When working with autistic children, their actions and words can often be interpreted in various ways, from being playful to being misunderstood as inappropriate. However, before jumping to conclusions about their behavior, it’s essential to take a step back and understand autism spectrum disorder, which requires a shift in perspective—one rooted in sensitivity, acceptance, and a willingness to adapt.
ASD is a developmental disability that affects communication, social interactions, and behaviors. Individuals with ASD may experience differences in processing information, repetitive behaviors, sensitivity to sensory input, or motor skills challenges.
What might seem like “naughtiness” or “non-compliance” could be a form of communication, a response to stress, or a way of seeking help or attention. Interacting with these children often requires a different approach, one that acknowledges their distinct needs and ways of expressing themselves.
Managing autistic behaviors in the classroom and at home
Behavior management is a very important component and needs as much intervention as academics or classroom management.
Here are some strategies I have used from time to time to help autistic children reach their potential in the classroom or at home:
- Provide a very clear structure and a set of daily routines.
- Use clear language. Avoid humor/irony or phrases like “my feet are killing me” or “it’s raining cats and dogs,” which may cause confusion.
- Make it clear which behaviors are unacceptable.
- Avoid sentences like “Would you like to do this?” or “Why did you do that?” It is always more beneficial to give a child some choices.
- Address the child individually at all times or by using alerting cues such as “Everyone and (child’s name), please put your notebooks away.”
- Keep visual timetables, which are a great resource for helping a child stay organized.
- Recognize changes in manner or behavior may reflect anxiety or stress, such as talking loudly, pacing the room up and down, flapping hands, and more.
- Calm with mindfulness or breathing exercises.
- Utilize sensory inputs such as playing with a sensory ball or squeeze ball, trampoline jumping, and rocking, which are all behaviors that may calm down an autistic child.
Classroom situations with children with autism can be overwhelming at times. However, success is possible if you plan and utilize autism focusing strategies. The Golden Rule is not to do something once or twice, but consistently for things to fall in place.
How to support an autistic child in the classroom
Here are some teaching strategies to aid teachers and parents when working with children with autism. These are especially important if you’re looking for tips on how to support an autistic child in the classroom:
- Give prompts (keywords) for a child to get started with a writing piece. Be prepared that it may take two to three drafts before it is complete. Highlight the important keywords to help the student stay on topic.
- Increase font size and allow more spacing. This will help the child understand the content better and improve autism focus.
- Use an editing wheel to create a checklist for students. This checklist should cover basic punctuation rules, such as starting sentences with capitals, using full stops, and keeping work neat.
- Provide two to three choices to foster independence. Don’t offer too many so that it leads to confusion.
- Strive for quality rather than quantity. Smaller assignments broken down over chunks of time can help the child stay calm and focused.
- Make positive comments such as “You’re doing fine” and “Well done.” Kids with autism need a boost in self-esteem.
- Provide a short movement break to help the child recover. Sometimes autistic students experience sensory overload with so many things happening around them.
- Talk about any changes in the daily schedule, such as special events in school. A message can also be sent to the parents to prompt them to talk with the child and prepare for change.
- Use alerting cues such as “This is important” to help an autistic child focus. Other ways to signal that someone has to answer are to use the child’s name, stand close and pat, or walk around the classroom.
- If possible, help the child develop eye contact. However, do not insist, as some children with autism find it difficult to focus visually and audibly at the same time.
- Keep the instructions simple and concrete. Reading between the lines can be a challenge.
- Reward attention and timely accomplishments, even if it is not the standard of a class. Children need to have a sense of achievement.
- Give one direction at a time. Multiple instructions can be too much for the child to handle. Quietly repeat directions to them after they have been given to the rest of the class.
- Use a variety of materials and mediums. This not only helps a child with autism but can be stimulating for all.
- Complete a task analysis. Check to ensure the child is on track and that tasks are manageable and within the child’s attention span.
- Check the child’s understanding and have them repeat or rephrase instructions. Children with autism can misinterpret body language and abstract language.
- Minimize distracting material like extra pens, colors, iPads, or laptops. Less clutter is often better. Create an individual work area or a concentration corner.
How to keep an autistic child focused in the classroom
Helping an autistic child stay focused in the classroom requires a combination of structure, support, and flexibility. Establishing a predictable routine with visual schedules can help the child know what to expect, reducing anxiety and enhancing focus.
Breaking larger tasks into smaller, more manageable steps makes it easier for the child to stay engaged without becoming overwhelmed.
