Autism Techniques

Autism Techniques

How to handle tough situations

Bethany

When Bethany is frustrated, she bites her cheek, claps very loudly, flails her arms and stomps her feet. She has a tendency to escalate by breaking personal items, and sometimes getting physical with staff members. Escalation often occurs when Bethany believes she has completed a task in her schedule, and has the expectation to move on to the next task or reward.

Discussion Questions

• Think about the proximity of you and the student. What is appropriate personal space when Bethany is experiencing frustration stemming and escalation?

• Think about outer influences- is there anything you can do to decrease stimulation (lights, sound, situations, etc)

• Think about what is priority and the goal for the student (ex. If Bethany is supposed to be working on a Math assignment, but she is starting to get frustrated, is the priority completing the work at this time, or de-escalation?

Bryce

Bryce loves watching his favorite TV show as a reward. He often rocks back and forth, gets vocal, stands and sometimes jumps and paces excessively. This can be distracting to his peers and even classrooms in close proximity.

Discussion Questions

• Is Bryce happy or frustrated?

• How could you decrease the distraction without causing frustration with the student?

Steven

Steven loves both positive and negative attention. He is loved by his peers, loves people, and social events. He will often get fixated on certain people or upcoming events. When things escalate, he often gets overwhelmed and overstimulated. When he is both overly excited and upset or missing someone, he will experience a meltdown. His meltdowns often consist of excessive crying, clenching items or furniture, and refusing the next task.

Discussion Questions

• With a student who loves any type of attention and is overstimulated--how do you handle this situation?

• How could you help Steven to avoid becoming fixated on upcoming events so that he does not get to the point of overwhelmed and emotional leading up to the event?

William

William is strong-willed and has meltdowns occasionally when he does not get his way.  When he does not get his desired outcome, he will escalate by throwing himself on the floor, kicking off his shoes, throwing personal items, and sometimes wets himself.

Discussion Questions

• How do you handle William wanting leisure activities over work?

• What tactics could you use to deter William from a meltdown and soiling himself?

Gary

Gary is nonverbal with the exception of a few words or syllables. He chooses when he will and will not utilize his communication system (ipad app), and when he will/will not participate in school work. He will stem in response to both positive and negative emotions. His positive stemming looks like galloping, stomping, elevated noise level (making sounds), and rocking side to side. Frustration stemming is a higher noise level than his positive stemming, accompanied with crying and physical harm of adults. He will grab arms, dig in his nails, and hit with fists.  His frustration stemming often escalates quickly due to frustration over lack of communication, and not getting his desired outcome.

Discussion Questions

• What is the priority when Gary escalates? Is the task the priority or maintaining a safe environment for all students (including staff members).

• How could you avoid escalation to the point of physical harm?

Jeremy

Jeremy is easily distracted, has a hard time focusing on the task at hand and needs frequent redirection. He can be impatient and hurries through his work. He enjoys music, but does not seem to have a desired reward or preferred task.

Discussion Questions

• Should there be a limit on how many times you redirect Jeremy?

• What are some ways you can positively engage Jeremy to ensure he is learning?

Trinity

Trinity is a comical student that enjoys teasing both peers and adults. Sometimes the teasing comes from her frustration towards another, and some comes from a place of humor and in good fun. Trinity has difficulty with social boundaries regarding humor and often takes her jokes too far which can alarm the other person and cause hurt feelings. She will self-reflect if given time and space to do so.

Discussion Questions

• Do you think this student is trying to hurt others feelings?

• If Trinity is saying something ugly to you directly, how would you deescalate the situation?