AN ASSIGNMENT ON

AULTISM SPECTRUM DISORDER

MARION SUMMER
CLASSES
 1. Discuss the importance of designing and structuring successful learning
environments that meet the sensory and learning needs of students with an
ASD (see Week 1 and 2 content in course shell).  

According to Block (2018) special education teachers have great and ever
reaching responsibilities. They work tirelessly to ensure the children on their case
load have the tools and resources they need to be successful in the classroom each
day. Each day is different as no 2 days are the same; and students have good days
and bad days just like us. Their emotions are vast and sometimes excessive, but
each behavior they present means something. It serves a purpose, whether it is to
communicate with us, a way of expressing emotions they are feeling, or just to
have someone pay attention to them in a positive or negative manner. Days are
spent focusing so much on the individual that less time is dedicated to assessing
and manipulating the environment. The majority of our time is fixated on the
individual and how to make them more successful through the elimination of
behaviors or through academic support. We tirelessly dedicate vast amounts of
time toward shaping their attitudes and making routines identical each and every
day in hopes of getting ahead of any behaviors or instabilities that may affect their
day. Although, most special education teachers look at the whole being and the
whole environment. Sometimes in our haste to correct behaviors and get a child to
do necessary tasks or function for the maximum amount of time in the least
restrictive environment, we forget to take a step back and gauge the environmental
factors that could be contributing to an individual’s frustration or even
temperament. Such things as lack of focus or emotional state can be a function of
their environment. It is easy to get wrapped up in the moment, have constraints
with available time, and therefore not conduct daily observations and reflection on
our students’ daily, hourly, educational settings. How stark walls, ambient light,
and hard surfaces might be contributing to behaviors, and even their ability to learn
effectively. This is the “silent curriculum” (Mcallister & Sloan, 2016) or the other
teacher. A recent year-long study involving 751 students in 34 classrooms
conducted by Agron (2013) and the University of Salford, in partnership with
Nightingale Associates Architects, evaluated various parameters such as classroom
orientation, acoustics, natural light, temperature, indoor air quality, flexibility,
organization, and color. The findings suggest placing an average student in one of
the best designed classroom environments, compared with one of the worst
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designed classroom environments, equates to a year of academic progress (Agron,
2013). Therefore, creating not just a community but an environment, creates
lifelong learners.

Learning process has three components namely – visual, motor, and cognitive.
These three components are needed for active learning to occur. These three
components interact to produce a complex pattern between learning and attention.
When these components are not harmonized or are compromised, it affects the
student’s learning process. It is important to include the three main sensory
systems that learning is typically categorized into and labeled as “learning styles.”
Typical student demographics are represented by auditory learners, visual learners,
and kinesthetic learners; where one is representing as their dominant learning style.
Generally, most people learn using two or more learning styles. Interestingly,
autistic children are more likely to rely on only one style of learning (Arcs Autism
Now Center, 2015). Therefore, it is important that educators assess learning styles
and adapt and methodically control the learning environment for these children to
be successful. Another area that is typically categorized within this same area of
learning process is engagement. While comprehensive reviews elucidate slightly,
there are different definitions of what engagement is and how it should be
measured. The literature generally identifies four components of engagement:
“cognitive, affective, behavioral, and academic” (Appleton, Christenson, &
Furlong, 2008). “There are also varied perspectives through which student
engagement is studied: behavioral, psychological, socio-cultural, and holistic; each
of which places emphasis on a different facet of the metaconstruct” (Kahu, 2011).
The usual assumptions have always been that the problem of engagement is
student-based yet it has now been established that they are important factors in the
learning continuum. It is important to pay attention to the small changes that can be
made in the educational environment to make all children effective in learning. The
ability to capitalize upon boosting students’ confidence and skill-sets through
better prepared classrooms and more active student participation will only result in
a richer learning climate, better knowledge, and acquisition of skills, taught at all
levels of education (Block, 2018).

Branigan-Pipe (2016) discovered that “being sensory sensitive and unable to

integrate or communicate fully with others means that those with ASD can find the
classroom a disorienting and even frightening place.” For school children this is
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especially damaging. Any unwanted distraction can impact a child’s ability to
learn. The background and surrounding environment that most of us are able to
ignore or cope with will actually act as a barrier between the child and teacher,
further hampering the child’s development.

