Frequently Asked Questions

Q: I have trouble restructuring the time of one student due to practical issues - I can’t arrange for a “safe person” to be available all the time, and I have no empty rooms available. How do I remove a student from the busy, noisy atmosphere that triggers his anxiety?

A: Challenges of this nature often arise, with space and staff shortages the norm in most schools. There are many ways to arrange for changes in schedules and locations, most of them requiring a lot of creativity AND the support of the administration and family members. Most likely several students could benefit from these types of interventions in the school building, not just those on the autism spectrum. Therefore, cooperation with the administrators, and among teachers who may not be this particular child’s teachers, can be helpful if they are looking for the same interventions for their students. It is also a good idea to address the issue at the IEP meeting at the end of the year, so time can be spent on preparations or schedule changes over the summer that cannot happen on short notice. Finally, an entire room may not be necessary. A small friendship group meeting behind a sound-blocking screen in a cafeteria corner may serve the purpose of avoiding the general mayhem; perhaps the few teachers who need such a space for their students can take turns on “friendship duty.” A little forethought and a LOT of conversation are necessary to think outside of the box.

Q: How do I know who would be best able to observe progress objectively?

A: The person who completes this task needs to have a good understanding about autism spectrum disorders as well as behavioral observational techniques to unravel telltale behaviors and to know what strategies might work, as well as be knowledgeable about the student and his current coping strategies. Be sure that the person assigned to this responsibility has had the appropriate training and is involved in all aspects of the student’s program.

Q: I am not aware of my student being bullied in school, but he reports to his parent a good number of teasing incidents. Why does he not come to me with these problems when they are happening, or is he exaggerating the severity to his parents for attention?

A: In order to “exaggerate,” one must have an understanding of sequence and cause and effect, as well as the ability to understand another’s perspective. This would be a difficult feat for many students on the spectrum. If the child is truly not relaying incidences accurately, it is more likely that he is misinterpreting them than lying or exaggerating. It is also likely that he is more capable of reporting the circumstances in the relative calm of home than when he is in the anxiety-provoking situation. We also need to remember that NO child bullies another while a teacher is present, and that it is common for teachers to be aware of only a small percentage of bullying events. For these reasons, it might be a good starting point to believe that, in the student’s viewpoint, he is feeling intimidated and needs to be protected and to develop some coping skills.

Q: I have asked the family of my student to help me in generalize the skills we are teaching him, but they seem not to be following through because we see no noticeable improvement outside of school. They say they are trying but need some help understanding how to do it from the school staff. How do we address this?

A: First, the team should look at the question: “How much training did we give the parent in how to accomplish this goal?” If we can assume that teachers need specialized training in order to teach students with autism, we must assume the same for parents if we are to involve them actively in the teaching process. After all, they do not even start out with the same basic background or experience in general education principles as teachers. In addition, do they understand what the hidden curriculum is? Do they know what methods you are using at school that are successful (or not)? Are there expectations that the student will respond at home the same way he does in school, without taking into account all of the differences in the settings? Noisy kids and noisy siblings are two very different problems for the child with an autism spectrum disorder, and that needs to be taken into account when designing interventions. The family needs help in learning how to teach, and then support in teaching the individual skills. The rate of progress will likely be different at home than at school, and this is to be expected.