Autism
Running head: AUTISM IN THE REGULAR CLASSROOM
Autism in the Regular Classroom
Eric Knight
South Dakota State University
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Autism
Abstract
The paper tells you autistic students have the ability to be in the regular
classroom. The paper discusses many suggestions on how to make this
possible.
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Autism
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Autism in the Regular Classroom
The local school is having a pep rally for the basketball team. They are
playing to make a trip to the state tournament. As people enter the building they
hear what sounds like a child screaming. The racket is a student screaming and
yelling about having to go to the pep rally. A teacher explains that the student is
autistic and that his schedule has changed and that is why he was yelling and
screaming about coming to the pep rally. The teacher goes on to explain that the
student usually has computer at that time and the student loves computer time. It
probably comes as a relief that not every encounter with autistic students is like
this, and that autistic students are for the most part even mainstreamed into the
classroom.
Autism is a complex developmental disability that typically appears during
the first three years of life and is the result of a neurological disorder that affects
the normal functioning of the brain, impacting development in the areas of social
interaction and communication skills (What is Autism, (2006). Children with
autism show difficulties in verbal and non-verbal communication, social
interactions, and activities (Education, (2006). Autism is a spectrum disorder and
it affects each individual differently and at varying degrees. Each child with
autism will have different functioning levels and different effects from the
disorder.
There are a number of speculations to what may cause autism, but an
exact answer is unknown. It is thought that both the environment and genetics
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play a role in a child acquiring the disorder. Researchers have found irregularities
in several regions of the brain (Diagnosis, (2006). Scientists are also looking at
embryonic brain development; they have found that abnormal levels of serotonin
or other neurotransmitters in the brain may be to blame (Autism Society of
America, 2006). These abnormalities suggest that autism could result from the
disruption of normal brain development early in fetal development caused by
defects in genes that control brain growth and that regulate how neurons
communicate with each other (Theories on Causes, (2006).
Having an autistic child might be a worry for many parents, finding out or
diagnosing autism has now become relatively routine for the medical and
educational fields. Doctors and educators rely on a group of particular behaviors
to alert them to a child having autism. This group of behaviors includes many
things such as an impaired ability to make friends with peers. An autistic child
has a hard time initiating and sustaining a conversation with others. An autistic
child could also suffer from an absence or impairment of imaginative and social
play. The student could have an altered imagination, what they perceive would
be different that would is actually going on. The autistic child could be prone to
restricted patterns of interest that are abnormal in intensity or focus. Some
autistic students become very one way focused. They become focused on things
such as animated films, dinosaurs, or even basketball. These patterns of interest
could lead to savants, where autistic students have extraordinary skills not
exhibited by most persons. Another behavior that doctors use to diagnose autism
is preoccupation with certain objects or subjects. This is when students like only
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Disney characters, dinosaurs, or other objects. Maybe one of the biggest
behaviors and the one that is most known about is the autistic student’s inflexible
adherence to specific routines or rituals (O'Reilly (2005). An early diagnosis of
autism is done mainly through observations by parents. The parents then
collaborate with doctors and other specialists that make up a team for diagnosing
autism. Autism is a complex disorder that requires a multidisciplinary team to
diagnose the disease which includes a psychologist, neurologist, psychiatrist,
speech therapist, and other professionals who diagnose children with ASDs
(autism spectrum disorders) (Borghesi (2006). With the world of science and
medicine the diagnosis of autism is something that rarely gets missed (Narayan
& Chakravarti (2004).
There are many classroom needs that an autistic student must have so
that the student is able to learn to its best ability. The most important classroom
need for an autistic student to have is an individual aid. This aid will take care of
nearly every need for the autistic child. They will take care of the modifications
that are needed for the student in the academic areas. The autistic student's aid
will take care of many other things like monitoring bathroom breaks. They would
spend the entire class lesson in the bathroom to avoid things they don't like if the
aid did not monitor and regulate the student’s bathroom use. A major job of the
aid is to take care of the discipline for the student. They would be the main
person in charge of disciplining the student. Giving positive praise for positive
actions displayed by the student, and they would be in charge of the corrective
actions for the student negative behaviors. This is the one part of the aids job
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and discipline model that would take a great deal of time. Another job of the aid
would be to take care of the social stories that are used to correct negative social
behaviors. These stories model socially appropriate behaviors for the students.
