AUTISM AND G/T
How should gifted students with autism be
serviced differently than the gifted child?
Gallagher
Characteristics
Characteristic
GT
AS/GT
Routines
Usually follows routines
Low tolerance for routine
Social Awareness
Know they are different,
can reason why
Know they are different,
poor awareness of why
Humor
Receives/gives humor
Cannot reciprocate
humor; does not
understand timing
Motor Skills
Coordinated
Motor clumsiness
Insight
Keen insight
Insight (especially social)
absent
Moral sense
Empathy for others and
for abstract whole
Empathy for abstract
whole; difficult with
empathy for others
Social Interaction
Knows how to make
friends
Unaware of how to
establish friendships
Knowledge Base
Extensive knowledge
base, both deep and
complex
Extensive knowledge
base, deep ands
sometimes complex
Two big problems
People focus on accommodations for giftedness only.
People focus on accommodations for autism only.
We must address both.
Teacher behaviors
• Be patient!
Be flexible!
Be positive! Be creative!
Be informed! Be outspoken!
• Remember to avoid placing too much emphasis solely on
giftedness or ASD
• Do not take misbehavior personally. Stay calm, be direct, keep
a positive tone.
• Arrange a “safe person” or “safe-place” so that the students
may remove him/herself from a stressful situation.
• Allow the student to write down concerns when being verbally
argumentative or repetitive.
Teacher Behaviors, cont.
• Model and teach social skills. Handle teasing immediately.
• Avoid using idioms, sarcasm, double meanings, nick-
names.
• Be as concrete as possible when interacting with the
student.
• Be aware and sensitive to sensory overstimulation.
Consider environmental changes.
Teacher Behaviors, cont.
• Use visual cues, written words, etc. when teaching
abstract concepts.
• Always consider multiple ways of presenting an
assignment: visual, verbal, physical, etc.
•
• Have especially kind students be group partners, peer
“go-to” helpers.
• Do not rely on the student to relay messages to his/her
parents. Frequent and accurate communication with
parents is essential.
Assouline
Reading and AS/GT
• Children with Asperger's are often hyperlexic (can read
complex vocabulary words), but they do not always
understand these words.
• Children with Asperger’s who are also gifted sometimes
understand and comprehend most of the words they read.
Assouline
Reading accommodations
• Allow students to pick books in their area of interest.
• Encourage fictional pieces (not just non-fictional pieces) in
the chosen area of interest.
• Abstract concepts can be difficult. Be aware of this when
assigning reading. Students need to maintain confidence.
• Focus on enjoyment and comprehension over speed.
• Consider pairing students AS/GT students with other GT
students. Have them read the same material in the area
of interest to develop social skills.
Assouline
Recommendations to Enhance Math
Success
•
•
•
•
Present advanced level material.
Avoid repetition of concepts.
Give time for student to process new information.
Encourage students to try math concepts outside of
their comfort zone.
Assouline
Accommodating Slower Cognitive
Processing Speed
Many students diagnosed with AS have a deficit in
processing speed. This can be very frustrating since
they are not able to quickly express their high verbal
capabilities.
• Allow adequate time for students to think through your
question before having them respond.
• Write important facts and deadlines on the board.
• Avoid timed tasks.
• Emphasize quality over quantity for assignments.
• Have students create outlines for larger assignments.
• Verbally praise persistence on tasks.
Assouline
Accommodate difficulties in writing, written,
language, and fine motor coordination
Since AS students typically have a high vocabulary,
teachers will often think that these students will be
exceptional in their writing as well. However, the two
often don’t align.
• Offer a variety of pens and pencils so students can find
one that’s most comfortable.
• Avoid rapid note taking. Give students handouts of class
notes beforehand.
• Have students record their response, then form a written
response by listening back to the recording.
• Use graph paper for math calculations to help with
number alignment.
Assouline
Accommodations for Gifted Students with
Autism
•
•
•
•
•
•
•
Avoid repetition of concepts.
Give time for student to process new information.
Allow adequate time for students to think through your
question before having them respond.
Write important facts and deadlines on the board.
Avoid timed tasks
Offer a variety of pens and pencils so students can find
one that’s most comfortable.
Avoid rapid note taking. Give students handouts of
class notes beforehand.
Assouline
Recommendations for Supporting Behavioral
Difficulties
• Behavior problems often occur as a result of stress.
Remove student from the source of stress. The student
may need to go to a place where he/she feels at ease.
• Students may not know what to do during ‘down time’. Find
their interests and give specific suggestions to avoid
behavior issues.
• At times, a behavior intervention plan may be needed.
Discuss the finalized guidelines with the student in an
explicit way. Consistency with the plan with all staff,
situations, and settings is essential.
• In addition to verbal cues, visual cues of expected
behaviors may be helpful.
Assouline
Recommendations for Addressing Language
and Communication Difficulties
Communication with Peers
• Try to pair AG/AS student with a peer with similar
interests.
• Monitor for bullying. AG/AS students may be
‘easy targets’ for bullying, especially since they
may not understand teasing.
Communication in Class Setting
• Speak in a straightforward and direct style.
• Have student repeat directions back to you to
ensure understanding.
• Praise hesitant student when they contribute to
class discussions.
Assouline
Recommendations for Enhancing Social Skills
•
Lack of social skills can have a negative effect on their
academic progress
• Use every opportunity to help teach social awareness
inside and outside of the classroom.
• Explicitly teach social skills and appropriate social
interactions.
• Help the student increase positive social interactions by
taking purposeful steps or specific suggestions.
• Example: Make arrangements for the student to sit
near a group of students at lunch or free time to allow
opportunities for social interaction.
• Example: Help the student find other students with
similar interests.
• Example: Say to student, “After you finish lunch, go ask
Heather about the book she is reading”.
Bianco
Strength-Based Accommodations
• Strength-Based Accommodations should be used
regardless of the subject area.
• Definition: “Instructional strategies that provide students
with access to the curriculum based on students’ interests
and learning strengths. Strength-based accommodations
place emphasis on students’ learning profiles and take
their readiness and interests into consideration.”
Case Study
• Daniel
• Age 9 in 4th grade
• AS/GT
• Highly verbal
• Intense vocabulary
• Visual learner
• Loves entomology, arachnology, and paleontology
• How could a teacher use strength-based
accommodations when crafting assignments?
Bianco
Sample activities using strength based
accommodations
• Compare and contrast two legends that insects in their
story.
• Listen to “The Flight of the Bumblebee” and write a story
to accompany this piece of music.
• Create a 3/D display to illustrate the biomechanics of
insect flight.
• Create a board game about the life cycle of an insect of
your choice; teach a friend how to play the game – then
play.
Bibliography
• Assouline, Susan G., Megan Foley Nicpon, Nicholas
Colangelo, Matthew O’Brien. “The Paradox of
Giftedness and Autism.” The University of Iowa
BelinBlank Center. 2008. Web. 18 June 2014.
• Bianco, Margarita, Douglas E. Carouthers, and Lydia R.
Smiley. “Gifted Students With Asperger Syndrome:
Strategies for Strength-Based Programming.”
Intervention in School and Clinic. 44(4), March 2009.
• Gallagher, Shelagh A. and James J. Gallagher. “Giftedness and
Asperger's Syndrome: A New Agenda for Education.”
Understanding Our Gifted, 14(2), Winter 2002. Open
Space Communications (www.openspacecomm.com)
• “Tips for Teaching High Functioning People with Autism.”
OASIS@MAAP. Asperbergerssyndrome.org. n.d. Web.
20 June 2014.