I have seen the power struggle first hand. A teacher, thinking they are doing the right thing and wanting to be in charge of a classroom, tells a kid with Autism to take their hands off their ears and work on an assignment in front of them. They students doesn’t comply. The teacher tries to coax or plead or force compliance… and they don’t succeed.
The question is, why do kids with Autism do that?
I think if teachers really thought about the answer to that question, they would address students in the classroom differently and really pick their battles.
I used to work with a boy whose Autism presented pretty severely. He was nonverbal, had a lot of repetitive behavior, including rocking, and he nearly always had his hands over his ears. When a hand was needed to do something, he would press his shoulder to his ear and use that instead. I had a new paraeducator working with me over a summer session and the first day she really insisted he put his hands down. He would do it for just seconds and then his hands would return to his shoulders. I told her to let him leave his hands there and she asked Why? Why does he do that.
Do you wonder too?
Read on!
Kids with Autism have several quirks that we neurotypicals find different. Truth is I think that has to do with us not really understanding what it’s like in the mind and body of someone with Autism.
So, why do they do that? And what should we do as teachers that takes into consideration a student’s Autism and also their need for learning?
Why do kids with Autism AVOID EYE CONTACT?
A lot of Autism is related to sensory deficits. The avoidance of eye contact is no different. When a person is talking, you have to process auditorily and sometimes that makes it difficult to process visually. So… a kid with Autism may have to choose to listen to a person or look at them.
Sensory may not always be the reason. Sometimes it can also be a deficit in social skills, which is another hallmark of Autism.
AS A TEACHER: Be really considerate of the amount of sensory input in your classroom. Think about what a students is having to process through all five senses. I once had a student who was new to the campus and would beat us silly throughout the day. We had to find the problem and it turned out to be the sound of the classroom fridge as it made ice! The noise was a trigger. To this kid I am sure it was the equivalent of scratching nails down a blackboard every 15 minutes… and, yeah, that fridge was out pronto!
It is important to not battle with a student who is trying to limit their sensory input. The better approach is to support it. Look, listen, and smell around your room. What does your lighting look like? What about your classroom’s smell. Things to think about.
Do you need more info about setting up a successful Autism Classroom? Check out this post on Physical Structure.
Why do kids with Autism COVER/CLOSE THEIR EYES?
The same sensory limiting that happens with covering the ears happens with the eyes too. There is a lot to process when you really consider what you are looking at in a given day. The person in front of you, the people and things in the background, the lights, the motion of the clock or things moving because of the AC. It is a lot. Closing eyes limits the overload.
AS A TEACHER: Think about work stations in your classroom- do they have a way to limit or minimize the sensory information coming in? A desk facing the wall or away from the class and the action may help. Again, really think about all the sensory coming in visually. Also consider a Calm Down Corner or area in your classroom. Read more HERE.
Why do kids with Autism WALK WITHOUT SHOES?
I have a few pairs of shoes in my closet I could do without, don’t you? The reason is because they pinch my toes or feel a little tight. Well, think about the sensory information that comes in from your foot. Even in comfortable shoes, you entire foot on the ground is a lot of sensory input. Walking on your toes is less input. That’s one theory anyway. Another is that it could relate to motor development, but I have found the first to be more true.
AS A TEACHER: It is okay to allow a student to work in their station without shoes (pick your battles), but be sure you have a clear procedure to get the shoes on when needed. When time for PE or lunch or bus rolls around, use a visual to indicate it is time for shoes.
You’ll need to practice it ahead of time, so bust out the timer and visual, indicate it is time, and build up the student’s shoe stamina and tolerance for that kind of sensory input. Consider using a Token Board with a rule card on it to improve visual cues and compliance. Score some Free Boards HERE.
Why do kids with Autism NOT TALK?
Language differences are a hallmark of Autism. Some students are too good with language. I knew a boy with Autism who was amazing with different languages- in all he knew 4! Unfortunately he thought he could buy a house for less than $100, but everyone is great and bad at different things.
For students who are nonverbal, and please don’t confuse that with a low IQ, it is presumed that language is a challenge for a couple of different reasons.
One reason may be due to brain development. Several people with Autism who have found their voice say they were able to understand language and formulate thoughts all along… they just could not get their brain to get their mouth to deliver the message.
There are some other theories about why kids who are nonverbal with Autism do not talk and that includes a difficulty with processing and understanding language itself, that their minds work better with images and not symbols/words… the truth is there is no definitive reason and much more research will need to be done to determine the real reason nonverbals don’t talk.