The aid would be in charge of determining what type of work needs to be
modified. A lot of things go into what needs to be modified for the particular
student, and those things change day to day. The student’s over all attitudes for
that day would determine how much or little of work the student can handle that
day. The cognitive levels of a student are the conceptual things the student can
grasp or not. The subject is another role in what needs to be modified for the
student, some autistic student like some subjects more than others. If the student
likes a particular subject more than another the aid will have to modify less for
the liked class compared to the class that the student does not enjoy. Lastly the
aid needs to communicate well with people in charge of specials like gym,
recess, lunch, or music. They need to communicate the discipline model and how
it is used to those in charge of the special, so that they can effectively use the
model (Robins & Dautenhahn (2005). Having a quality aid will be the difference
in the autistic student having a successful or unsuccessful regular classroom
experience.
The social and cognitive development for an autistic student differs a great
deal from the development of a so called normal student. The social
development of an autistic child may be very slow or may not exist at all. Social
development is something that trails behind the cognitive development (Mandell
& Novak (2005). Some children with autism may avoid all forms of social
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interaction (Social Treatments (2006). A child with autism may even be labeled
as socially indifferent; this is where the child will not interact with anyone socially
unless in the student is in need of something. One reason for autistic children to
lack social skills is that most of their conversations and interactions with others
are solely about them and what they like, so people that they are interacting with
avoid them. Some research has suggested that the problem may be due to
hypersensitivity to certain sensory stimuli (Levitt & Blanton (2003). Because
autistic students do not develop socially like other students and they do not pick
up on socially acceptable things these skills need to be taught to them. If
hypersensitivity to sensory stimuli is one of the student’s social problems,
sensory-based interventions may be helpful, such as auditory integration training,
sensory integration, and visual training (Center for the Study of Autism (2005).
Autism being a spectrum disorder where there is a wide variety of severity;
students can develop cognitively very differently. Some students with a mild
autistic disorder can develop cognitively like the rest of the students there age.
Some others will have a more difficult time developing cognitively. Social and
cognitive development in the autistic student varies a great deal on the severity
of their disorder (Mandell & Novak (2005).
Here are modifications that are needed for an autistic student to succeed
in the content areas. Autistic students have a difficult time listening to a
discussion or lecture. An autistic student has a hard time comprehending lectures
and discussions they are of length. The students grasp things that are short and
to the point, when someone approaches them with lectures or draw out
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conversations their mind wonders. The students think about the things they really
like to do or things about themselves, so they block out the information that is
being presented. An autistic student may not seem like he or she is listening, but
the student is really taking the information that is needed and can recall the
information to use later on an assessment. During a lecture or discussion that
happens during a core content class, students may listen and take in information
better if they have something to doodle with. Many times the student will have
scratch paper to can write things they are thinking about on the paper. The
student is also sometimes allowed to even have a magna doodle, a child can
write on this board and then erase with little to no noise or disruption from the
other students. In the core classes an autistic student may also need to be
assessed in a different way. Depending on the subject and the student he or she
may need to write a play, act out, or draw the different content subjects that were
studied. The amount of work is also something that may need to be modified. In
math or other content subjects an autistic student will look at the amount of work.
The teacher or aid would have to make the assignment small and have the
student do it a few times (O'Reilly, M. (2005). There are many modifications that
an autistic student may need in the content area so that you can assess the
knowledge they have gained.
