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Introduction
“I Have Autism” is a children’s book to help parents and teachers explain
autism to a young child. Read “I Have Autism” with your child as many times
as necessary until he or she is completely familiar with the main character,
Alex. Pause to discuss the different characteristics that Alex describes along
with his insights and strategies for helping himself. Encourage your child to
ask questions about autism, but remember to keep your child’s ability to
understand what you say in mind when providing answers. Talk with your
child about other children and adults who have autism. Emphasize their
strengths and accomplishments. You may also want to help your child make
his/her own personalized “I Have Autism” book.
This kit includes:
• Five, “I Have Autism” books.
• An instructional guide with a reproducible, personalized
“I Have Autism” book.
• CD-ROM that allows you to print the instructional guide as
well as a personalized “I Have Autism” book.
• Rinky Links.
What is Autism?
Autism is a developmental disorder which is either present at birth or
develops within the first few years of life. Autism is a spectrum disorder,
meaning those with autism can vary greatly in their cognitive abilities as well
as in the severity of the autistic characteristics they exhibit. The cause for
autism is unknown and while there is no cure, there are treatments and
strategies that are effective for improving the lives of children with autism.
Autism affects a child’s communication, social interactions, and behavior. It
also affects the way the brain interprets sensory information, often resulting
in unusual responses to sounds, touch, light, smells, tastes, and textures. The
communication skills of a child with autism can range from not talking at all
to being excessively verbal, but lacking normal conversational and social
skills. Children with autism often exhibit rigid and repetitive behaviors and
may become overwhelmed with a world that doesn’t make sense.
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Why this book?
As an autism specialist, parents or teachers frequently ask me if there are
resources to help the young student with autism understand what it means
to have autism. While there are a number of resources available to help older
children, it is difficult to find resources that adequately address the needs of
younger children. However, young children with Asperger’s Syndrome and
high functioning autism often find themselves included in regular primary
classrooms where they begin to realize that they are different, but do not
understand why. This may lead to confusion, frustration, and self-blame.
“I Have Autism” helps parents and teachers explain autism to the young child.
Parents often ask when they should begin to explain autism to their child.
Usually, the child will let you know when he or she needs or wants to know.
When the child starts asking questions such as, “Why don’t I have any
friends?” or when your child is showing awareness that he/she is somehow
different, then it is time to help your child understand.
Usually, parents and teachers first broach the subject with explanations
that we are all different. We all have our strengths, and we all have things
that are difficult for us. This is a vital and necessary first step, but a high
functioning child with autism, usually realizes that this is not the whole story.
Autism affects the child in so many ways, that he/she is still left wondering
why he/she is so different from everyone else.
Remember, with understanding comes hope. The child will learn that
he/she is not alone. Many capable and successful children have autism. Also
these children will learn that there are people who want to help – parents,
teachers, speech therapists, siblings, and classmates. Finally, and most
importantly, children with autism will learn that there is much they can do to
help themselves.
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Helping a Child with Autism
Succeed in School and at Home
Talking to a child with autism
One of the characteristics of autism is difficulty processing language.
• When talking to your child, first make sure he or she is paying
attention. Children with autism often tune out what others
are saying.
• Cut down on unnecessary language. Keep your statements and
questions short and to the point. For example, instead of
saying, “You need to come and sit in your seat like all the
other children until it’s time to go outside,” point to the chair
and say, “Sit, please.”
• Whenever possible, tell your child what you want him/her to
do, instead of what not to do. A child with autism may not
understand or catch the reversed meaning of a statement
beginning with “don’t.”
Use visuals for clarification and understanding
Most individuals with autism, understand visual images better than the
spoken word. For that reason, supplementing what you say with visuals helps
the child with autism to better understand his world. Visual images are useful
throughout the day in helping the child to follow routines, make transitions,
remember rules, stay on task, make choices, and understand consequences.
• Visual Schedules - Providing a daily schedule in a visual format
will make the day predictable, ease transitions, and reduce
stress. A visual schedule may display a full day, or it may break
the day into sections and display only a part of the day at a
time. You may represent different activities with real objects
(such as a cup to indicate snack), photos, line drawings, or
words. When choosing pictures or objects, think about what
would be most meaningful for the child. Try to use close-up
shots of very recognizable objects. For example, the child
would more readily associate Physical Education time with a
picture of a ball, rather than a picture of the gym itself. Figure
1 is an illustration of a visual schedule.
