Autism and instruction strategies in children must be individualized in order to gain the greatest degree of success. Children with autism frequently struggle to learn at the same rate as non-autistic children, and therefore very specific modifications must be made for autism and instruction methods to cater to the autistic children’s unique needs.

The following list includes autism instruction strategies that have been known to help autistic children in the classroom. These are only broad descriptions as any practiced strategies must be child-specific, depending on the individual’s needs, symptoms, and strengths.

1. Autistic children tend to be visual learners. Therefore, a visual structure to the overall learning environment should be carefully designed in order to allow the child to clearly see and comprehend expectations of him or her. This should include clearly defined workstations and other basic elements of the classroom. Visual schedules are also an important part of the classroom’s visual structure, as they allow the autistic child to benefit from a predictable routine where the expectations are laid out specifically in a visual way. This minimizes unexpected occurrences and allows students to anticipate and prepare for transitions in their day.

2. Stimulation in the classroom – especially visual and auditory – should be carefully considered and controlled, whenever possible. Many autistic students can be easily over-stimulated by visual and auditory input and may have a challenging time processing their lessons should they be distracted or overwhelmed by sounds, lights, or images that cannot be properly managed. Workstations should be set away from any excessive auditory and visual stimulation (especially sounds, movements, and any flickering or bright lights) to allow for optimal concentration and learning.

3. Many autistic children struggle with – or have yet to develop – communication skills, especially with regards to expressive communication skills. Instruction for non-verbal students may also be required. An augmentative communication system (methods or devices to aid communication) can be greatly beneficial to autistic students of all communication levels. This could include strategies such as PECS (picture exchange communication system), where picture cards are used to express words for objects, feelings, concepts, places, and other areas where words would typically be helpful.

4. Instruction of social skills has typically been among the more challenging aspects of the curriculum. Overall, it is best to teach social skills very directly. Autistic students will not normally develop social skills through simple interaction within social environments. Instead, they must learn their social interaction skills in the same way that other academic topics and skills are taught.

5. A high priority should be placed on instruction of literacy. The reason for this is that many autistic students often depend on one form of communication for another, even if they are capable of communicating verbally. Frequently, a kind of back-up form of expressive communication is required especially for when the child is feeling upset or overwhelmed. Though PECS is effective, with literacy in the student, communication – even non-verbal communication – can occur at a might higher level, as it opens up a greater vocabulary for expression.

Autism and instruction strategies are exceptionally unique. Before beginning to work with an autistic child, it is important to be aware of the individual needs of that child, and the characteristics of autism exhibited by that child. Instructors and other school staff working with the child should be provided with training about at least the basic features of autism. Every member of the team working with the child should understand the child’s needs as well as teaching strategies such as those listed above, so that they may maximize the child’s potential for successful learning.

Grab your free copy of Rachel Evans’ brand new Autism Newsletter – Overflowing with easy to implement methods to help you and your family find out about the most appropriate Autism and instruction methods. And for information on autism education please visit The Essential Guide To Autism.

Believe it or not, schedules play a very important part in every child’s life. Children like schedules because it permits them to anticipate what will happen when. But having a schedule is particularly important for the autistic child. Autistic children need a sense of structure which helps to overcome the feelings of anxiety they typically have. They know what to expect during the day and what activity they will be during at what times during the day.

The lack of a schedule in an autistic child’s life can make things very hectic, both for them and for you. If you are the type of person who just “remembers” doctor appointments and other commitments and does whatever activity feels right at the time, then good for you but you are going to have to change that for the benefit of your autistic child, where autism almost requires structure and a schedule.

Many autistic children exhibit many problems in reading, in which case you are encouraged to use a “visual schedule” to assist them. On this visual schedule, you will put pictures of each daily activity, which allows them to see what is coming next. Having such a schedule posted where the child can always see it will help to avoid the occasional breakdowns. If you need to make a change to the schedule for whatever reason, be sure to take extra time to carefully explain it to the child. Children with autism like a schedule and routine, and even a minor change can put a huge dent in their whole day.

Schedules can also be used to encourage the child to do something that you already know they do not want to do. Show them the activity or task and carefully explain that this task must be completed before you can move on to the next activity, pointing to the next activity. Be firm in letting them know that the next activity cannot be done until the first task has been completed.

Life is unpredictable and there will be days when something comes up, although you should try to stick to the schedule as much as possible. If something comes up, try to get back on schedule as quickly as possible so as to avoid the high levels of anxiety that the child will experience. This schedule also applies to something like what time to get up in the morning and bed time – keep those times the same every day as it represents a part of the normal schedule.

While having a schedule is important for all children, it is particularly important for autistic children. If you can understand that they require structure and routine to avoid anxiety, you will have a much better opportunity to work with them and teach them new things. In fact, as time goes as, you may even want to include a new daily activity that you will introduce into the schedule, perhaps labeled something like “Learn Something New”. Keep it simple but use this scheduled time to ease into learning something new. Be sure to keep it positive so that the child will look forward to it, which is a good reason to start this new activity slowly and let it build over time as the child gets used to this new part of their routine.

For more insights and additional information about Autistic Child Schedules and Routine please visit our web site at http://www.autism-explained.com

One of the most pervasive myths that surround autism is that a child who has it will never show affection and can’t accept getting affection from anyone. There have been literally piles of stories of parents taking their child to a psychologist and the doctor telling the parents that your child can’t possibly be autistic because he gives you a hug now and then. While this opinion is just flat wrong, studies have shown that autistic children do process sensory touch differently than a non-autistic child and that this is where the myth that autistic children don’t like to be touched comes from.

Autism and the way it affects kids really runs the gamut from light to severe. An excellent point to remember when dealing with an autistic child is that every single autistic child is different and will react to almost everything differently. Here are some tips for showing your autistic child affection, and remember, your experience may vary.

• Trial and error. For some kids with more severe autism, a simple, random hug can be sensory overload. They can become agitated, upset and even violent if they are touched without prior warning. You will probably need to have a trial and error approach when it comes to hugging and touching your autistic child. Some methods may be responded to in a positive way, other ways won’t be. You just have to try and see.

• Let the child come to you. If you think your autistic child needs a hug, instead of rushing into his personal space and just taking one, speak to the child, bend down to his/her level and open your arms. Smile and let the child know that they are loved and see what the response is. If they don’t come running in for a hug, don’t be offended, it may just not have been the right time for the child.

• Try hand signals. If your child is too sensitive to hugs or touches to show affection, you can try positive reinforcement in addition to hand singles. Things like a simple thumbs up accompanied by a smile and some positive comments can let the child know they are loved and what they did was good. You can also offer the child a chance to hug during these situations and they might just take you up on it.

• Make sure everyone is on the same page. If you, the parents, are starting to make progress on getting your autistic child to be more affectionate, you don’t need a sibling, teacher or grandparent who doesn’t know or understand your child’s boundaries messing up all of your hard work. If you’ve begun to implement an affection program with your autistic child, make sure everyone who would possibly try to hug or touch him/her knows the rules. Consistency and repetition are crucial to autistic kids, and this applies to a situation like this, as well.

Trying to figure out a puzzling condition like autism can be a lifelong challenge. For many parents, the affection issue may be the biggest. But with patience and learning to go by the child’s cues and not your own, you will be able to connect with your child in a deep and meaningful way.

You can also get access to further support and information at The Essential Guide To Autism. Don’t forget to read through the rest of the blog for more resources on autism.

Rachel Evans has an interest in Autism. If you are interested finding out additional signs of autism or for more information on autism please visit The Essential Guide to Autism