Nonverbal autistic student

[Unregistered]

Hi! The school year is over, but I'm already concerned about the fall. I will have a nonverbal autistic student fully included in K. No one seems to know how to deal with this. He has fleeting eye contact and sensory issues. I would like to read up on this area to be prepared and have strategies. Does anyone know of a web site or a good book to read? Someone said we would be doing "manding" behaviors...If any of you have some practical strategies, I would appreciate them....Thanks.

[Unregistered]

There is so much information on the internet. Also, the post about Autistic son has a lot of information.

COMMON CO-OCCURRING CONDITIONS IN AUTISM



* Mental Retardation: Although it has been estimated that up to 75% of people with autism have mental retardation, research studies have frequently used inappropriate IQ tests, such as verbal tests with nonverbal children and, in some cases, estimating the child’s intelligence level without any objective evidence. Parents should request non-verbal intelligence tests that do not require language skills, such as the Test for Nonverbal Intelligence (TONI). Furthermore, regardless of the result, realize that autistic children will develop more skills as they grow older, and that appropriate therapies and education can help them reach their true potential.



* Seizures: It is estimated that 25% of autistic individuals also develop seizures, some in early childhood and others as they go through puberty (changes in hormone levels may trigger seizures). These seizures can range from mild (e.g., gazing into space for a few seconds) to severe, grand mal seizures.



Many autistic individuals have subclinical seizures which are not easily noticeable but can significantly affect mental function. A short one- or two-hour EEG may not be able to detect any abnormal activity, so a 24-hour EEG may be necessary. Although drugs can be used to reduce seizure activity, the child’s health must be checked regularly because these drugs can be harmful.



There is substantial evidence that certain nutritional supplements, especially vitamin B6 and dimethylglycine (DMG), can provide a safer and more effective alterative to drugs, for many individuals. (Write to the Autism Research Institute for publication P-16).



* Chronic Constipation and/or Diarrhea: An analysis of the ARI’s autism database of thousands of cases show over 50% of autistic children have chronic constipation and/or diarrhea. Diarrhea may actually be due to constipation—i.e., only liquid is able to leak past a constipated stool mass in the intestine. Manual probing often fails to find an impaction. An endoscopy may be the only way to check for this problem. Consultation with a pediatric gastroenterologist is required.



* Sleep Problems: Many autistic individuals have sleep problems. Night waking may be due to reflux of stomach acid into the esophagus. Placing bricks under the head of the bed may help keep stomach acid from rising and provide better sleep. Melatonin has been very useful in helping many autistic individuals fall asleep. Other popular interventions include using 5-HTP and implementing a behavior modification program designed to induce sleep. Vigorous exercise will help a child sleep, and other sleep aids are a weighted blanket or tight fitting mummy-type sleeping bag.



* Pica: 30% of children with autism have moderate to severe pica. Pica refers to eating non-food items such as paint, sand, dirt, paper, etc. Pica can expose the child to heavy metal poisoning, especially if there is lead in the paint or in the soil.



* Low Muscle Tone: A study conducted by the first author found that 30% of autistic children have moderate to severe loss of muscle tone, and this can limit their gross and fine motor skills. That study found that these children tend to have low potassium levels. Increased consumption of fruit may be helpful.



* Sensory Sensitivities: Many autistic children have unusual sensitivities to sounds, sights, touch, taste, and smells. High-pitched intermittent sounds, such as fire alarms or school bells, may be painful to autistic children. Scratchy fabrics may also be intolerable, and some children have visual sensitivities. They are troubled by the flickering of fluorescent lights. If the child often has tantrums in large supermarkets, it is possible that he/she has severe sensory oversensitivity. Sensory sensitivities are highly variable in autism, from mild to severe. In some children, the sensitivities are mostly auditory, and in others, mostly visual. It is likely that many individuals who remain non-verbal have both auditory and visual processing problems, and sensory input may be scrambled. Even though a pure tone hearing test may imply normal hearing, the child may have difficulty hearing auditory details and hard consonant sounds.



