Staci Carr Ph.D. Candidate
Virginia Commonwealth University
Autism Center for Excellence
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Explore and learn common characteristics of
individuals with ASD including: social,
behavioral, and communication.
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Explore the “spectrum” of Autism with
respect to functioning and age
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Learn practical applications of strategies to
assist in creating positive and productive
interactions with individuals with ASD.
Primary and Secondary Characteristics
Asperger’s Syndrome
Autism
Rett’s Syndrome
PDD- NOS
Childhood Disintegrative Disorder
 Toddlers
 Early
Childhood
 Adolescence
 Young
Adulthood
 Adulthood
“If
you’ve met one child with
autism, you’ve met one child
with autism.”
-Stephen Shore
7
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Deficits in Social Interaction
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Deficits in Communication
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Presence of Restricted, Repetitive, and
Stereotyped Repertoire of Activities
Social
Communication
Behavior
Passive
Active
Non-verbal
Highly Verbal
Simple
Complex
 What does it look like?
Tendency:
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Respond to others
Eye gaze or gestures
Brief turn-taking
Perseverative
interactions
Weakness:
Initiate interactions
Combine eye gaze and
gesture
 Reciprocal interaction
 Share with others
 Flexible interactions
 Pragmatic language
 Understanding non-verbal
cues, gestures, eye-contact
 Interpreting language
literally
 Perspective taking
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What does it look like?
Tendency:
Weakness:
Inappropriate
Space, interactions, • Infer emotional
aloof, withdrawn
states
•
Sensory
sensitivities
• Anxiety
•
Sensory
Processing
Differences
ASD
Behavior
Challenges
Mental Health
Diagnoses
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Behaviors can be positive or negative
All Behaviors communicate
5 Functions of Behavior
 M- Medical
 E- Escape
 A- Attention
 T-
Tangible
 S- Sensory

Destructive Behaviors
 Aggressive, Self-Injurious, Property Destruction,
Injury to others, Throw, Push, Harmful Behavior
with Hands, Feet, etc.
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Disruptive Behaviors
 Tantrums, Loud Noise/Screaming/Crying,
Running, Repetitive Noises, etc., Talking Out,
Negative Comments

Interfering and/or Irritating Behaviors
 Self-stimulation, Repetitive and Perseverative
Speech—Questions, Argumentative, Poor Task
Completion

Difficulty conceiving that others have their own
thoughts

Difficulty understanding what others are thinking

Always tries to follow own agenda—not others

Upset by minor changes—not minor for the
individual
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Know sequence of behaviors that results in
increased anxiety, frustration, stress (behavior
chain) and emotional episode, tantrums, out
of control behavior
Intervene before escalation reaches half-way
point
Allow to calm, then return to activity
If loses control, allow ―melt down‖ to run its
course
Avoid excessive, talking, questioning, handling

People with ASD typically have a varying pattern of
hyper (over) and hypo (under)-sensitivity to sensory
stimuli

Strong sensory experiences trigger flight, fight, or
fright
 The person may avoid such experiences

Weak sensory experiences trigger a craving for
sensory information
 The person may seek such experiences
21
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Self Injurious Behavior
Aggression Towards Others
Darting/Wandering/ Escape
Excessive Self Stimulatory Behavior
22
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Higher rate of depression
Higher rate of anxiety disorders
Higher rate of other co-morbidities
23
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Do's & Don'ts
Meltdown of the Individual
Restraining and Retaining
At the Emergency Room

Do:
 One of the most important skills a person can have is the
ability to be calm and comforting in a crisis or
“meltdown” situation. A comforting adult may:
• talk softly and share encouraging words
• repeat a calming phrase
• or simply keep one’s own body relaxed
(Kluth)

“The more you try to control the situation, the less control you
will have!”
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Social situations without guidelines
Overestimating their control and
understanding due to their intelligence
Noise
Getting upset when they get upset
Getting offended with their social limitations
Overestimating their receptive language skills
Visual Supports – modify so they blend in
(written format)
 Consistent routines
 Providing ways to modulate sensory needs
 Help them see others’ perspective
 Plan and warn about transitions
 Use special interests to motivate, but then
move them on through those interests to
other areas
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Visual Supports: anything we see that
enhances our communication and
understanding
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Can include: body language, natural
environmental cues, traditional
organizational tools, etc.