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Figure 1. An Illustration of a Visual Schedule
Today I will:
1.
video game
2.
3.
race cars
play outside
snack
throw ball
homework
• Cue cards, charts, and reminders – Other types of visual supports
include reminders of what to do, such as posted rules, “to do”
checklists, and charts displaying consequences for inappropriate
actions. Visually displaying free time or other choices helps the child to
understand the process of decision making. Since presenting a card is
often easier for the child than asking for help, simple cue cards should
be available for the child to give to an adult or to place in a certain
location indicating he/she needs help or a break. Figure 2 includes
illustrations of sample cue cards.
Figure 2. Illustrations of Sample Cue Cards
I
need
help!
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Help the child to organize his world
The world may seem very confusing to children with autism. The more
organized we can make their world, the less stressful it will be for them.
• Organization starts with setting up the child’s environment so
he/she knows where he/she is supposed to be. This includes
designating clearly defined areas for different activities (e.g., a
work area, a play area), and minimizing visual and auditory
distractors.
• Work tasks are more readily understood by the child with autism
if you demonstrate what the child is expected to do, or if you
provide a finished example of the task (e.g., a completed math
problem, a model of an art project). Arrange work tasks so the
child can tell what he/she is supposed to do, how much work to
do, and how to tell when he/she is finished. Provide a consistent,
designated place to put completed work, such as a basket or box
labeled, “finished.”
• Prepare your child for transitions from one activity to the next by
giving a warning ahead of time that a transition is going to
occur, e.g., “In three minutes, it will be time to clean up,” or set
a timer.
Be aware of sensory needs and overload
Children with autism can be either over- or under-sensitive to sensory
input, such as noise, bright lights, the feel of certain textures or by being
touched. A child with autism may become distressed with loud or sudden
noises or show agitation when there is a lot of activity around him/her.
He/she may attempt to eat nonfood items or may crawl under cushions or
rugs for the feeling of even pressure on his/her body. Watch your child to
learn what type of sensory input bothers him/her and what type he/she
frequently seeks.
• If noise upsets your child, perhaps he/she could take a break
from a noisy environment by going to a quiet place. You can
dampen noise by covering hard surfaces with cloth, carpeting,
or cork board. Providing soothing music can soften the
auditory environment.
• Have a quiet area, away from activity, available where your
child can go when needed. Providing large cushions or a
rocking chair soothes some children.
• For children who are either overactive or lethargic, build
movement breaks into their day and take mini-breaks to do
stretches. Having the child lift or move heavy objects for a few
minutes can also be helpful.
• For children who are visually distracted, reduce visual clutter in
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areas where they work and on worksheets. Reduce how much
information is on a page, leaving ample blank space.
Help others to understand
Educating other people in the child’s life about autism will not only help
them to understand, but will improve the interactions they have with your
child. Generally by the early elementary years, peers and siblings notice that
the child with autism is different in some ways and are looking for an
explanation. Help other children to understand by explaining the following:
• The brain of a child with autism works a little differently than
it does in other children and that can make the child with
autism act differently at times.
• The child with autism sometimes has difficulty understanding
what others are saying to him/her. He/she may feel unsure of
what he/she should say or has trouble finding the right words.
• Children with autism are able to learn and can be very smart,
but sometimes they need to be taught in different ways.
• Children with autism are not all alike. They are children first,
and they all are different.
• You cannot “catch” autism from someone who has it.
• Even though children with autism are different in some ways,
they are like you in many others. They have feelings, and they
need friends just like you.
Explain to children what they can do to help the child with autism
• The most important thing for children to remember is to be
patient with someone who has autism. Other children need to
remember that the child with autism may have difficulty
understanding what is being said to them, and may need
statements or questions repeated.
• Children need to remember that when the child with autism
does something unusual, like yelling or ignoring them, it is
because he/she has autism. He/She is not trying to be mean.
• When children talk to someone with autism they should try to
use short sentences and not say too much at one time.