Some children have very high pain thresholds (i.e., be insensitive to pain), whereas others have

very low pain thresholds. Interventions designed to help normalize their senses, such as sensory

integration, Auditory Integration Training (AIT), and Irlen lenses, are discussed later in this

paper.

[Unregistered]

EDUCATIONAL/BEHAVIORAL APPROACHES



Educational/behavioral therapies are often effective in children with autism, with Applied Behavioral Analysis (ABA) usually being the most effective. These methods can and should be used together with biomedical interventions, as together they offer the best chance for improvement.



Parents, siblings, and friends may play an important role in assisting the development of children with autism. Typical pre-school children learn primarily by play, and the importance of play in teaching language and social skills cannot be overemphasized. Ideally, many of the techniques used in ABA, sensory integration, and other therapies can be extended throughout the day by family and friends.


Applied Behavior Analysis: Many different behavioral interventions have been developed for children with autism, and they mostly fall under the category of Applied Behavioral Analysis (ABA). This approach generally involves therapists who work intensely, one-on-one with a child for 20 to 40 hours/week. Children are taught skills in a simple step-by-step manner, such as teaching colors one at a time. The sessions usually begin with formal, structured drills, such as learning to point to a color when its name is given; and then, after some time, there is a shift towards generalizing skills to other situations and environments.



A study published by Dr. Ivar Lovaas at UCLA in 1987 involved two years of intensive, 40-hour/week behavioral intervention by trained graduate students working with 19 young autistic children ranging from 35 to 41 months of age. Almost half of the children improved so much that they were indistinguishable from typical children, and these children went on to lead fairly normal lives. Of the other half, most had significant improvements, but a few did not improve much.



ABA programs are most effective when started early, (before age 5 years), but they can also be helpful to older children. They are especially effective in teaching non-verbal children how to talk.



There is general agreement that:

· behavioral interventions involving one-on-one interactions are usually beneficial, sometimes with very positive results

· the interventions are most beneficial with the youngest children, but older children can benefit

· the interventions should involve a substantial amount of time each week, between 20-40 hours depending on whether the child is in school

· prompting as much as necessary to achieve a high level of success, with a gradual fading of prompts

· proper training of therapists and ongoing supervision

· regular team meetings to maintain consistency between therapists and check for problems

· most importantly, keeping the sessions fun for the children is necessary to maintain their interest and motivation



Parents are encouraged to obtain training in ABA, so that they provide it themselves and possibly hire other people to assist. Qualified behavior consultants are often available, and there are often workshops on how to provide ABA therapy.



Sensory Integration: Many autistic individuals have sensory problems, which can range from mild to severe. These problems involve either hypersensitivity or hyposensitivity to stimulation. Sensory integration focuses primarily on three senses — vestibular (i.e., motion, balance), tactile (i.e., touch), and proprioception (e.g., joints, ligaments). Many techniques are used to stimulate these senses in order to normalize them.

[Unregistered]

Speech Therapy: This may be beneficial to many autistic children, but often only 1-2 hours/week is available, so it probably has only modest benefit unless integrated with other home and school programs. As mentioned earlier, sign language and PECS may also be very helpful in developing speech. Speech therapists should work on helping the child to hear hard consonant sounds such as the “c” in cup. It is often helpful if the therapist stretches out and enunciates the consonant sounds.



Occupational Therapy: Can be beneficial for the sensory needs of these children, who often have hypo- and/or hyper-sensitivities to sound, sight, smell, touch, and taste. May include sensory integration (above).



Physical Therapy: Often children with autism have limited gross and fine motor skills, so physical therapy can be helpful. May also include sensory integration (above).