In a recent survey conducted by Tech Learning (2015), “92% of teachers believe

classroom design has an impact on student learning.” The teachers believe there is
a direct link between classroom design and student performance and engagement.
The survey also revealed that 79% of respondents believe it is important for
student attendance. Ninety-nine percent of the teachers surveyed, believe that
school design is important for creating a good learning environment and that also,
the classroom environment can affect a child’s academics and behaviors over a
single year’s progress by as much 25%. This statistic alone gives us reason for
pause and reflection. If a single school environment or classroom can change a
student’s performance and behavior by as much as 25%, imagine what this could
do for student engagement, student morale, and stability just by being aware of
classroom design. Teachers need to be mindful in the area of classroom design and
not just in content teaching or state-mandated standards, but how they create and
include conducive, cognitive, social, emotional, and sensory modulated classroom
environments. Recent research has begun to focus on how “space design impacts
student engagement and behaviors,” with one study showing that “creative spaces
featuring flexibility, a unique atmosphere, and inspiring aesthetics led to more
engagement and less resulting behavioral needs” (Jankowska, & Atlay, 2007). As
of recent, students have begun to have access to stand-up and flexible desks,
bungee or wiggle chairs, integration of soft surfaces, private nooks, and sensory
mindfulness, all contributing to higher engagement (Block, 2018).

2. Describe how teachers should go about determining the behavioral, sensory,

and social needs of their students with an ASD as a member of a
multidisciplinary team.  Hint: Think about how you would use the EBP
chart to select EBP’s for each of the areas listed above.  The link to the
EBP chart can be located here: http://www.captain.ca.gov/documents/EBP-
chart-with-defs.pdf. However, since you are working as a team, your
decisions should be made as a team.  As a result, be sure that a portion of
this section emphasizes the importance of collaboration among members of
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 multidisciplinary teams in order to make these determinations.  This section
is important because it will earn you your collaboration badge!

Previous research suggests that children with autism spectrum disorder (ASD)
engage in various sensory and repetitive behaviors in their everyday activities
(Baranek, Watson & Boyd 2006). Despite a growing understanding that these
behaviors are embedded in—and contribute to—the daily experiences of children
with ASD and their families, there has been minimal systematic exploration of the
contexts surrounding sensory and repetitive behaviors (Dunn 2007).

According to Block (2018), there are three key components indicated as the most
influential on students’ behaviors and academic performance within the ASD
designation; they are light, noise, and overall design elements. The brain gives
significant preference to processing vision as compared to our other senses. Sight
is our bodies preferred sense for interpreting our surroundings, so the influence
light can have on students’ learning abilities is quite significant. Hearing is also
essential because we acquire our language skills through this sense. Language
gives us the ability to verbalize our knowledge and experiences. Sight and hearing
help us perceive much of the world around us. “The more our senses are engaged
in meaningful and structured methods, the more easily learning can occur.
Ultimately, our senses act as learning portals. All raw information enters our brains
through those learning portals” (Hurt, 2012).

Students diagnosed with an autism spectrum disorder frequently suffer from some
level of sensory sensitivity. This inability to correctly process sensory interaction
within an environment can cause many difficulties for individuals. Sensory
overload can be caused in lighting by bright lights, fluorescent lights, and sunlight.
Lighting can be disturbing for students with ASD, and this results in a magnitude
of undesirable behaviors in an effort to filter out the light. Some of their physical
signals and behaviors may be poor eye contact, anxiety, fidgeting, and/or
headaches. As articulation of emotions is challenging for most students with ASD,
consequently, they communicate their preference through their actions in the form
of behaviors. Recognizing this sensitivity and the affect it can have on these
individuals neurologically is meaningful and essential. Children with ASD
commonly have sensitivities, especially with temporal modulation of light, which
in turn has a profound effect on mood and body regulation. Studies and research
behind the cognitive regulation between light and its effect on humans are
significant and far reaching.

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Our sense of hearing is the second most influential sense in our body and therefore
strongly influences our ability to acclimate to the environment we are in. “It
remains though, that acoustics appear to be one of, if not the most important factor,
in a well-designed environment for individuals with autism” (Kanakri, Shepley,
Varni, & Tassinary 2017). According to Autism Speaks (2012), sensory processing
characteristics of kids with ASD include kids having the ability of “super” hearing.
Having provisions available for both quiet spaces and sensory sensitivities are
imperative. Noise, consequently, is undoubtedly influential on these students.
“With ‘super’ hearing ability they need to be able to escape noise. Students suggest
that all general education classrooms should have quiet rooms where students can
withdraw, if needed” (Reed, 2011). Areas that are normally classified as noisy to
these students include, but are not limited to: gymnasiums, dining halls, drama
classrooms, music/band classrooms, and theatre halls. These areas should always
be away from general education classrooms, as well as any specific resource
classrooms for students with ASD.