Incorporating sensory tools such as fidget toys, weighted blankets, or noise-canceling headphones can help autistic children manage sensory sensitivities that might distract them.
Make sure you give them frequent, short breaks. This allows for moments of sensory regulation, helping to prevent overstimulation and keep focus intact.
Teachers can also use clear, concise instructions and check for understanding regularly, adjusting their communication style to fit the child’s needs. Positive reinforcement, like praising focus and effort, encourages continued attention and creates a supportive learning environment.
Lastly, creating a quiet, distraction-free space in the classroom where the child can retreat if they need to regain focus can make a significant difference. By tailoring the classroom environment and approach to their needs, autistic children are better able to maintain focus and succeed academically.
How to help a child with autism calm down in the classroom
When an autistic child becomes overwhelmed or anxious in the classroom, calming strategies can help them regain control and feel more at ease.
Creating a quiet, designated space within the classroom can provide a safe retreat where the child can decompress when they feel overstimulated. Providing sensory tools like fidget items, stress balls, or weighted blankets can also help regulate their sensory input and promote relaxation.
It’s important to identify the triggers that cause stress, whether they’re loud noises, changes in routine, or social interactions, and try to minimize these whenever possible.
Using calming techniques like deep breathing exercises or visual relaxation aids, such as calming images, can also support the child in managing their emotions.
Clear, simple communication is essential—using short phrases or visual aids to help the child understand what’s happening and what they need to do can further reduce stress. Offering positive reinforcement for calming down and giving the child space and time to process their emotions can also help.
Creating a positive classroom environment for every child
While supporting autistic children in the classroom is not without its challenges, it’s far from impossible. Understanding that no single strategy works for all children is key. Each child is unique, and their needs require individualized approaches.
Too often, we try to mold the child to fit the curriculum when, instead, we should adapt the curriculum to fit the child.
By focusing on their strengths, providing patience, and offering thoughtful support, we can positively impact both their learning experience and overall development. With sensitivity, introspection, and a proactive mindset, teachers can create an inclusive environment where every child can thrive.
This article was featured in Issue 66 – Finding Calm and Balance
FAQs
Q: How can I help my autistic child focus in the classroom?
A: Providing clear routines, visual schedules, and minimizing sensory distractions can help autistic children focus. Additionally, incorporating short breaks and using tools like noise-canceling headphones or fidget toys may improve concentration.
Q: How do autistic students learn best?
A: Autistic students often learn best through visual aids, structured teaching methods, and hands-on activities. Tailoring lessons to their individual strengths and providing predictable routines can enhance their learning experience.
Q: How do you keep an autistic child from running out of the classroom?
A: Establishing clear boundaries, using visual cues, and providing a safe space within the classroom can prevent running. Offering frequent sensory breaks can also help reduce the need for escape behaviors.
Q: How do you calm an autistic child in the classroom?
A: Calming an autistic child can be achieved by creating a quiet, sensory-friendly space and using calming techniques such as deep pressure, breathing exercises, or sensory toys. Maintaining a predictable and structured environment can also help reduce anxiety.
References
Petersson-Bloom, L., & Holmqvist, M. (2022). Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results. Autism & Developmental Language Impairments, 7, 23969415221123429. https://journals.sagepub.com/doi/abs/10.1177/23969415221123429
White, J., McGarry, S., Falkmer, M., Scott, M., Williams, P. J., & Black, M. H. (2023). Creating inclusive schools for autistic students: A scoping review on elements contributing to strengths-based approaches. Education Sciences, 13(7), 709. https://www.mdpi.com/2227-7102/13/7/709
Sulek, R., Trembath, D., Paynter, J., & Keen, D. (2021). Factors influencing the selection and use of strategies to support students with autism in the classroom. International Journal of Disability, Development and Education, 68(4), 479-495. https://www.tandfonline.com/doi/abs/10.1080/1034912X.2019.1695755
Meindl, J. N., Delgado, D., & Casey, L. B. (2020). Increasing engagement in students with autism in inclusion classrooms. Children and Youth Services Review, 111, 104854. https://www.sciencedirect.com/science/article/pii/S0190740919312538
Martin, R., & Wilkins, J. (2022). Creating visually appropriate classroom environments for students with autism spectrum disorder. Intervention in School and Clinic, 57(3), 176-181. https://journals.sagepub.com/doi/abs/10.1177/10534512211014882