Auditory Interventions: There are several types of auditory interventions. The only one with significant scientific backing is Berard Auditory Integration Training (called Berard AIT or AIT) which involves listening to processed music for a total of 10 hours (two half-hour sessions per day, over a period of 10 to 12 days). There are many studies supporting its effectiveness. Research has shown that AIT improves auditory processing, decreases or eliminates sound sensitivity, and reduces behavioral problems in some autistic children.



Other auditory interventions include the Tomatis approach, the Listening Program, and the SAMONAS method. There is limited amount of empirical evidence to support their efficacy. Information about these programs can be obtained from the Society for Auditory Intervention Techniques’ website (www.sait.org).



Computer-based auditory interventions have also received some empirical support. They include Earobics (www.cogconcepts.com) and Fast ForWord (www.fastforword.com). These programs have been shown to help children who have delays in language and have difficulty discriminating speech sounds. Earobics is less much expensive (less than $100) but appears to be less powerful than the Fast ForWord program (usually over $1,000). Some families use the Earobics program first and then later use Fast ForWord.



Computer Software: There are many educational programs available for typical children, and some of those may be of benefit for autistic children. There is also some computer software designed specifically for children with developmental disabilities. One major provider is Laureate (www.llsys.com).



Vision Training and Irlen Lenses: Many autistic individuals have difficulty attending to their visual environment and/or perceiving themselves in relation to their surroundings. These problems have been associated with a short attention span, being easily distracted, excessive eye movements, difficulty scanning or tracking movements, inability to catch a ball, being cautious when walking up or down stairs, bumping into furniture, and even toe walking ). A one- to two-year vision training program involving ambient prism lenses and performing visual-motor exercises can reduce or eliminate many of these problems. See www.AutisticVision.com More information on vision training can be found on Internet website of the College of Optometrists in Vision Development (www.pavevision.org).



Another visual/perceptual program involves wearing Irlen lenses. Irlen lenses are colored (tinted) lenses. Individuals who benefit from these lenses are often hypersensitive to certain types of lighting, such as florescent lights and bright sunlight; hypersensitive to certain colors or color contrasts; and/or have difficulty reading printed text. Irlen lenses can reduce one’s sensitivity to these lighting and color problems as well as improve reading skills and increase attention span. See www.Irlen.com



Relationship Development Intervention (RDI): This is a new method for teaching children how to develop relationships, first with their parents and later with their peers. It directly addresses a core issue in autism, namely the development of social skills and friendships. See www.connectionscenter.com

[Unregistered]

PREPARING FOR THE FUTURE

Temple Grandin: “As a person with autism I want to emphasize the importance of developing the child’s talents. Skills are often uneven in autism, and a child may be good at one thing and poor at another. I had talents in drawing, and these talents later developed into a career in designing cattle handling systems for major beef companies. Too often there is too much emphasis on the deficits and not enough emphasis on the talents. Abilities in children with autism will vary greatly, and many individuals will function at a lower level than me. However, developing talents and improving skills will benefit all. If a child becomes fixated on trains, then use the great motivation of that fixation to motivate learning other skills. For example, use a book about trains to teach reading, use calculating the speed of a train to teach math, and encourage an interest in history by studying the history of the railroads.”




DEVELOPING FRIENDSHIPS

Although young children with autism may seem to prefer to be by themselves, one of the most important issues for older children and adults is the development of friendships with peers. It can take a great deal of time and effort for them to develop the social skills needed to be able to interact successfully with other children, but it is important to start early. In addition, bullying in middle and high school can be a major problem for students with autism, and the development of friendships is one of the best ways to prevent this problem.



Friendships can be encouraged informally by inviting other children to the home to play. In school, recess can be a valuable time for teachers to encourage play with other children. Furthermore, time can be set aside in school for formal “play time” between children with autism and volunteer peers – typical children usually think that play time is much more fun than regular school, and it can help develop lasting friendships. This is probably one of the most important issues to include in a student’s Individualized Education Program (IEP, or education plan for the child). Children with autism often develop friendships through shared interests, such as computers, school clubs, model airplanes, etc. Encourage activities that the autistic individual can share with others.