Remember that the child with autism may have difficulty
understanding complex language.
• Sometimes the child with autism doesn’t know what to do in
specific situations, such as how to play a game at recess. Other
children can help in showing how to play, but they should
understand that sometimes the child with autism may not
want to participate.
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Special note about siblings
Most children who have a brother or sister with autism are generally more
mature and empathetic than other children their age. However, they are
asked to cope with feelings and family situations which can complicate their
lives. They may wonder if something is wrong with them, or experience guilt
because they do not have a disability. They may even feel resentment
towards their sibling. The following are some steps parents can take to help
their nondisabled children.
• Share the “I Have Autism” book with brothers and sisters.
Have the child with autism share his personal “I Have Autism”
book. Encourage questions and discussion.
• Balance parental time spent with all the children in the family.
Encourage siblings to pursue their own interests and spend
time engaging with them concerning those interests.
• Set aside times for open discussions where the siblings can
freely talk about what they are experiencing and their feelings.
• Many communities offer sibling groups where children with
disabled brothers and sisters can get together to share
their experiences.
Educating the child’s classroom peers
Teaching peers about autism will make for a better learning environment
for everyone. In addition to the ideas listed below, a resource list is provided
on page 8.
• Read “I Have Autism” to the class and discuss it. Invite the child
to share his/her personal “I Have Autism” book with the class.
• Invite the child’s parent, special education teacher, or speechlanguage pathologist to come to class to explain autism to the
class and answer questions.
• Demonstrate to students what it can feel like to have autism
by telling your class that they will be taking a test, such as a
spelling test, and you will only say each word one time. While
giving the test, turn a radio on so that static plays loudly, and
have someone repeatedly turn the lights on and off.
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Learn more about autism
There are numerous resources for parents and teachers which explain
various strategies to help the child with autism to understand his world,
communicate more effectively, gain social skills, and manage his own
behavior. Here are some books and organizations to help you get started.
Books:
Asperger’s Syndrome: A Guide for Parents and Professionals (Tony Attwood,
1997). Written by a leading expert on Asperger’s Syndrome, this book
describes characteristics and offers strategies for teaching.
Children with Autism: A Parents’ Guide, Second Edition (Michael D. Powers,
Editor, 2000). A comprehensive guide for parents of children with autism and
related disorders.
Everybody Is Different: A Book for Young People Who Have Brothers or
Sisters with Autism (Fiona Bleach, 2001). Written for young people who have
a brother or sister with autism.
You’re Going to Love This Kid: Teaching Students with Autism in the Inclusive
Classroom (K-12) (Paula Kluth, 2003). Providing classroom teachers with
strategies for working with students with autism.
Organizations:
Autism Society of America
7910 Woodmont Ave., Suite 300
Bethesda, MD 20814
(800) 3-AUTISM, (301) 657-0881
Web: www.autism-society.org
Division TEACCH
CB# 7180
310 Medical School Wing E
The University of North Carolina at Chapel Hill
Chapel Hill, NC 27599-7180
(919) 966-2174 Email: teacch@unc.edu
Web: www.TEACCH.com
National Dissemination Center for Children with Disabilities (NICHCY)
P.O. Box 1492
Washington, DC 20013-1492
(800) 695-0285, (202) 884-8200 Email: nichcy@aed.org
Web: www.nichcy.org
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Making a Personal “I Have Autism” Book
Once your child demonstrates a solid understanding of the “I Have Autism”
storybook, tell him/her that he/she now gets to make a book about autism.
This can be done using the pages at the back of this guide or by using the
“I Have Autism” CD-ROM. There are two sizes of books, one is 81/2˝ x 11”
and the other is 51/2˝ x 81/2˝ . Be supportive in helping your child to create
his/her own “I Have Autism” book, but encourage your child to make this
his/her book with his/her personal interests, challenges, and stress
management strategies.
Keep the original book available to refer to, but emphasize that that book
is about Alex, and this one is about your child. If the child has difficulty thinking
of situations to list in his/her book, such as things that are hard for him/her, give
some examples of things that are hard for you. You might also give the child
time to think about it and come back to it at a later time. There is no reason to
rush through making the book or to try to do it in one or two sessions.
