| ASD - Autism spectrum disorder is a pervasive | | | | (who, where, why, when and what) reducing |
| developmental disorder that affects more boys | | | | stress and showing possible outcomes allowing the |
| than girls. ASD – Autism Spectrum Disorder is | | | | child with autism to rehearse the change making |
| the one of the most common childhood disorders. | | | | them more comfortable with the change. |
| A vast majority of autistic children display | | | | For the majority of teachers working with autistic |
| sensory processing issues and are hypersensitive | | | | children and young people using visual timetables, |
| to stimuli like noise, light, touch, feel and smells. | | | | flash cards and social skills stories is very |
| Sensory processing issues are common to autism. | | | | effective. |
| Individuals with ASD will also have the triad of | | | | Autism social skills stories are easy to implement |
| autistic impairments: | | | | and need no formal training to use. |
| The triad of autistic impairments are deficits in: | | | | Sometimes when routines change a child with |
| Social interaction skills | | | | autism can become aggressive, anxious, stressed |
| Communication skills | | | | and confused. Therefore it is recommended an |
| And Imagination skills | | | | autism social skills story should be implemented |
| These deficits can make teaching a child with | | | | prior to the change. |
| autism difficult. | | | | For example a temporary teacher; prior to the |
| Generally autistic children prefer routines and | | | | change an autism social skills story can be put in |
| structures and can become anxious and stressed | | | | place to make the autistic child aware of the |
| when their routine is changed even in a small way. | | | | change and prepare them for the situation, this |
| Therefore when working with autistic children and | | | | can help alleviate some of the anxiety and stress. |
| young people it is normally a good idea to: | | | | The autism social skills story is also an excellent |
| Organize the autistic child's day into a set routines, | | | | autism resource for sudden changes like a |
| this can be done using a visual schedule or | | | | teachers illness, unexpected visitors at home, a |
| timetable; that the child can refer to at regular | | | | doctors appointment etc.. |
| intervals. Using a visual schedule will reassure the | | | | The social skills story will give clear focus on the |
| autistic child of structure and routine, taking away | | | | key points giving the child with autism clear and |
| any uncertainty, thus reducing stresses. | | | | precise instruction and information alleviating the |
| Try to avoid routine changes wherever possible. | | | | anxiety they will be feeling. |
| However if routines change it is advisable to show | | | | This autism resource can be downloaded and |
| these changes on the visual schedule whenever | | | | personalized from sites such as: |
| possible. It is also advisable to use supports like | | | | The autism social skills story is also used to teach |
| social skills stories to help explain any changes, | | | | vital social skills and re-enforce already learnt |
| which will reduce stress and help make the less | | | | behaviors such as personal hygiene, shopping trips, |
| predictable more routine. | | | | hospital appointments, hair cuts and other issues |
| A social skills story will show the change to | | | | such as bedtime, shared reading, death the list is |
| routine and answer the important "wh" questions | | | | endless. |