Building Social Interactions in the General Ed Class

Many students struggle with social interaction. One major reason that parents seek full inclusion for their child to build the social skills necessary so that they may develop relationships and relationship skills to last throughout their life. Students with autism spectrum disorder (ASD) have a great need for social interaction as they have fewer friendships and an increasingly more difficult time of being included as they transition to middle school and high school (Able et al., 2015). Typically developing students are not sure how to interact with students with ASD and the same goes for students with ASD. Many students with ASD excel in academics have a hard time when others would struggle with the same content and/or do not strictly follow the same rules (Abel et al., 2015).

A great place to start is in the beginning of the year when all of the students are in a new environment. It is important to discuss how to have positive interactions in the classroom. Each student should have an understanding of how to interact with others, how to have disagreements without hurting each other's feelings, what it means to be different, and how to support each others weaknesses and celebrate strengths. There are many ways to do this regardless of age. The earlier that students understand how to build positive relationships the better for their lives and social interactions throughout their school careers. One fabulous activity about monitoring ones words is the  toothpaste squirt lesson, from Corkboard Connections, where students see that spoken words are like toothpaste, once it is out it cannot go back. While these activities help the entire class, students with ASD continue to struggle with many social aspects described in Views from the trenches: Teacher and student supports needed for full inclusion of students with ASD:

• Social-relationship needs: Social skills is a deficit in individuals with ASD and are usually seen playing alone at recess, are isolated, remain fixed on their own interests (thinking and talking about one subject especially when peers are talking about and doing other things). There is a lack of understanding of what social rules exist and how to follow them. Bullying is also a major concern and problem for individuals with ASD. 

• Social-academic needs: As stated from above a major strength for students with ASD (typically those with Aspergers) is academic skills. One contingency for students to enter into full inclusion is the need for the students academic skill to fit the class. As most with ADS like learning (not necessarily school) they have difficulties when their peers do not take school as serious as they do and may even call their peer names when others do not understand the content as well as they do.
• A need for self-advocacy skills: Students need to understand and be able to express to their teachers and peers what their strengths and weaknesses are. It is important to know how to ask for help or clarity when they do not understand what is expected of them in a given situation. 
• Peer-related needs: There is a need for peers to understand what special needs are and what it means to be someone with special needs. Every person is valued and necessary to make the classroom complete. As students get older the need for social acceptance increases and the expectations of each person is to be socially acceptable and display socially acceptable behavior. Association with someone who does not follow these rules may be bullied or ostracized. 

Recognizing these needs a first step and there is much that can be done to alter the social climate in and out of the classroom. Students should be empowered to understand how to take ownership of their own behavior and how to react to others in difficult situations (Ackerman, 2007). Explaining and practicing appropriate behavior will ensure the classroom to be a welcoming and safe environment to learn in.

Resources

Able, H., Sreckovic, M. A., Schultz, T. R., Garwood, J. D., & Sherman, J. (2015). Views from the trenches: Teacher and student supports needed for full inclusion of students with ASD. Teacher Education and Special Education, 38(1), 44-57. doi:10.1177/0888406414558096

Ackerman, B. (2007). Praise: Effectively guiding student behavior. Colorado Springs, CO: Association of Christian Schools International.

Autism Spectrum Disorder- Now What Does That Really Mean?

Autism. 

Dun, dun, duhhhhhn! 

The one word that every general education teacher mentally shudders at. With all of the attention on autism, it is difficult to picture what it looks like, especially in a classroom with so many variables. There is such a huge variety of what autism looks like in an individual that it is difficult to be prepared and execute behavior management and lesson plans in the classroom (Able et al., 2015). The Diagnostic and Statistical Manual (DSM-5 the clinical guide to diagnosing mental disorders) defines "Autism spectrum disorder (ASD) is characterized by deficits and significant impairment in two domains: (a) social and communication deficits and (b) repetitive behaviors and fixed interests" (Parritz & Troy, 2014, p122). So what does that really mean? Individuals with autism* observe the world differently, take in input-process, function and express themselves in a different way. For general ed teachers that means differentiated instruction to the nth degree. While the DSM-5 has defined ASD the difficult part is preparing others (i.e. professionals) to interact, teach, and recognize those with autism. The best way to put it is to think of children with autism wearing plaid clothing, but each child's plaid is individual and unique to one another (Parritz & Troy, 2014). At first glance, the untrained eye will not notice any difference. It is not like Down syndrome where with one look one can tell a difference.

