Formerly Asperger Syndrome

"Autism is the difference the world needed, took too long to recognize, is in the process of understanding and has yet to accept."

                                                                                             -Stuart Duncan

Autism Spectrum disorder is a developmental disability, that can range from mild to profound. Children on this spectrum display challenges with social interactions and communication, coupled with unusual behaviors or interests.  Many of these children also display unusual ways of learning, paying attention, and reacting to different sensations (Center for Disease Control).

Children with very profound forms of autism are typically identified through early intervention and early childhood programs. They often have global delays, with significant deficits in speech, motor, play, and sensory processing. Today, there is a growing number of children who generally meet developmental milestones, but appear to have deficits in self-control, play, sensory processing, and behavior regulation. Sometimes this group is identified through early childhood, and receive special education services in a blended preschool program; however, many compensate until early elementary school.

Formerly Asperger Syndrome includes children who evidence average to above average intelligence, precocious language usage, yet display challenges with peer relationships, fine motor tasks, behavior regulation, and sensory processing. As an educator, these children initially appear to be inquisitive, engaged, eager learners. This facade quickly dissipates once they are asked to produce written work, engage in non-preferred topics or activities, and adapt to changes in routine. As you spend more time with these children, certain behaviors become evident: poor eye contact, egocentrism, restricted interests, lack of reciprocity, and erratic behavioral responses. These are huge red flags associated with the autism spectrum.

Sometimes these children are thought to have ADHD because of their poor behavior regulation, and lack of work production; however, upon further examination, it is evident the root of their challenges is in socialization. School is a complex social universe, in which children have to adapt to different rules, transition between activities, interact cooperatively, problem-solve, and maneuver through highly stimulating classrooms or hallways.  For high functioning children on the autism spectrum, this can be a nightmare!!

Good new! There are a lot of universal interventions that can be put in place at home and school. For example, creating a visual schedule helps with predictability and routine. This can be done using words or pictures, for a variety of activities. Writing tends to be an area of academic need, because it requires sustained attention, organization, and fine motor skills. Having access to computers or tablets is a great alternative. Children can use text-speech software, or story making apps, which removes the fine motor component, minimizing the power struggle. Sensory needs can also be managed in a lot of low key, non-intrusive ways. For example, in the classroom, teachers can allow the use of fidgets, a ball chair, stretchy band around the chair, and putty. In addition, providing the whole class with brain gym, or yoga breaks, can be beneficial to all students. At home, parents can use a lot of everyday toys like trampolines, play dough, sand, indoor swing, and make shift ball pits, to provide sensory experiences.  

The reality of Autism Spectrum Disorder is that these children are more unique than they are alike; thus, requiring truly individualized approaches. Life will never be boring, and as an educator and parent ,there will be quite a learning curve! Embrace the greatness, accept the quirks, and love through the tough stuff!