Autism Spectrum Disorders (ASD): Supportive Strategies for Crisis Prevention

Autism Spectrum Disorders (ASD): Supportive Strategies for Crisis Prevention [PDF]
 

Working with students and their families in the field of education can be an extremely rewarding experience. The more we learn about and understand the students in our care, the more positive and rewarding our relationships with them will become. The overall learning experience will become richer for everyone.

Students with a diagnosis of autism spectrum disorders (ASD) will, by definition, have deficits in social interaction, communication, and repetitive or restricted patterns of behavior (American Psychiatric Association, 2000). Some students with ASD may also experience differences in processing sensory information and cognitive functioning. For example, a student with ASD may have difficulty interpreting the meaning of facial expressions or may process information differently.

Due to the complex nature of ASD there is no "magic formula" or simple solution that will work to assist all students with autism spectrum disorders. Every plan must be personalized and based on an assessment of a student’s unique skill set, preferences, interests, dreams, needs, and learning styles. Every student with ASD is as unique as every student who does not have ASD. The following strategies will help you interact with students with ASD more effectively. They are rooted in a spirit of empathy, dignity, and respect and will help you further develop a school environment of Care, Welfare, Safety, and Security^SM.