Retrieved September 18, 2014, from
http://www.autismspeaks.org/sites/default/files/section_5.pdf
Centers for Disease Control and Prevention. (2014). Community Report on Autism 2014.
Retrieved September 26, 2014, from
http://www.cdc.gov/ncbddd/autism/states/comm_report_autism_2014.pdf
Crosland, K., & Dunlap, G. (2012). Effective Strategies for the Inclusion of Children With
Autism in General Education Classrooms. Behavior Modification, 257-258.
doi:10.1177/0145445512442682
Iovannone, R. (2012, April 10). Prevent-Teach-Reinforce: A School-Based Model for Functional
Behavioral Assessment - Handouts - PaTTAN. Retrieved September 23, 2014, from
http://www.pattan.net/category/Resources/Handouts/Browse/Single/?id=4f7b17be8b0332
da2e000003
Levine, L. E., & Munsch, J. (2014). Child development: An active learning approach (2nd ed.).
Thousand Oaks, CA: SAGE Publishing.
Mandal MD., A. (2014, January 14). Autism History. Retrieved September 18, 2014, from
http://www.news-medical.net/health/Autism-History.aspx
Reynolds, T., & Dombeck, M. (n.d.). Special Autistic Abilities (Savant Behavior) - Autism.
Retrieved September 13, 2014, from
http://www.sevencounties.org/poc/view_doc.php?type=doc&id=8768
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Rocky Point Academy. (2009). List of autism characteristics. Retrieved September 23, 2014,
from http://www.calgaryautism.com/characteristics.htm
Stokes, S. (n.d.). Autism Papers--Structured Teaching: Strategies for Supporting Students with
Autism pg 1. Retrieved September 22, 2014, from
http://www.specialed.us/autism/structure/str10.htm
Strain, P. S., Wilson, K., & Dunlap, G. (2011, January 18). Prevent-Teach-Reinforce:
Addressing Problem Behaviors of Students with Autism in General Education
Classrooms. Retrieved September 18, 2014, from
http://web.a.ebscohost.com.madison.libproxy.ivytech.edu/ehost/pdfviewer/pdfviewer?vid
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