This is an umbrella term used to discribe one of many disorders characterized by communication and language deficits, intelligence deficits, and a lack of appropriate and effective social behaviors. Causation is currently only theoretical. Possilities are psychodynamic and biological.
Strategies:
Educational, psychological, and medical interventions. Examples: consistent schedules with warning of change; appropriate amount of task time; role play/model rules, expectations, situations instead of only giving verbal cues; include social skills as part of instruction; try to prevent meltdowns by understanding and reading their cues; set realistic expectations; offer a few acceptable choices when possible.
Accomodations:
Assigned to teachers who are positive and understanding with an ability to give cues and direction in a clear cut, non-social fashion. Have a "safe" room where they can go if they become frusterated. Cater instruction towards preparation for adulthood. Functional academic programs. Use visual boundaries (on a shared table for example, around the classroom to mark different stations) and visual cues (such as a schedule with pictures).
Technology Resources:
http://www.invergrove.k12.mn.us/ASD_Visual_Strategies_Resources.html
http://www.invergrove.k12.mn.us/Software_Resources.html
http://www.prep-prc.org/id47.html
http://www.ltschools.org/academics/k12/special-education/autism
Environmental Resources:
Keep the classroom organized, clutter free, and consistent with clocks, schedules, and visuals posted.
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