AS A TEACHER: Always have a mode of communication available for students other than just talking. Try Core boards, communication devices, and visuals (like this PECS Starter Kit) to bridge the gap. What you should never do is stop talking to a person who in nonverbal! Check out this prior blog post all about communicating with nonverbal students.
Why do kids with Autism ECHO or REPEAT WORDS?
I used to work with a teacher who always repeated what she said. I could never figure out if it was for effect or just because she thought what she was saying was important. Truth is echoing speech is a normal part of language development. It will depend a lot on the specific student if there is a delay in language acquisition or if it has more to do with associating certain feelings or ideas with word clusters (Check out this post all about Echolalia). There is even a theory that Echolalia is just what comes out when a person with Autism who is challenged with speech tries to talk… and that has to do with brain development. So, what do we do as teachers?
AS A TEACHER: If you are working with a student who is Echolalic and need concrete strategies on what to do, please check out this post on Echolalia here. It is super helpful.
Why do kids with Autism STIM?
Stim is short for stimulatory and it suggests self-stimulatory behavior. For a kid with Autism, it may look like spinning, flapping hands, or rocking. For everyone else… it probably looks the same. Most people have a Stim… like tapping a pencil or bouncing their leg. I used to know an adult woman who sucked on her hair. Yeah. I know.
The reason for the stim is the same. People stim to manage their emotions- maybe they feel tired, anxious, nervous or bored. Or someone with Autism may also stim to block sensory input. What makes stimming with Autism different is the amount of stimming and the poor social cues.
Kids with Autism stim more than most and also don’t filter the stim based on social appropriateness- like making humming noises in the library. Most people would realize that violates social norms, but a kid with Autism may not know, notice, or care.
AS A TEACHER: You can try to retrain a stimmer to replace their preferred stim with a socially appropriate one. Maybe instead of spinning you introduce and train a stress ball. Also, you can manage the environmental structure to lessen the sensory input you have in your classroom. Is the stim to shut out all the sensory noise? It may be emotion related. Is there a clear and predictable routine in your room? That may lessen the anxiety and, thus, the stim. Need to learn more about Visual Schedules, click here.
Why do kids with Autism FIXATE?
If you know a kid with Autism, you can probably relate. It may be movie characters, a certain food, or the entire lineup of every pro football team ever… kids with Autism fixate on things. But, and I bet you saw this coming, so do most people.
When the Walking Dead hit Netflix, I could barely leave my couch. Netflix has, in fact, shamed me on more than one binge watching escapade by asking me if I was still watching. This has also happened to me with a couple of games on my phone- I just got hung up on it and wanted to do it all the time.
With brains that are neurologically different, though, kids with Autism may not be able to get ‘off’ a thing as easily as most.
AS A TEACHER: See if there are ways to incorporate the fixed item into instruction or activities. If it’s Pokemon they love, try Pokemon math or Pokemon Token Boards. Bring the mountain to the student… not try to break them of or fight them on the fixation. We gotta pick our battles.
Why do kids with Autism TRANSITION POORLY?
I know some adults who hate when their schedule is changed. It upsets them. It upsets me. There is a lot of stress associated with deviating from a plan or a routine. We are all comforted by a predictableness to our day. I bet you have something like ‘clockwork’ in your day that you’d be frustrated to miss, like your morning cup of joe or your bedtime. With trouble managing emotions and processing lots of sensory information, it’s no wonder.
AS A TEACHER: Make sure you have a student’s schedule available for them. You also want to plan your lessons so there is a routine to them. These two things allow for a predictability in a student’s day. Try a visual schedule like this one (HERE) or read the full post on Visual Structure.
And then don’t forget to teach how to deal with and process breaks in routine. You know a fire drill is going to happen sooner or later, so what is the process for the student? How can we train them to recover from a schedule shift? Be sure to have a plan.
Why do kids with Autism ROCK
And I mean rock like awesome (otherwise see Stimming Why explained above)…
I love working with students with Autism. The one thing I always urge the people around them to remember is that, most likely, the person inside is not mentally inferior… they are just neurologically different. It is so, so important to treat kids with Autism with Presumed Competence (read more here) and to continue to challenge them mentally.
It could be the Early Emerging reader you have read them for the 100th time is actually what is driving them bonkers and not the reading itself or the sound of your voice. Be sure to keep the rigor and assume they are with it even if they ARE doing all the things in this post.
Now, stay strong and teach on!
READ MORE: Autism Classroom Setup Essentials, Autism Classroom Setup Checklist and Implementing Rules in Autism Classrooms
This has some great information. However, using “Autistic kid” is not person first language which is best-practice.
Great info. I wish you would have changed autistic child to child with autism. The person is more than his diagnosis.