[Unregistered]

TEACCH (Treatment and Education of Autistic and Related Communication Handicapped CHildren

TEACCH, developed at the University of North Carolina, is often less intensive than ABA in the preschool years. A TEACCH classroom is usually very structured, with separate, defined areas for each task, such as individual work, group activities, and play. It relies heavily on visual learning, a strength for many children with autism and PDD. The children use schedules made up of pictures and/or words to order their day and to help them move smoothly between activities. (Children with autism may find it difficult to make transitions between activities and places).

Children may sit at a work station and be required to complete certain activities, such as matching pictures. The finished assignments are then placed in a container. Children may use picture communication symbols - small laminated squares that contain a symbol and a word - to answer questions and request items from their teacher. The symbols help relieve frustration for nonverbal children while helping those who are starting to speak to recall and say the words they want.

One drawback: Social interaction and verbal communication may not be heavily stressed because TEACCH is more focused on accommodating a child's autistic traits than in trying to overcome them. Also, more research is needed into the effectiveness of TEACCH, especially in comparison to Applied Behavior Analysis. In contrast to the outcome studies of ABA published by Dr. Lovaas, TEACCH has not published comprehensive, long-term studies of its effectiveness in treating and educating children.

Web site: TEACCH at UNC
schopler.jpg (3868 bytes) Parent Survival Manual: A Guide to Crisis Resolution in Autism and Related Developmental Disorders, edited by Eric Schopler, Ph.D., founder, Division TEACCH at UNC. Based on interviews with parents and behavioral experts, this book provides solutions to common behavior problems involving aggression, communication, hygiene, social skills, eating and sleep.

Floor Time

[Unregistered]

Sensory Integration

One common symptom of Pervasive Developmental Disorder and autism is an unusual response to the senses of hearing, sight, touch, smell and/or movement. According to the National Information Center for Children and Youth with Disabilities, children with pervasive developmental disorders "may seem underresponsive or overresponsive to sensory stimuli. Thus, they may be suspected of being deaf or visually impaired. It is common for such young children to be referred for hearing and vision tests. Some children avoid gentle physical contact, yet react with pleasure to rough-and-tumble games. Some children carry food preferences to extremes, with favored foods eaten to excess. Some children limit their diet to a small selection."

The theory of sensory integration was developed by occupational therapist A. Jean Ayres, Ph.D. Occupational and physical therapists who are also trained in "sensory integration" techniques offer a range of activities designed to help the child process the information he receives from his senses in a more typical manner. Children with autism and PDD may qualify for free physical and occupational therapy at their schools or through their state's early intervention program. Also, parents and caregivers can learn sensory activities to do at home with the child. This therapy is almost never offered as a sole treatment for autism or PDD; instead, it may be a piece of a larger educational program. It can be expensive if not covered by insurance or provided by the school or early intervention.

Please Note: Many children with autism, PDD and Asperger's have sensory problems, but some children with sensory integration problems do not have an autism spectrum disorder. In either case, sensory integration activities may help.

Web sites:
The Sensory Processing Disorder Network for information, Pocket Full of Therapy for O.T. equipment, and Salt of the Earth for weighted blankets and vests.
0399523863.01.TZZZZZZZ (3014 bytes) The Out-of-Sync Child: Recognizing and Coping with Sensory Integration Dysfunction by Carol Kranowitz. This newly revised, popular book explains sensory integration dysfunction in children who may or may not have another diagnosis. Includes ideas for sensory experiences you can provide at home to help your child learn to regulate his sensory system. Also comes in video.