Broad category: visual schedules, choice
boards, task completion/skill development
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Used to increase structure and predictability
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Can be used to, remind about daily routines, help
break tasks down into small units
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For younger children and those with limited
language skills, use pictures or icons
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For individuals who can read, use written
descriptions with or without pictures to
regulate social behavior
\
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Reduce stress and/or redirect if student is
escalating
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Personal Space: Be aware that your personal space
may be invaded, or that the individual may NOT
respond well to you invading theirs.
Speak calmly and softly.
Speak in direct, short phrases such as: “Stand up
now.” or “Get in the car.”
Avoid slang expressions, such as: “What’s up your
sleeve?” or “Are you pulling my leg?”
Allow for delayed responses (10-15 seconds) to your
questions or commands. May even be as long as 30
seconds.
Repeat or rephrase after a non response of 20-30
seconds.
Consider use of pictures, written phrases/commands,
computer images.
Use minimal gestures for attention; avoid pointing or
waving.
 Examine for presence of medical alert jewelry or tags, or
an autism identification card to get name, address, etc.
Model calming body language (such as slow breathing
and keeping hands low)
Demonstrate the behavior you want the person to display
(how you want them to sit, stand, lay, etc.)
A person with autism may not react well to changes in
routine or the presence of strangers, even a uniformed
responder. Be prepared to use short directions.
Officers should not interpret the person’s failure to respond
to orders or questions as a lack of cooperation or a reason
for increased force.
Ask parent or others at the scene about how to
communicate with and deescalate the person’s behavior.
Avoid stopping repetitive behaviors unless there is risk of injury to yourself or
others.
If person is holding and appears to be engaged with an inanimate object,
consider allowing individual to hold the item for the calming effect.
Evaluate for injury: person may not ask for help or show any indications of
pain, even though injury seems apparent.
Be aware that the person may be having a seizure (high incidence rate of
seizure disorder)
Be aware of person’s self-protective responses and sensitivities to even usual
lights, sounds, touches, orders, and animals - canine or mounted patrol
If possible, turn off sirens and flashing lights and remove other sensory
stimulation from the scene (crowds, animals, etc.)
If person’s behavior escalates, use “geographic containment” and
maintain a safe distance until any inappropriate behaviors lessen
(Debbaudt & Legacy, 2005)
Stay alert to the possibility of outbursts or impulsive acts
Use your discretion. If you have determined that the person is
unarmed and have established geographic containment, use all
available time to allow the person to deescalate themselves
without your intervention.
If in custody, alert jail authorities. Consider initial isolation facility.
Person would be at risk in general prison population.
Each individual with autism is unique and may act or react
differently. While these are helpful hints for interacting with
individuals with ASD, they may not always work.

Search & Rescue: Effective Communication
 Searching
 Communication
 Restraining
 Entering & Exiting
 Rescue from Heights
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Where?
 Favorite spot? Interest?
 Park
 Neighbor’s house
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How to approach?
Remember the 25 helpful hints
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Verbal or Non-verbal?
Do you have visual supports handy?
Tone of voice
Length of sentence
Body posture and personal space
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BE CAREFUL!!!
Hands off is the best idea
Do not try to STOP a “meltdown”
Block and redirect Unless….
 At risk of injuring self or others

Remember that many individuals with ASD
do not like to be touched…
Entering:
 Calm,
 Slow,
 Low numbers (no need for show of force–
may escalate the situation)
Exiting:
 Appropriate escorting,
 Using visual supports for transitions,
 Transition item
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Many individuals lack a sense of danger
REMAIN CALM
Do not startle
Short directions with visual supports
Patience
Consider luring with a preferred or high
interest item
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
High school student with Asperger’s
syndrome
Very bright and gifted in math and computers
Really scared of weather although
knowledgeable about it and can tell you all
about fronts, storms, etc.
Tornado hits the area while he is at Target and
he becomes very upset and abusive to mom
while in the store. Manager calls Police
What do you do?
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11 year old girl with autism
Does not use words to communicate
Teacher tells you that she does not handle
transitions well
Has a seizure at school and needs to be taken
to the ER
What do you do?
Staci Carr
Virginia Commonwealth University
Autism Center for Excellence
1314 West Main Street
Richmond, VA 23284
secarr@vcu.edu
804-828-1247
www.vcuautismcenter.org