The Basics of Autism Spectrum Disorders

Training Series

RAAC Training Committee2012

Child Care Training Series Modules

Module One: Autism Defined, Autism Prevalence and Primary Characteristics

Module Two: Early Signs of Autism

Module Three: Physical Characteristics of Autism

Module Four: Cognition and Learning in Autism

Module Five: Autism and Sensory Differences

Module Six: Communication and Autism

Child Care Training Series Modules

Module Seven: Behavior Challenges and Autism

Module Eight: Understanding Behavior in Persons with Autism

Module Nine: Functional Behavior Assessment

Module Ten: Autism Play Skills to Teach

Module Eleven: Safety and Autism

Autism and Sensory Differences

The brain needs sensory information to operate. It needs sound, vision, smell, taste, touch and movement.

The way our brain organizes this information affects the way we learn and our behavior.

Children with ASD usually have differences in how they react to sensory input. They can be:

Sensory Seekers Sensory Avoiders

Autism and Sensory Differences

The child may have difficulty with one or all sensory systems.

A child’s reaction is not always the same. They can over react at one time and under react at another.

Be a detective to figure out the reason for the reaction (ex. avoiding a certain food could be how the food feels, looks, smells, tastes or sounds when chewing).

Big Idea

Suspect sensory difficulties when the child’s behaviors seem “illogical” or “extreme”.

Reactions to Sounds Puts hands over ears

Tries to escape from noises

Becomes upset by sirens or other loud noises

Hears sounds you do not even notice like buzz from a light.

Or

Makes sounds, like humming, to block out other sounds

Seeks noises

Does not respond to certain sounds or their name being called

Strategies for Sound Sensitivity

Talk more softly and slow down.

Use short direct sentences and do not chatter on and on.

Don’t repeat what you just said, give time to think it through.

Use soft music or other “good” sounds to block out “bad” sound (consider some thing like an iPOD).

Have a quiet place where the child with ASD can go.

Have sound blocking headphones available in places where you can’t avoid stressful sounds.

Strategies for Sound Sensitivity

Know that unexpected sounds can be frightening.

Be aware of crowd sounds. For example, you may need to help the child be ready for applause or help them move to a quieter area.

Be aware of acoustics that may be irritating (theaters, gyms, churches, cafeterias). Make plans for possible behavior problems in these settings.

Be ready in case the child bolts from distressing sounds. Be prepared for dangerous situations such as traffic.

Big Idea

Prepare the child for what is going to happen. Anything

unexpected is more likely to be negative or scary.

Reactions to Visual Input

Children with ASD may look off to the side.

May be upset around bright lights or sunshine.

May be upset around fluorescent lighting.

May be upset in busy or cluttered places.

Or

May stare at bright lights or moving objects like fans.

May seek bright colors and movement.

May finger flick or spin objects in front of eyes.

Strategies for Visual Sensitivity

Allow the child with ASD to use peripheral vision (look out the corner of their eyes).

Do not insist on eye contact, but do require the child to look in your direction.

Keep the environment as neutral as needed if the child gets over-stimulated. Consider keeping one wall or area more plain.

Strategies for Visual Sensitivity

If possible, do not use fluorescent lights.

Do not hold instructional materials close to your face. It may be difficult for the child with ASD to concentrate on two things at the same time.

For those seeking visual input, look for appropriate activities (i.e. kaleidoscope, fish tank).

Strategies for Visual Seekers

Provide visually interesting materials for leisure time.

Use visual schedules, calendars and lists

Use photo albums to talk about family or past events

Reactions to SmellsAvoids cooking smells.

Gets upset around noticeable smells, such as cleaning smells.

Breathes through mouth.

Covers nose.

Or

Seeks strong aromas.

Sniffs objects and people.

Holds things up to nose.

Reactions to Smells

For a child with a strong reaction to smells, any environment can be too much.

Smells may be the cause of behaviors.