The Out-of-Sync Child Has Fun: Activities for Kids with Sensory Integration Dysfunction by Carol Kranowitz. A companion to her first book, this volume includes many good ideas for parents who want fun and educational activities for their child with sensory problems. Siblings will likely enjoy these activities, too.
Playing Laughing Learning.jpg (3059 bytes) Playing, Laughing and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Caregivers by Julia Moor. Contains lots of ideas for how to use play to help your child, focus his attention, handle sensory problems, and have fun, too.

Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Integration Issues by Lindsey Biel and Nancy Peske. Practical information on working with your child, getting services from his school, using an occupational therapist and more. Not just for children with autism.

[Unregistered]

I am a special education teacher of students with special needs. My students have autism. You need to find out (before you drive yourself crazy) if this child had any early childhood intervention. Make sure that you fully read his IEP, and any other evaluations that may come with him to the school. Will he have a para with him in the classroom? He should be getting speech related services in school. If not, make sure you put in for a TYPE 3 to have such a mandate for him. Also, OTshould be included, and some have PT. For nonverbal children, you need to be able to communicate via picture symbols. MAYER JOHNSON is the leader in making such (they have a website). You need to do a reinforcement inventory of things the student likes/dislikes. Range them from HIGH/MODERATE/LOW. High would be the most preferred, and Low the least (you can send home a copy for the parents to fill out ). Reinforcements are used as a positive reinforcement for the child. Whether it is for a good behavior or a completion of a task. OK. Back to the pictures. You can make a small book with velcro strips (soft side down). The pictures you will put in this book are items that the child WANTS, that is why taking the inventory is important for you. You will later on add more items such as: my turn, your turn, i want, etc. I hope this helps.

[Unregistered]

Thank you for all the information and help concerning my student with autism. I feel that I now have some direction....

[Unregistered]

I have a camp for kids 4-18 with autism. There are many different strategies that we use for nonverbal campers. The most popular one is a PEC system. We also use choice boards. The most important thing is to find a method that always them to have a voice for their wants and needs.

[Unregistered]

Hi! The school year is over, but I'm already concerned about the fall. I will have a nonverbal autistic student fully included in K. No one seems to know how to deal with this. He has fleeting eye contact and sensory issues. I would like to read up on this area to be prepared and have strategies. Does anyone know of a web site or a good book to read? Someone said we would be doing "manding" behaviors...If any of you have some practical strategies, I would appreciate them....Thanks.

I suggest you get the child on a picture schedual from day one. You can search for this on line and print free most pictures you will need. They need a visual clue as to what is expected of them and what is coming up next. They also need routine. That does not mean everyday has to be the same, but monday should always be the same. Refer to the visual scheduals often and you will see a pattern will fall into place and there will be less problems becasue the child will know what you expect. When you do have a big change coming up start talking about it right away and point to the day and talk about what will be different as soon as possible. this will help cut down on problems. Talk daily with written communication to the parents on how the childs day has gone and ask how they did at home. This will help you so see where unwanted behaviors may be soming from. Always send homework Mon-Thurs becasue the children need to learn that we carry this over to home. It does not have to be big and time consuming. This is to help them generalize that things do not have to be done in a specific place at a specific time. I hope this helps.

[Unregistered]

Hi. I read the other replies before sending mine ... I agree with the person who suggested the picture communication. This tends to work well, and allows the student to communicate, lessening their frustration. Pictures should be laminated to avoid being torn easily, and can be made into a "flash card" booklet or placed in a binder or duotang. I would also suggest basic American Sign Language. The signs for stop, help, hungry, thirsty, and toilet can come in very handy. Find out from the parents what they are using for communication, and build on that. Consistency between home and school is important, and will help the student as well in terms of adjustment and learning.

