This section describes autism spectrum disorder (ASD) in greater detail. The term “spectrum” can be defined as a continuous sequence or range (Merriam-Webster’s online dictionary, n.d.). As such, parents, caregivers, and educators will recognize the wide range of strengths and challenges children with ASD exhibit.
Social Communication Impairments may include the following:
Restricted, repetitive patterns of behavior, interests, or activities include:
Many parents, caregivers, and educators report that children with ASD exhibit behavioral challenges such as tantrum behavior, aggressive behavior, self-injurious behavior, property destruction, and noncompliance. Challenging behaviors should be addressed promptly at home and at school.
Recognizing behavioral strengths of children with ASD is equally important, as it is those strengths that can be expanded to increase adaptive behavior. Just like neurotypical children, those with ASD have a wide range of talents. A child with ASD may be able to play a song on the piano without sheet music, but will avoid interaction with peers. At school, that child’s piano-playing skills may be incorporated in the classroom to help increase communication with peers. For example, a teacher could make a game of “name that tune,” encourage turn-taking at the piano, have the child teach peers about the piano, etc. Teachers could also make use of the vast knowledge a student with ASD may have on a particular topic. For example, if a student is fixated on train routes, a teacher could have that student develop a presentation with peers regarding specific routes, draw a wall-size map of routes, and incorporate routes in lesson plans regarding transportation, communities, or history. These activities are often beneficial to the student with ASD and his or her peers!