Teaching the Anxious Student with High-Functioning Autism: Tips for Educators
More resources for parents of children and teens with Asperger's and High-Functioning Autism:
Preventing Meltdowns and Tantrums in Asperger's Children
Discipline for Defiant Asperger's Teens
Teaching Social Skills and Emotion Management
Launching Adult Children with Asperger's: How to Promote Self-Reliance
Parenting Children and Teens with High-Functioning Autism
AudioBook: Unraveling The Mystery Behind Asperger’s and High-Functioning Autism
If you have a student with high-functioning autism (HFA) in class who is experiencing social anxiety, here are some ideas for assisting him or her:
~ Allow the child to take a "break" (e.g., go get a drink) if he seems to become overwhelmed
~ Allow the child to arrive late if it makes the transition easier.
~ Allow the child to sit with classmates that she is familiar with or is friends with.
~ Assign a "lifeline" peer to the HFA child who can help answer his questions if called upon in a group setting.
~ Communicate with parents about what you observe.
~ Develop and follow a regular predictable classroom routine.
~ Encourage completion of activities and assignments, yet allow extra time when needed.
~ Encourage friendships between the HFA child and friendly, outgoing classmates.
~ Encourage the child to keep a written log of assignments and due dates.
~ Ensure that you have a zero-tolerance rule for bullying and discrimination of any kind.
~ Make the HFA student your special helper to give her a role in the classroom.
~ Read storybooks about self-esteem and bullying, or watch movies with the same content.
~ Have a preset time each week that the child can talk with you or another staff member about how he is feeling and his fears.
~ Help the child confront feared situations with gentle encouragement.
~ Identify a "safe place" that the child can go to if feeling overwhelmed, and have a signal and exit strategy for these situations.
~ If your HFA student misses a lot of school due to social anxiety, allow gradual reintroduction at a pace that she is comfortable with.
~ If possible, decrease homework load.
~ In your interactions with the child, speak softly and calmly.
~ Modify instructional methods if necessary (e.g., explaining an assignment one-on-one with the student).
~ Pair children for activities rather than allowing the HFA student to choose pairs, to prevent the "special needs" child from being left out.
~ Promote self-esteem by offering praise for small accomplishments and rewarding participation even if the child gives a wrong answer.
~ Regular meetings between parents, teachers, counselors and other school staff are important for planning classroom strategies for the HFA child.
~ Team with parents to develop calming techniques and relaxation strategies.
~ Your "special needs" student may require social skills training or instruction in relaxation techniques delivered by a special education teacher or other team member.
~ Allow the child to take a "break" (e.g., go get a drink) if he seems to become overwhelmed
~ Allow the child to arrive late if it makes the transition easier.
~ Allow the child to sit with classmates that she is familiar with or is friends with.
~ Assign a "lifeline" peer to the HFA child who can help answer his questions if called upon in a group setting.
~ Communicate with parents about what you observe.
~ Develop and follow a regular predictable classroom routine.
~ Encourage completion of activities and assignments, yet allow extra time when needed.
~ Encourage friendships between the HFA child and friendly, outgoing classmates.
~ Encourage the child to keep a written log of assignments and due dates.
~ Ensure that you have a zero-tolerance rule for bullying and discrimination of any kind.
~ Make the HFA student your special helper to give her a role in the classroom.
~ Read storybooks about self-esteem and bullying, or watch movies with the same content.
~ Have a preset time each week that the child can talk with you or another staff member about how he is feeling and his fears.
~ Help the child confront feared situations with gentle encouragement.
~ Identify a "safe place" that the child can go to if feeling overwhelmed, and have a signal and exit strategy for these situations.
~ If your HFA student misses a lot of school due to social anxiety, allow gradual reintroduction at a pace that she is comfortable with.
~ If possible, decrease homework load.
~ In your interactions with the child, speak softly and calmly.
~ Modify instructional methods if necessary (e.g., explaining an assignment one-on-one with the student).
~ Pair children for activities rather than allowing the HFA student to choose pairs, to prevent the "special needs" child from being left out.
~ Promote self-esteem by offering praise for small accomplishments and rewarding participation even if the child gives a wrong answer.
~ Regular meetings between parents, teachers, counselors and other school staff are important for planning classroom strategies for the HFA child.
~ Team with parents to develop calming techniques and relaxation strategies.
~ Your "special needs" student may require social skills training or instruction in relaxation techniques delivered by a special education teacher or other team member.
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