[Unregistered]

I am a mother of a 10 year old autistic child and I am also a teacher of 7th grade, where I have taught ASD students. If the child is young, look to the ABBLs book to help you find out what the child knows and then build an IEP from what he cannot do. Don't expect him/her to integrate right away, they need time to adjust. Be firm, be aware of what they do and don't like and use social stories to help to explain to them what is going on. These children are not dumb they are just autistic. My son lives mostly in my world now, however, he is still a non verbal child. He uses PCS and sign language to communicate. They are always listening and watching, even if you can't tell. Teach the child, anyway you can. They can and will learn. Connor's mom, ASD

[Unregistered]

This book should give you a series of easy to use strategies ...it is easy to read and available as a download.
http://www.lulu.com/easybook

[Unregistered]

Hi! The school year is over, but I'm already concerned about the fall. I will have a nonverbal autistic student fully included in K. No one seems to know how to deal with this. He has fleeting eye contact and sensory issues. I would like to read up on this area to be prepared and have strategies. Does anyone know of a web site or a good book to read? Someone said we would be doing "manding" behaviors...If any of you have some practical strategies, I would appreciate them....Thanks.


GO to wrongplanet.com you will find a lot of information there, thats where I got my info when i started looking into my condition more

[Unregistered]

Pecs is great for a start. ASL can be used in any place even the bathtub. PECS can not.

PECs is an tool only, not a language. I have chosen ASL for my daughter in case she never speaks.
I have never regretted it.

[Unregistered]

Why the hell are you teaching a student with Autism when you obviously have NO PRACTICAL EXPERIENCE OR BACKGROUND dealing with an Autistic child????!!!!. This is an absolute outrage!!! You want to "read up" on strategies? THIS IS UNBELIEVABLE!!! As a parent with a son on the spectrum I am hoping you are not in my school district. I am sure your intentions are noble...but COME ON...is there no one better qualified than YOU to teach this child??? Try a little ABA or OT or SOME KIND of related education!!! What are you going to do if the child tantrums? Yell at him!!! Sit on him!!! You are WAAY out of your league and should leave the welfare of an Autistic child to a QUALIFIED PROFESSIONAL!!! How can you be so naive!!!

[almostthere09]

I think that was a little uncalled for.... Atleast this teacher is looking for help. I work with teenagers with Autism... I have a girl who is nonverbal and she has a small computer that she uses to communicate to me what she wants. Nonverbal autistic children get very frustrated and so you need to constantly communicate with them... they are very very smart individuals and they know what they want. The best thing to do is be patient with them. I would integrate their interests into their lessons, keep them on a constant routine... If you take an autistic child away from their routine they will not be okay with this. Also, they have a hard time understanding the concept of time... waiting for something... so you always have to talk them through things... For example if they are waiting for something, they become very impatient easily. As you work with the child you will learn what their likes and dislikes are, and what frustrates them. Working with children with autism is very challenging but rewarding. I would suggest you go for some type of training to alleviate any concerns you are having. ABA training and crisis management.. depending on how old they are. I hope your district provides one of those small computers for the student because they are really helpful. At first you may be overwhelmed but once you understand the individual.. you will fall in love with it! Maybe you should talk to another teacher who works with autism to give you some more advice as well.

[Chocolate_New_Orleans]

I think that was a little uncalled for.... Atleast this teacher is looking for help. I work with teenagers with Autism... I have a girl who is nonverbal and she has a small computer that she uses to communicate to me what she wants. Nonverbal autistic children get very frustrated and so you need to constantly communicate with them... they are very very smart individuals and they know what they want. The best thing to do is be patient with them. I would integrate their interests into their lessons, keep them on a constant routine... If you take an autistic child away from their routine they will not be okay with this. Also, they have a hard time understanding the concept of time... waiting for something... so you always have to talk them through things... For example if they are waiting for something, they become very impatient easily. As you work with the child you will learn what their likes and dislikes are, and what frustrates them. Working with children with autism is very challenging but rewarding. I would suggest you go for some type of training to alleviate any concerns you are having. ABA training and crisis management.. depending on how old they are. I hope your district provides one of those small computers for the student because they are really helpful. At first you may be overwhelmed but once you understand the individual.. you will fall in love with it! Maybe you should talk to another teacher who works with autism to give you some more advice as well.

wow, more advice when you don't have a clue. Why was it uncalled for? out of the 2 of you (angry parent and you) I think she has more background dealing with her fulltime autistic child than you dealing with 1 girl for 2 hours a day.