To make a personal “I Have Autism” book you will need the
following materials:
•
•
•
•
•
Scissors
Hole punch
Crayons or Colored Markers
Rinky Links or Binder Rings
Old magazines, greeting cards, calendars, catalogs for
decorating book
• 3 photos of the child and photos of the people that help
the child
• Optional-laminating paper
Directions for making a personal “I Have Autism” book:
1. Choose either book size (81/2˝ x 11” or 51/2˝ x 81/2˝) and duplicate
each page or print from the CD-ROM. For the small book, cut
apart each page using the dotted lines as a guide. You may
laminate pages for added durability.
2. Punch holes in each page using the printed circles
as a guide.
3. Put Rinky Links or Binder Rings through each hole
in the book.
4. Use the suggestions on the next page for helping the child to
personalize his/her own “I Have Autism” book.
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Tips for adding text:
• The child can use handwriting to write in what he wants
to say.
• The child can type the text on a computer, print, then cut and
glue it in place.
• The child can dictate to an adult or another child.
• The child can select, cut, and glue words and phrases that you
have typed ahead of time.
Tips for adding pictures:
• The child can draw pictures.
• The child can use clip-art, photos or pictures from magazines,
catalogs, calendars or greeting cards. For the younger or less
able child, provide only a few pre-cut choices.
• Use actual photos of the child (for pages 1, 2, and 11) and
photos of people who can help (on page 5) to give the book a
more personal look.
When the child has completed his own “I Have Autism” book, review it
with him/her often and encourage him/her to read and share it with others.
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“I Have Autism”
by
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My name is ___________
and I have autism.
1
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I’m not the only kid who has autism.
There are other kids who have autism, too.
I didn’t do anything to get autism. I was
just born with it.
2
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Some things that are hard for me...
You can’t tell that I have autism by
looking at me, but my brain works a little
differently sometimes and that can make
some things hard for me.
3
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Some things I am really good at...
Sometimes I feel bad when I have
trouble doing these things, but I need to
remember that there are lots of other
things I am really good at.
4
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These are people who will help me...
When I have trouble doing things,
there are people who will help me.
5
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Some things I get stuck on...
Sometimes I get stuck on things. I can’t
stop thinking or talking about certain
things, or I do things over and over or I
only want to do things in one special way.
I do that because I have autism.
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These are my reminders...
But I have reminders to help me do
what I need to do.
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Things that really bother me...
Sometimes things that don’t bother
other kids really bother me, and I feel all
twisted and jumpy.
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Things I can do to help me feel better...
When things bother me, I try to
remember that there are things I can do
to help me feel better.
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Things I do for fun...
I have autism, but mainly I’m a kid
and I like to have fun.
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Lots of people tell me that I’m a
great kid, and I know they are right.
I am a great kid! I’m a kid who has autism
and that’s OK.
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by
“I Have Autism”
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My name is ___________
and I have autism.
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3
You can’t tell that I have autism
by looking at me, but my brain works a
little differently sometimes and that
can make some things hard for me.
8/18/05
2
I’m not the only kid who has
autism. There are other kids who
have autism, too. I didn’t do anything
to get autism. I was just born
with it.
Some things that are hard for me...
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5
When I have trouble doing
things, there are people who will
help me.
These are people who will help me...
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4
Sometimes I feel bad when I
have trouble doing these things, but
I need to remember that there are
lots of other things I am really
good at.
Some things I am really good at...
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But I have reminders to help me
do what I need to do.
These are my reminders...
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Sometimes I get stuck on things.
I can’t stop thinking or talking about
certain things, or I do things over and
over or I only want to do things in one
special way. I do that because I have
autism.
Some things I get stuck on...
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When things bother me, I try to
remember that there are things I can
do to help me feel better.
Things I can do to help me
feel better...
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Sometimes things that don’t
bother other kids really bother me,
and I feel all twisted and jumpy.
Things that really bother me...
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11
Lots of people tell me that I’m a
great kid, and I know they are right.
I am a great kid! I’m a kid who has
autism and that’s OK.
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I have autism, but mainly I’m a
kid and I like to have fun.
Things I do for fun...
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