3026 ASD LEVEL 1

• ASD
• University

Autism Spectrum Disorder level 1

Strategies to assist students

Strategies to assist ASD1. 

Priming

This involves the student being introduced to the task before they start working on it. Students with ASD 1 may not be able to understand a task immediately like others in the class. Priming allows for a soft introduction to the task, this can occur hours, day/s or weeks before the student will complete the work. This gives the student time to process and feel comfortable in the classroom 

Home base

The home base strategy involves a space where the student can go to help them feel comfortable and escape stress of their current environment. The Home Base can be located throughout the school either in the existing classroom or another safe space. Students could simply ask the teacher if they can go to the home base, or the teacher may send the student if they notice they are feeling uneasy. The home base can also facilitate priming activities for upcoming tasks.

You provide your student with an overview and insight of an upcoming assignment, 2 weeks prior to telling the whole class.
What strategy would this be considered as?

Decision making

Incorporating decision making in the classroom involves students deciding some small choices apart from their school routine, this allows for a sense of control and builds their decision making skill set. The incorporation of decision making has also been shown to improve accuracy and productivity as well as a reduced amount of disruptive behaviour (Moes, 1998).

Incorporation of special interests

True or false?
A shady tree that a student likes would be considered as a home base.

TRUE

FALSE

Why is decision making helpful when assisting students with ASD1?

1. It gives the student a sense of control
2. So you don't upset them
3. It lets the student be in charge of the classroom
4. Because

Special interest

Special interest is a very common characteristic of an individual with ASD1, usually, a student with ASD1 will be hyper-fixated with this interest and will make it the focus of their day-to-day activities. Students with ASD1 will be more engaged with their school work when they can relate it to something they are comfortable with.

Visual cues

Implementing visual cues is an excellent way to communicate ideas to students with ASD1. Visual cues such as pictures, models and videos allow for the students with ASD1 to easily visualise and plan out the task ahead of them. Many children with ASD1 feel more comfortable when they can predict and plan what is happening next.

Which of these is not a strategy to assist students with ASD1?

1. Visual cues
2. Home run
3. Priming
4. Special interest

Scenario 1 - Ethan 

Ethan's background:

Ethan is a 9-year-old boy in Year 3 at a mainstream primary school. He was diagnosed with Level 1 Autism Spectrum Disorder (ASD) at the age of 6. Ethan is academically capable but faces significant challenges related to his behavior, particularly in the classroom setting. His parents and teachers have noticed that he can react impulsively and be disruptive in class, which has started affecting his academic progress and social interactions with peers.

Disruptive outbursts

Difficulty following multi-step instructions

Transitioning 

Social Interactions 

Individual challenges:

click the stars to see each of Ethan's challenges. 

Priming

Home base

Decision making 

Visual cues

Incorporation of special interests

All of the above 

None

What other adjustments could be made to assist Ethan's social, emotional, and academic life?

Scenario 2 - Mia

Mia's background:

Mia is a 9-year-old girl in Year 3 at a primary school in Australia. She was diagnosed with Level 1 Autism Spectrum Disorder (ASD) at the age of 5. Mia's parents and teachers have noticed that she struggles with cognitive issues related to attention and focus, which impacts her academic progress and classroom participation.

Task initiation 

Attention Difficulties 

Executive Functioning

information processing 

Individual challenges:

click the stars to see each of Ethan's challenges. 

Priming

Home base

Decision making 

Visual cues

Incorporation of special interests

All of the above 

None

Other suggestions for
strategies to assist Mia

Scenario 3 - Liam

Liam's background:

Liam is an 7-year-old boy in Year 2 at a primary school in Australia. He was diagnosed with Level 1 Autism Spectrum Disorder (ASD) at the age of 6. Liam experiences significant sensory challenges that impact his ability to settle in class and often appears agitated or nervous.

Tactile Sensitivity

Auditory Sensitivity

Difficulty with Transitions

Visual Sensitivity

Individual challenges:

click the stars to see each of Ethan's challenges. 

Priming

Home base

Decision making 

Visual cues

Incorporation of special interests

All of the above 

None

Other suggestions for
strategies to assist Liam

References

Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a Method of Coordinating Educational Services for Students With Autism. Language, Speech & Hearing Services in Schools, 34(3), 228–235. https://doi.org/10.1044/0161-1461(2003/019)

Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using Visual Supports with Young Children with Autism Spectrum Disorder. Teaching Exceptional Children, 43(6), 28–35. https://doi.org/10.1177/004005991104300603

Moes, D. R. (1998). Integrating Choice-Making Opportunities within Teacher-Assigned Academic Tasks to Facilitate the Performance of Children with Autism. Journal of the Association for Persons with Severe Handicaps, 23(4), 319-328. https://doi.org/10.2511/rpsd.23.4.319

OpenAI. (2022). ChatGPT (Version 3.5) [Software]. https://www.openai.com/chatgpt

Organization for Autism Research. (2016). Life Journey Through Autism: An Educator’s Guide to Asperger Syndrome. Organization for Autism Research Inc. https://researchautism.org/wp-content/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf

This Person Does Not Exist. (n.d.). https://thispersondoesnotexist.com/