I personally have autism and I call myself autistic, most autistic people happen to not care how you refer to them when speaking of their autism but if they have a problem with it then that is their own opinion and it’s perfectly fine.
With all this helpful info, lets be thankful for it and not pick apart the choice of words.
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Great post!!!! I taught children with autism and wish I’d known all this. My grandson was labeled autistic until he progressed with sensory integration therapy and a chiropractor adjusted his neck. Now on end of spectrum. Thank you!
Are you serious? In a regular education classroom with typical students, an exception for “shoelessness” for an autistic student is not acceptable. There are health issues, not to mention fairness issues to typical students, to be considered. As a school administrator, I can’t imagine having barefooted students in classrooms even if only at their workstations. I would suggest amending that recommendation.
Margaret,
Wow! I hope you don’t read this post and think every suggestion will work with every student. Students on the Autism Spectrum in classrooms throughout the nation and internationally are in situations that vary widely depending on many things not the least of which is the student’s individual needs. The suggestions here are just a way to enlighten teachers, aides, and administrators who are not well versed as to some of the reasons why students with Autism may behave as they do. It is by no means an be-all-end-all list of interventions available in every classroom for every teacher educating every student with Autism.
In the classrooms in your building, district, or even state “shoelessness” may be a faux pas, but in some classrooms the suggestion to build up a shoe tolerance is a valid one and one I’ve helped implement for students with extreme sensitivity to that type of sensory input who would resort to violence if forced to put on shoes. If you are suggesting a student with Autism who refuses to put on shoes should not be allowed in a general education classroom because the other students may not think it is ‘fair’ I suggest you examine the approach your administrative team takes when it comes to students with disabilities.
I hope you found the other suggestions in this post helpful and look forward to any continued feedback you may have for me and this blog.
You are a a very close minded individual. As a mother of a son with Autism it makes me terribly upset that a so called school administrator would have this mind set. It sounds like you need to take some time with children in the spectrum and then come back and let us know if you still agree with the shoe issue. I’m sure you would have a different opinion.!
You said everything I wanted to reply to Margaret. I hate that someone with that mentality is in an administrative position. She obviously has not had a personal experience or a remote idea of how to properly approach a child with autism. This was a great article with useful information. Thank you so much.
as a grandparent of 3 autistic children and a nurse you don’t really get it—i have one that will not stop until her shoes are off she is non verbal and in a special classroom this helps—the problem the schools are not up to date with medical—they want autistic students to be in class with regular students and get no help because they are not educational autistic–what a joke–every doctor i have worked with said this is stupid what part of the autistic mind do the schools not understand– if schools really cared about helping autistic kids they would find a way not just shove them in a corner–i think this is a great article for everything i have seen and learned about autistic children—as a school administrator maybe you could try to set up what i have seen called carpet area …our school has in classrooms kids can go to that area and yes take off shoes or chill for whatever reason–as a nurse you can not always follow the rules you have to do what works for that person and you need to bend a little–i would think as an administrator you would try to help all children and try a few things because their little minds do not work like everyone else–
What is the most important thing for you as an administrator, a stereotype discipline or the product of a child an institution going to produce? When we are living in an era where we are going to realize individual differences and special needs why can’t you justify a barefooted student. Are we not able to explain special needs of a particular person to the concerned people. An administrator is a facilitator not a typical boss. I am a teacher not an administrator but even I could think the ways to make a barefooted child in my classroom.
Thank you for this info. As a parent of an child with autism, your info and compassion are much appreciated. I must say, I’m greatful that my daughter is NOT in the same school as the previous commenter, Marget….her forceful negativity speaks to the need for articles like yours. I’m going to go send an email my daughter’s treatment team/teachers thanking them for not have the same perspective at Margret.
I have a Master’s Degree in Special Education and a 15 year old severely Autistic son. I have a clear and concise understanding of this disability. I didn’t just go to College to understand it. As a single Mother, I LIVE it 24/7. I thought your post was very informative for those who may not have been aware of the possible causations of these behaviors. However, when I read some of the comments, my blood began to boil.
First of all, the word “Autistic” is NOT a dirty word. It is merely a term given to a neurological impairment. Why does everyone get so hung up on semantics? It’s really quite ridiculous and a complete waste of energy.
I also became very upset about the mention of “fairness” to typical kids and oh yes.. I even dare say normal kids, well because they ARE! I am not the least bit offended by the term. But, I was deeply offended by the “fair” comment. Let’s talk about fair…shall we? Is it fair that my son will never drive a car, go to college, get married, have children or ever live independently? Is it fair that his senses are assaulted everyday creating an anxiety that you could not even conceptualize? Is it fair that ignorant people think he is rude or weird, and stare on a daily basis? I could rant forever. Surely, you get my point.