[almostthere09]

wow, more advice when you don't have a clue. Why was it uncalled for? out of the 2 of you (angry parent and you) I think she has more background dealing with her fulltime autistic child than you dealing with 1 girl for 2 hours a day.


I have more clues than you will ever have in your whole life... You could not handle working with an autistic child if anyone paid you. Nor, do you have the heart. Please do not assume that I only work with one girl for 2 hours a day. I work with 10 students 5 days a week and I do play therapy with one girl after school. I felt the tone that the other person expressed was uncalled for because the teacher that wrote this post was only looking for sympathy and advice, not for criticism and anger. Its people like you that come to these forums looking for attention and self satisfaction because you were neglected as a child. Maybe you should seek professional help.

[Chocolate_New_Orleans]

I have more clues than you will ever have in your whole life... You could not handle working with an autistic child if anyone paid you. Nor, do you have the heart. Please do not assume that I only work with one girl for 2 hours a day. I work with 10 students 5 days a week and I do play therapy with one girl after school. I felt the tone that the other person expressed was uncalled for because the teacher that wrote this post was only looking for sympathy and advice, not for criticism and anger. Its people like you that come to these forums looking for attention and self satisfaction because you were neglected as a child. Maybe you should seek professional help.


People like you...
tone, in a written message
you have more clues than me...


bwahaha, that's rich. you don't get hired for a student teaching job that pays NOTHING because you are considered not worth the pay and I have no clue.

Jr, I've taught more SPED classes when since you were in elementary school than you have in your 2 semesters of practicum at the local community college. But please, by all mean non-student teacher, tell me more advice on teaching :rolleyes:

[Unregistered]

I am a firm believer in using sign language with children who have autism rather than using PECS. In my own experience this can be very effective. Begin with the basics. There are many great (and simple) sign language books available. I would also encourage you to use games as a tool for teaching math. Try Uno for letter recognition, patterns, and matching...the possibilities are endless. Do not underestimate the intelligence of these children. Unfortunately, I have encountered teachers who have their nonverbal students endlessly sort object because they don't think they can do anything else. Challenge your students mind they can do it. And, do not depend on an aide to teach this child. They need you and this is your opportunity to rise to the challenge. You can do it.

[YEAHRIGHT]

Hi! The school year is over, but I'm already concerned about the fall. I will have a nonverbal autistic student fully included in K. No one seems to know how to deal with this. He has fleeting eye contact and sensory issues. I would like to read up on this area to be prepared and have strategies. Does anyone know of a web site or a good book to read? Someone said we would be doing "manding" behaviors...If any of you have some practical strategies, I would appreciate them....Thanks.

Why are they doing inclusion with this student?

Anyways, does he have a one to one aide? Or does this all rest on your shoulders?

I wish I had more advice but I don't teach in an inclusion setting. I say teach him like you would everyone else. They want inclusion, well give it to them.

[Unregistered]

Good luck with your student. I am a paraprofessional in a classroom for moderately and severely mentally handicapped children. We have a student this year who has ASD. He never sits down, he is non-verbal. I am also nervous about the challenges with this student. As far as the horribly negative comments I have read in this forum, please ignore them. Those people are under tremendous stress and not handling it very well. Hopefully they will get the help that they need. Your new student will enrich your classroom and I am sure that the your student with ASD and the other students will be just fine.

[Unregistered]

Why are they doing inclusion with this student?

Anyways, does he have a one to one aide? Or does this all rest on your shoulders?

I wish I had more advice but I don't teach in an inclusion setting. I say teach him like you would everyone else. They want inclusion, well give it to them.