In regards to social and communication deficits, this typically (remembering that there is no one size fits all, but general irregularities) means that there may be speech delays, difficulty processing speech, difficulty with expressive speech, understanding social cues and what their actions/behaviors should be from these social cues. Now for examples: Speech delays/difficulty processing speech may mean they did not talk until three years old, or maybe one can only label items or use one word sentences, time delay in speech i.e. taking 5 seconds or more to reply, one does not understand pronouns i.e. my turn versus your turn, echolalia (repeating what one hears, like a parrot) is the only form of speech. Expressive speech difficulties may include lisps, correct use of tone or intonation i.e. saying what? instead of what!, they may only be able to produce certain sounds and no words, relying on gestures and/or grunts. Understanding social cues and what appropriate actions/behaviors should be. Ex:  A group of children are in a group on the playground, one boy burps, everyone laughs, he burps again, they laugh again, but are less amused. Again he burps, one or two in the group giggle, someone says stop. He burps again, students louder say to stop and walk away. The boy burps in their direction, follows some from the group and burps again. They yell 'Stop! It's not funny!' and the one boy looks confused. The bell rings and they line up to go inside. The boy should have been able to read the looks on his peers faces and from the lack of laughter understand that his burping is not funny anymore and he should cease to burp, but he could not read their cues and so he did not stop burping, causing annoyance in his peers.
Another one I have seen periodically is laughing or smiling when a person is crying.

The word I use for repetitive behaviors is stimulatory or self stimulatory behavior (stims). Everybody uses stimulatory behavior. As I am typing this, my foot is moving back and forth. When I am doing this motion I am not aware that I am doing it, it is involuntary. The same principle applies for those engaging in stimming, to the exclusion of all else. I have had students and clients do this for many reasons, they are excited, scared, overwhelmed, overstimulated (noisy environment, even and especially white noise), angry, think of computer overload. The behavior in itself usually is not harmful or too distracting, but again it depends on the individual. Some flap their hands, jump, pace, but others have made certain high pitch sounds, are teeth grinders, hum (loudly, or softly), clap, etc. These while not in any way harmful may be distracting to other students. Here is Danny from AspergerExperts from the perspective of one who has ASD.

Fixed interests can also be thought of as extreme tunnel vision. Again there is a wide variety here from mild-moderate-severe. Ex: Johnny like trains. He talks, thinks, imagines, dreams, does all things connected with trains. Alice is talking in a group, Johnny is part of the group, but as he is thinking about trains, he is not paying attention to what the group is talking about and Johnny interjects about his favorite type of freight train. This is not on topic, their is a lull and either one engages Johnny about the freight train or they continue on with their topic. Some are blessed with such an interest and have the support to become an expert in a field and could be labeled as a savant in that area.

If someone off the street and asked me what autism is my typical answer of what it is: a neurological disorder that affects a person in a variety of ways, but there usually have communication deficits and behavioral excesses, i.e. difficulty talking to others and stimulatory behaviors (hand flapping, ear flicking), and have difficulty in social settings. It is thought to be inherited in the genes and there are those whose genes are vulnerable to developing, but it is not caused by vaccinations (Parritz & Troy, 2014). Some swear there was nothing wrong until they got vaccinated, but studies have shown it is not true, but that the symptoms and discrepancies do not show until around the same age. I am no expert and for those parents who are very concerned should talk to their pediatrician about the possibility of spacing out the vaccinations. 

*Sidebar: I use the phrase individuals or children with autism because I recognize the person first and anything else is secondary. Yes, it is easier to say autistic. For some that label is no problem, but after dealing with some (not purposely) who talk about them as if they are not in the room, it is my way of saying, 'You are important. I see you. I respect you.'

Resources

Able, H., Sreckovic, M. A., Schultz, T. R., Garwood, J. D., & Sherman, J. (2015). Views from the trenches: Teacher and student supports needed for full inclusion of students with ASD. Teacher Education and Special Education, 38(1), 44-57. doi:10.1177/0888406414558096

 Parritz, R. H., & Troy, M. F. (2014). Disorders of childhood: Development and psychopathology (2nd ed.). Belmont, CA: Cengage Learning