According to Neitzel & Bogin (2008) teachers often conduct a functional behavior
assessment as a first step in trying to understand why a learner with ASD may be
engaging in interfering behaviors. As the function of the behavior becomes
apparent, teachers/practitioners develop interventions to reduce the occurrence of
the interfering behavior in question. Often, teachers/practitioners use functional
communication training (FCT), differential reinforcement, response
interruption/redirection, extinction, and stimulus control/environmental
modification to address these behaviors in learners with ASD. When developing
intervention plans, teachers/practitioners should refer to the specific briefs for these
practices to access the steps for implementation as well as the implementation
checklists. When planning for and implementing a functional behavior assessment
(FBA) with children and youth with ASD, the following steps are recommended.
Neitzel & Bogin (2008) explained the steps for behavior assessment as follows:

Step 1. Establishing a Team

In Step 1, a multidisciplinary team is established to provide a variety of

perspectives about the interfering behavior that a particular learner with ASD is
exhibiting. Members of the team should include all individuals who have observed

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the interfering behavior demonstrated by the learner with ASD over an extended
period of time in a variety of settings and conditions.

Step 2. Identifying the Interfering Behavior

In Step 2, members of the multidisciplinary team identify the interfering behavior

that will serve as the target of the assessment and intervention strategies.
Interfering behaviors include disruptive or repetitive behaviors that interfere with
optimal development, learning, and/or achievement.

Step 3. Collecting Baseline Data

Step 3 focuses on collecting data from multiple sources to better understand the
interfering behavior prior to designing and implementing an intervention strategy.
Although collecting baseline data is an essential feature of FBA, data collection is
important throughout the FBA process because it helps teachers/practitioners
define the behavior, record what the learner is currently doing, and evaluate the
outcomes of the intervention plan.

According to Hobbs (2019) visual supports is an effective strategy that can support
the behavioral, social, and sensory needs of their students with an ASD. Visual
supports are non-verbal ways for children with autism spectrum disorders (ASD) to
communicate their needs and make sense of the world around them. Children with
autism benefit from using visual supports for a variety of reasons. A nonverbal
child can use a Picture Exchange Communication System (PECS) to communicate
his/her needs. A child who benefits from routine and knowing the order of the day
might use a visual calendar or schedule to familiarize himself/herself with
upcoming events. A child who struggles with transitions such as leaving his/her
home and getting on the school bus or tidying up toys might find pictures
illustrating the appropriate steps helpful.

Visual supports can help children with autism find effective ways to communicate
using visuals rather than auditory information. Most children with ASD are visual
learners. The University of New Mexico’s Center for Development and

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Disability says “Using visual information to communicate with your child is taking
advantage of how children with ASD naturally prefer to communicate and can
reduce their frustration (Hobbs 2019).

- According to Autism Awareness Centre (2020) visual support can be

implemented through the following means
 Create daily/weekly schedules with visual blocks of time.
 Show sequential steps in a task such as a bedtime routine or
getting dressed.
 Demonstrate units of time.
 Make a “to do list”.
 Aid communication for those who are less or non-verbal
 Offer choices

3. Provide detailed information on 3 research-based and/or evidence based

strategies (listed below) that could be used to create such an environment and
meet the unique needs of students.  In other words, practitioners should be able
to read over your strategies and have a good idea of how they could implement
them in their own educational setting because you have provided significant
detail.  Refer to this chart when choosing your 3
strategies: http://www.captain.ca.gov/documents/EBP-chart-with-defs.pdf 

1. One strategy in your paper should emphasize a way in which sensory

needs can be addressed in the classroom.
2. One strategy should focus on and address aspects of behavior supports.
3. One strategy should focus on how to facilitate and promote positive social
interactions among students with ASD

Sensory strategies are designed to address the level of arousal to help a child reach
a more optimal state to learn and perform tasks, such as communication. Students
with sensory processing issues have trouble handling sensory input. And at school,
they often have to cope with sounds, smells, textures, and other sensations that get
in the way of learning.

According to Morin (2014) here are some strategies teachers can use to help
students with sensory processing issues.

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Classroom Planning, Schedules, and Routines

 Have a daily routine that changes as little as possible.

 Give advance warning of routine changes.
 Build in brain breaks throughout the day.
 Establish clear starting and ending times for tasks.
 Post visual schedules, directions, class rules and expectations; make sure the
student sees them.
 Use visuals with pictures of sensory input choices

Building Self-Regulation Skills

 Provide a quiet work space to use when needed.

