3 Techniques That Work to Support Students on the Autism Spectrum
Today, we would like to take a break from discussing our guidelines and strategies to give you some ideas about techniques that we use in the classroom.
These techniques may seem subtle, but they support the strategies we use enormously. In fact, the skillful use of these techniques is often responsible for the success or failure of the strategy we may be implementing. Here are three of our favorite techniques:
#1 Silent Point
It can be very difficult for a student with autism to know what he should attend to. This can be especially challenging in the preschool classroom, where there is an abundance of competing stimuli. We use this strategy to quickly and quietly call the student’s attention to the person or activity he should be watching, without adding the additional competing stimuli of our voices and words. For example, we frequently employ this technique during circle time. This is a time that can be very challenging for our students. There are many distractions and sitting still can be difficult, as well. So, we simply provide a silent point from behind the child up toward the teacher. We typically point toward the teacher’s face with our arm next to the child’s face at eye level (to block what he may be looking at and cue him to redirect his attention) as well as direct our own gaze toward the teacher.
#2 Expectant Look
We have each developed a good expectant look that we use often with our students. An expectant look involves raised eyebrows, positive facial expression, hands/arms in an open position, and maybe even a head nod. It is similar to a questioning look, but with a more open, positive facial expression. We use the expectant look while waiting for the student to respond to a direction and/or complete a task that we know he is capable of performing. He is not actively protesting or refusing, he is simply not moving along to the next step. The expectant look communicates to the student that we are waiting for him to make the next move, and gives him the opportunity to think through the sequence and continue without additional prompts. We often pair the expectant look with a deliberate gaze shift toward the task to be completed. We may also pair it, as needed, with a gesture (e.g. point or tap) to clarify the expectation and refocus the student’s attention.
#3 Avert Eyes
We use this technique when we are trying to entice a student to do something that he is reluctant to do. He may be slightly dysregulated, and is very likely refusing to complete the task. Perhaps we want him to complete a puzzle and he is whining and looking away. Once we have employed one or more of our strategies to give the activity structure (e.g. “3 puzzle pieces then all done”), we might hold out the first puzzle piece (or move it toward the child) and wait without looking directly at him. This gives him time to process the request, and the emotional space to make the decision to comply. Looking straight at him would be more confrontational and would likely result in a power struggle.
Note that each of these techniques strives to provide the minimum level of prompting that the student needs to successfully complete the task. It is always our intention to increase each student's independence by ensuring that he has the opportunity to think for himself.
Also notice that all three of these techniques follow our three overarching guidelines:
Provide Processing Time – WAIT
Use Simple Language (or No Language)
Employ Visuals (including Gestures)
For more detailed information about Providing Processing Time and Using Simple Language, see our previous Blog Posts. Employ Visuals post coming soon!
As always, please let us know how it goes as you try these techniques in your classrooms. We love to hear from you!