The way the classroom is set up physically is another area a teacher
needs to make modifications to or set up very strategically. The autistic student
must be seated near his or her aid. This is important because most of the
interaction and discipline is done by the aid. The aid will do some of the
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modification with the student. The student also needs to be near the aid so that
the autistic student does not become a distraction with the doodling modifications
as well with other things. The autistic student also needs to be placed with some
space between him or her and other students. If the student would become
physically aggressive the teacher or aid would need to make sure that the other
students are safe and out of danger. It is useful if the aid has some where to take
the student if he or she becomes disruptive, or if the student needs different
scenery. A back table in the classroom is a great place for the student and aid to
be able to go. It is out of the way of other students that are working or listening to
other lessons (Dillon, 2006). Modified classroom set up is important so that the
autistic students as well as the other students are able to learn to their fullest
ability.
There are many in class tools that can make an autistic student's daily
activities better. If you have an in class computer for students to use in your
classroom, there are many things that you do in a class lesson that can be
converted to a computer lesson. Autistic students, being very visual learners,
would gain a better understanding of the lesson if you could convert it to a
computer lesson. The nice things about this strategy is that all students have a
better attention span to something visual or hands on so you could actually use
the lesson for the autistic student for the entire class. Having the computer in the
class for student to use, would be a great way for some positive praise or reward
for an autistic student who likes to use the computer. It is something that they
enjoy; it doesn't cost the teacher anything. The computer is also something that
Autism 10
you can regulate, you can give the student specific things to do on the computer,
regulate the things they can use, or you can give them free time. The magna
doodle is another in class tool that autistic students enjoy. Two things that are
easily assessable and create little distraction in the classroom, these two things
also let the autistic student clear their mind on the things they are writing or
drawing. By doing this it allows them to concentrate on the things that are being
taught. The autistic student may be a savant, and this has lead them to having a
much narrowed interest. So to know the savant of the student and to get some
things dealing with the student's savant would be another tool that could lead to
may great events in the classroom. They would enjoy doing those in free time in
the classroom. They would again pick those things to do when it was time to
reward the student (Robins & Dautenhahn (2005). Those are just a couple of
tools that would make free time and rewarded times quality for the student.
A quality and consistent behavioral plan is a must for an autistic student.
There are many things to consider when choosing a discipline plan or model.
You need to take into consideration what the students needs are. If the student is
a high functioning student, you could use the regular classroom model. As a
teacher, aid, and school you need know what expectations you have for the
discipline model. The biggest deciding factor should be the student and what
they need to help them to succeed in the regular education classroom. As a
group of educators making sure that the discipline model that you choose will be
followed school wide. The student needs to know the behavioral plan and how it
is going to affect them. The discipline needs to be visible to the student.
Autism 11
Choosing the discipline model is a difficult decision to make, but it is a decision
that is needed for the autistic student as well as the other students in the
classroom.
There are many discipline models that you could choose from. One
discipline model or behavioral plan that is an option to be followed is Canter and
Canter’s discipline model. This model is a quality model that has three different
parts that make it up. The first part of the Canter and Canter discipline model is
rules this part is made up of three or four specific rules that need to be followed.
Examples: (a) Students need to follow directions (b) Keep hands, feet, and all
other objects to selves (c) No Severe Behavior. [The second part of the discipline
model is consequences; this part is the punishment for breaking the listed rules.
Examples of consequences: (a) Verbal warning (of inappropriate actions to the
rules) (b) 5 Minutes loss of recess (this is the part when students would be
reluctant or would have time throwing a fit.) (c) 10 Minutes loss of recess (d) Note
home and sent to principal’s office. The third part of the discipline model is
corrective action. This is done actively if you are following the plan. The correct
actions is when the student is then taught to do the right thing, in the end you are
correcting negative actions. Early in the model you need to give options to the
negative behaviors to that the students learn what the positive actions really are.
One example may be when the teacher instructs students to get out their math
textbooks and the students does not, early in the year the aid would remind them
that if the student does not get out their math book the consequences would be.