I have a typical child also and she sees my son’s daily challenges and understands what the words Special Needs mean. We accomodate those needs in our home. She has never been jealous of these special preparations.
My son wears crocs and will not wear regular shoes. I am certainly not going to force him to be uncomfortable for the sake of fashion. I completely understand health codes for bare feet, but like the writer explained these are only suggestions in certain environments. I commend you on your article and I am baffled to think anyone could even come up with a negative comment when someone’s intentions are to improve the quality of life for deserving individuals. Maybe we should all play a game of volleyball in five inch heels and then come back for this dicussion on shoes. Perhaps, we could come close to understanding what it is like for these children?
I chuckled a little (a lot) at the thought of us all playing volleyball in heels… but what a great analogy!
Thank you for everything you said… I wrote this article to answer some of those unasked questions about kids with Autism because there are so many people who don’t know, slap on a label, and make some very wrong assumptions. I appreciate your comments on the topic as an educated woman and caring mom- thank you for saying what needed to be said.
Be sure to share this article so others can learn more and do more.
I think it’s almost important to note that what is “fair” does not mean equal and the other way around. If a student has a disability they may require additional modifications and accommodations to access the same curriculum as general ed students. You are being fair to the student who needs additional support, but it is not equal to the other students, since they require less support. It’s almost important to recognize that each child is different and so are their needs. I hope as an administrator you try to understand the situation and a different perspective.
I started to read a few posts and felt instant rage ! This is a nice article and the parents that get offended how things are worded have some growth of their own to make because the parents of children with autism have it bad enough with the ignorancy of the public but us parents have always worked together and had each others back because we were all on the same page!! I do not get offended at low functioning , non verbal etc because that is pety when my son is my concern. It doesnt affect his quality of life if he is labeled diff? His quality of life is my focus and there is enough hate and fighting and disagreements in this world right now so why cant all of us as parents stick together not tear each other down
On the topic of echolalia, brain scans have shown activity in the similar region seen with stimming. As someone with autism I would attest to that from personal experience. Thanks for writing this article it was informative.
This is a great article on how to differentiate instruction for those children. My five year old is autistic and his teachers here in Colorado accommodate him the best they can to deal with some of those behaviors. He is high functioning, so his challenges are not as great as other kids. He puts his hands on his ear when it is too noisy, he doesn’t like his shoes either he doesn’t eat regular foods just baby food ( working though those challenges with his therapist and special education team) . When his routine changes it is very challenging he doesn’t like to be praised and screams at people who try to talk to him that he has never met (picture day is though). To that administrator who made those comments above, I am grateful my son does not attend your school. This article is wonderful and very informative to those who don’t have autistic children.
As parent who is in early stages of diagnosis for my child I find this extremely helpful for myself and of course my daughter. It helps me understand what she goes thru on a day to day basis. I hope my schools administrators are more accommodating than the lady who posted her comment above! As I have my first meeting with them next week. Thank you for this blog! I have found it very useful and will apply this at home to help her!
It’s not about fairness. It’s about helping people who need to get through. There is such a thing as a person with a special right. And if that child needs that to be their right then it should be. Other students can learn/understand as to why that child has the right not to wear shoes. As far as health , the child is at their workstation and can have a pair of croc like slip ons for fire drill emergencies.
This article was so good and helpful as someone who had a sibling with autism, I found a lot of stuff you covered very well explained and i feel P you will help people understand a little better and perhaps as a result help rather than judge people and their situations that arise from having autism.
I have also found the replies people made very good too.
As someone older than most of the writers, I feel we can learn so much from one another.
This article was so good and helpful as someone who had a sibling with autism, I found a lot of stuff you covered very well explained and i feel you will help people understand a little better and perhaps as a result help rather than judge people and their situations that arise from having autism.
Why does my austim kids think I never gunna come back or I’ll never get her off bus she does this ever day and night please help she 12 and I reasure her I will always come back but she doesn’t understand that
Hey Lisa!
Sorry to hear that you are struggling with this. I would suggest a social story. Those are really easy to cater to a specific behavior and actually target what you want the child to do instead of worry or exhibit behaviors. If you’d like to write a social story for this, check out the info on the blog about social stories by searching.
Otherwise, if you email me with exactly what behaviors you are trying to stop (hitting, crying, grabbing) as well as what you’d like her to do instead (like take deep breaths, or give one hug for 3 seconds) to help with the anxiety and transition, I’ll be glad to see what I can do. Email me at ajones@noodlenook.net
Talk with you soon!
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