Teach him like everyone else? They want inclusion, well give it them. You are kidding me right? I represent children with special needs and you are a lawsuit waiting to happen. Please tell me you are in CA.

I agree with the mom who freaked out above, kids with autism need seasoned professionals. While I applaud the O.P. desire to learn and do the best for the kid, she is clearly in over her head.

In addition, if the child is fully included, where is the 1:1 trained behavioral aide? We cannot dump these kids in gen ed, with no support and call it the LRE. It is unfair to the gen ed teacher, the other students and certainly to the individual with special needs.

[Unregistered]

Since the original post was in 2006, I was wondering whether the poster can update us on the outcome.

Like many others, I question how on earth a school district could get away with fully integrating a non-verbal child (unless they were proficient in PECs or ASL or an ACD). . . not really a fair situation for anyone.

If the original poster checks back, can you please let us know whether the child remained in your class, and if so, how it went?

[Unregistered]

When inclusion is done well, it is very good.
When it is done poorly it is very bad.

Simple mainstreaming is just frightening. Never EVER for a nonverbal child with any diagnosis.

Hooray for a regular education teacher who is taking an active role! Kudos when you have so much to do!

Good inclusion services have to be carefully executed with a team approach.
All must work and play well with others. It ain't easy. Team members need big hearts, strong backs, broad shoulders and thick skin. Although they may make as little as $7 an hour (AZ wages are appalling ) a good paraprofessional is worth her weight in gold.

Our team has been together for 5 years and we are just getting into a good groove.

Build relationships. Build relationships. Build relationships.

[Unregistered]

This new book by Temple Grandin PhD (I hope you are already familiar with her) is practical advice for parents and teachers of children with autism. There is a good amount of information on handling non-verbal children with Autism.

Here is a book review.

http://thethinkingmother.blogspot.com/2008/09/way-i-see-it-book-review-by-christinemm.html

Are you familiar with Amanda Baggs (nonverbal adult with Autism) who has made YouTube videos? She was also featured on CNN earlier this year. What she says about communication and speaking is profound. Watch through to the end for the most profound statements. This will get you thinking.

http://thethinkingmother.blogspot.com/2008/09/defining-personhood-thinking-and.html

Her 'unperson' video was very moving...a must watch video for anyone working with people with Autism and non-verbal ones too.

http://thethinkingmother.blogspot.com/2008/04/being-unperson.html

I had also watched a documentary which had aired on cable but a DVD copy was at my public library and it caught my eye. This is the story of a woman who until age 13 was diagnosed as being mentally retarted and having autism, she was non-verbal and professionals thought she could not understand what anyone was saying. They taught her to read and then she used a device in just a few weeks, mastering reading and able to type in things to communicate that were 'above grade level' for reading. She heard every thing and understood things said to her all those years. She is not mentally retarted at all, that was a misdiagnosis. In this documentary they interview doctors who admit they know not enough about Autism and the brain to understand what is happening with Autistic people. This woman has physical issues and needs an aid with her 24/7 but in her 20s she is in college and is very smart. I highly recommend that you watch this documentary.

Please do not think that non-verbal people with Autism cannot hear or understand you. Their brain is just not functioning right, in some way that we don't understand yet, to let them speak verbally.

Here is a review of that documentary, it is called "Autism is a World".

thethinkingmother.blogspot.com/2006/01/documentary-review-autism-is-world.html

My nephew is 8.5 and nonverbal with Autism. I see what life is like for him. He did horribly in public school mainstreamed classroom due to his auditory sensory issues, the noise level was too much for him to learn and due to his visual issues the confusion of the layout of the classroom was too distracting for him. He did much better in a private school for children with Autism where the classes were small, there was private 1:1 teaching and specially set up rooms small with white walls and no distractions.

Please use these resources to get an idea what is happening in the minds of non-verbal people with Autism.

The new Grandin book is easy to read and fascinating and all practical advice, please please read it.