Human odors may be a problem. The child may be uncomfortable with the smell of their own urine and bowel movements. This may explain why some children put off going to the bathroom as long as possible.

Reactions to Smells

What is a good smell to one person can be an unpleasant smell for another person.

Strong food smells may affect behavior.

Certain petroleum products such as diesel engines may cause problems.

Cleaning odors, room deodorizers, scented lotions or soaps can all change behavior.

Reactions to Smells

Children with ASD may continue to be bothered by the smell after others would have gotten used to the smell and no longer be bothered.

This may be why changing environments is so difficult for some children with ASD.

Strategies for Smell Sensitivity

Try not to use scented products.

Keep the environment clean and dry.

If something smells bad to us, it is likely that it smells even worse to the child with ASD.

Strategies for a Smell Sensitivity

If you smell something unpleasant, let the child know that you smell it too. It may be reassuring for the child to know that they aren’t the only one affected by the odor.

Sometimes you can cover up an unavoidable bad smell with a positive smell on a handkerchief or with a food item such as a tic tac.

Strategies for a Smell Seeker

Some children may seek smells. For them a variety of scents may be helpful. Examples: lotions, spices, air fresheners.

Scents can be used to help children with ASD be more alert or calm down.

A good scent can be added to an activity such as scented markers or pencils when drawing.

Reactions to TasteThe child with ASD eats only a few kinds of food.

They may prefer bland foods.

They may prefer keeping foods separated not mixed. Therefore they may not like food such as casseroles.

Or

They may prefer strong flavors and spices.

They may like to dip food in sauces.

They may lick or chew non-food items.

Strategies for Sensitivity to Taste

Try to know what foods that the child likes.

Don’t force the child to eat food they do not like.

Offer a variety of foods.

Think about how smells in the room may make it hard to eat, even if the food tastes okay.

Strategies for a Taste Seeker

Know what spices and sauces can be used to increase taste.

Think about the texture or temperature of favorite foods (for example-crunchy, cold, hot).

Watch what the child puts into their mouth for safety and cleanliness.

Sometimes a child with ASD cannot tell when food is too hot. Make sure food or drink is not too hot.

Reactions to Touch The child with ASD may not like to be touched.

They may strike out or withdraw when touched unexpectedly.

They may have problems with hair cuts, combing hair.

They may dislike getting hands dirty.

Or

The child with ASD may not feel pain easily.

They may seek out rough surfaces.

They may put non-food items in their mouth or lick them.

Strategies for Sensitivity to Touch

Give the child space.

Don’t touch the child without warning them that you are going to touch them.

Firm but gentle touch is often better than light touch.

Strategies for Sensitivity to Touch

Never tickle the child with ASD, even if they laugh.

It may be helpful to wash new clothes before they wear them to make the clothes softer.

Be aware that problems can be caused by new shoes, textured socks, or tags in clothes.

Reactions to Movement

The child with ASD may be scared when balance is needed, like going down stairs or when walking on uneven ground.

They may avoid physical activity, preferring to sit.

Or

The child may jump, bounce, pace, rock, twirl.

They may be more active than others.

Strategies for Movement Sensitivity

Let the child know that you understand it is scary and you are there to help.

Give extra support if needed.

If possible, do not push the child with ASD to try something when they are afraid. You may need to practice the activity with them when they are calm.

Expect the child to run off if you are putting them into a situation that is scary to them.

Big Idea

Offer a variety of sensory experiences but do not force the child to participate if the

child is uncomfortable or seems afraid.

Strategies for a Movement Seeker

Provide opportunities for the child with ASD to move around, clearing space in living areas as needed.

Give movement breaks during a task.

Choose chores that give movement and physical work as part of the task.

Provide opportunities for exercise with an understanding of any physical limitations.

Challenging behaviors can happen if the child is not getting enough movement.

Big Idea

Prepare the child for what is going to happen. Anything

unexpected is more likely to be negative or scary.