 Seat the student away from doors, windows, or buzzing lights.
 Adjust the desk and chair so the student’s feet are flat on the floor and hips
are at a 90-degree angle, or put a footstool under the desk.
 Let the student use alternative seating, like an exercise ball or a stand-up
desk.
 Consult with the occupational therapist (OT) about attaching a stretchy
exercise band to the chair legs or desk for students who need to bounce their
feet.
 Let the student work in a different position, like lying on the floor using a
clipboard or at an easel.
 Provide a weighted lap pad, weighted vest, wiggle cushion, or other OT-
approved sensory tools.
 Provide earplugs or noise-muffling headphones to help with noise
sensitivity.
 Let the student use handheld fidgets; consider using a fidget contract.
 Have chewing gum available or attach a chewable item to the end of a pencil
for a sensory-seeking student.
 Let the student sit on a carpet square or beanbag during group seating.
 Let the student move as needed within a space outlined in tape or at a seat to
the side.
 Work with the student to come up with nonverbal signals to use when
overwhelmed or in need of a break.
 Create a proactive behavior plan for handling sensory triggers.
 Give advance warning and verbal reminders of loud noises like bells,
announcements, or planned fire alarms.
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Giving Instructions and Assignments

 Reduce the need for handwriting (for example, use fill-in-the-blank

questions instead of short-answer questions).
 Allow extra time for writing to accommodate motor skills fatigue and
trouble with proprioception.
 Let the student use speech-to-text software or a computer.
 Reduce the amount of visual information on a page.
 Provide colored overlays for reading to reduce visual distraction.
 Use blank pieces of paper to cover all but a few of the questions on a page.
 Use manila folders as a screen to block visual distractions.
 Offer pencil grips, slant boards, and bold or raised-line paper for writing.
 Use a highlighter or sticky notes to help the student stay alert and focused.
 Allow the student to listen to music while working to keep focused and
regulated.

According to Wise (2020) the following are behavior Strategies to help students
with Autism
i. Let the child know what will happen next.
ii. Set Expectations, be Consistent, and Follow Through
iii. Acknowledge your child or students for complying with your requests
iv. Tell the child specifically what you expect and allow him to earn privileges
for complying with your expectations
v. For some children with language difficulties, showing the child the activity
or toy that he will be utilizing next is helpful to encourage him to move from
one activity to another
vi.  If possible, use a schedule to let the child know how his day will go
vii. Allow the child to bring a transitional object from one activity to the next.
viii. If the child seems over stimulated from sensory input, such as in a large
crowd, bring him to a quieter place to de-stress.
ix. Distract and redirect problematic behavior instead of saying “stop” or “no.”
x. Make directions clear, short, and concrete.
xi. Take advantage of teachable moments.

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Strategies for Supporting Social Skill Development
Supporting social interaction is an important piece of the student’s educational
plan. Student’s with autism often have the desire to interact with others, but do not
have the skills to engage appropriately or may be overwhelmed by the process.
Some students are painfully aware of their social deficits and will avoid
interactions even though they desperately want to connect with others. Others will
engage in attention seeking behavior to connect with others until they build the
skills they need to interact. Social development represents a range of skills,
including timing and attention, sensory integration and communication, which can
be built and layered to improve social competence. Building competence will
result in further interest and interaction.

According to Autism speaks (2018) here are some strategies to support social skill
development in your students with autism:

 Reinforce what the student does well socially - use behavior-specific praise
(and concrete reinforcement if needed) to shape pro-social behavior.
 Model social interaction, turn taking and reciprocity.
 Teach imitation, motor as well as verbal.
 Teach context clues and referencing those around you (for example, ‘if
everyone else is standing, you should be too!’).
 Break social skills into small component parts, and teach these skills through
supported interactions. Use visuals as appropriate.
 Celebrate strengths and use these to your advantage. Many students with
autism have a good sense of humor, a love of or affinity for music, strong
rote memorization skills, or a heightened sense of color or visual
perspective. Use these to motivate interest in social interactions or give a
student a chance to shine and be viewed as competent and interesting.
 Identify peers who model strong social skills and pair the student with them.
Provide peers with strategies for eliciting communication or other targeted
objectives, but be careful not to turn the peer into a teacher strive to keep
peer interactions as natural as possible.
 Create small lunch groups, perhaps with structured activities or topic boxes.
(The group to pulls a topic out of a box and discusses things related to this
topic, such as ‘The most recent movie I saw was…’ This can be helpful for
students who tend to talk about the same things all the time since it provides
supports and motivation and the benefit of a visual reminder of what the
topic is.)

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 Focus on social learning during activities that are not otherwise challenging
for the child (for example, conversational turn-taking may not occur if a
child with poor fine motor skills is being asked to converse while cutting.)
 Support peers and student with structured social situations. Define
expectations of behavior in advance. (For example, first teach the necessary
skill, such as how to play Uno, in isolation, and then introduce it in a social
setting with peers.)
 Teach empathy and reciprocity. To engage in a social interaction, a person
needs to be able to take another’s perspective and adjust the interaction
accordingly. While their challenges may distort their expressions of
empathy, people with autism often do have capacity for empathy. This can
be taught by making a student aware - and providing appropriate vocabulary
- through commentary and awareness of feelings, emotional states,
recognition of others’ facial expressions and nonverbal cues.
 Use social narratives and social cartooning as tools in describing and
defining social rules and expectations.

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