The aid would remind them by telling them the things that would happen if they
Autism 12
do not get it out, and they would also show them the discipline model the
consequences of their actions. Like any discipline model they are good if you
follow them and are constant with the model. This discipline model does have
some things that could be tough to follow. The problem is when the student goes
to gym, music, or any other special the rules change, consequences change, and
there is often little on corrective actions (Canter, L & Canter, M (2001). The
Canter and Canter discipline model would be a good choice for a discipline
model for an autistic student as long as it is meeting their needs.
Another good discipline model or behavior plan is the Boys Town Model.
This model is based on points that the autistic student earns or loses. The
student receives a piece of paper that has all of his subjects and events for the
day. This is good just for the fact that the student then knows their schedule and
then can prepare themselves for any changes that are out of the ordinary. The
student then receives points for three areas during every event. The three areas
to get points are on task, followed directions, and work completed. The teacher
or aid will give them points according to those three areas. The student can earn
10 points for each area of in class events or subjects. Events that are out of the
classroom such as lunch, recess, gym, or music the student can earn 10 total
points. While earning points the student can also lose points for the same things.
If the student losses points the aid or teacher need to say, "students name, you
earned 10 negative points for not following directions". At that point the student
can earn half the points back if they remain on task they don't throw a fit about
losing points. If the student loses points the aid or teacher needs to say,
Autism 13
"Students name, you need to look at me and say ok". If the student does not say
ok the teacher or aid then has the option to say you can get on task and say ok
or you will earn another negative 10 points. If the student is not complying with
any of these options; the student could then earn a power card. A power card is
given when the student is not complying with the teacher or aid's commands, and
is being unruly or throwing a fit. In results to the power card the student is unable
to buy anything with the points earned for that day. At the end of the day the
student and aid will add all the points the student has earned, and then subtract
the points the student has lost to see what they can buy. The student can buy all
kinds of things such as recess, computer time, pencils, poster, or anything that
the teacher can find they are interested in. The Boy's Town Model is an effect
behavioral plan for students with autism; they get to see immediate results. They
also always have a choice, which is important for the teacher or aid to tell them,
they can choose to earn or choose to lose points (Nelson & Lott, (1997). As long
as the model is fitting the students and schools needs it is a great choice for a
discipline model.
No matter what discipline model a school chooses for an autistic student,
home life plays an important role. If the home life is good, and the parents are
taking a role in the student’s life it will help a great deal. If the parents are
involved the Boy's Town Model can be used at home. That way there is
constancy and a routine one of the most important things for an autistic student
to have. By doing this the student learns what social actions are acceptable
everywhere not just at school, and they will be help responsible for making the
Autism 14
right choices. If the parent's are not involved heavily in the life it makes it that
much harder at school. They are held to two different levels of responsibility. One
place of responsibility is at home where everything goes, and they are not held
responsible for their actions the student learns negative behaviors. The other
place of responsibility is at school where they are held accountable for their
actions, and have to make choices about earning or losing points. By doing this
to an autistic student you are changing their routine, not offering the stability, and
confusing what actions are acceptable in two different places. Parent roles are
extremely crucial in the success of an autistic student in the regular classroom.
In conclusion, autism is a complex developmental disability that typically
appears during the first three years of life and is the result of a neurological
disorder that affects the normal functioning of the brain, impacting development
in the areas of social interaction and communication skills (Autism Society of
America (2006). There are many modifications that a child needs to be in the
regular classroom. They need modifications academically and in the physical set
up of the classroom. They also need an individual aid and many classroom tools.
A structural and a classroom that has routine is an important role of an autistic
student being successful in the regular classroom. A behavioral plan may be the
most important part of them being in the classroom, and it must fit their needs
and be consistent. By the year 2010 1 out of 120 babies born will be autistic,
autism will be in the classroom, and with the information from above educators
can better help students in the regular classroom (Autism Outreach Helps Area
Students, 2006).
Autism 15
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