If you have experience, please help in dealing with an autistic student.

[Ember]

I first posted on the community board, but it was suggested I post here as well.

I have an undiagnosed autistic child in my classroom. Let's call the child "S." The parents utterly refuse testing, so there is no help or funding in place. S has been observed multiple times by different people (one of the only things we are allowed to do without parental consent) and it it unanimous, everyone feels the child is on the spectrum.

I am at my wits end. Because there is no diagnosis, there is no help to be had. I have 20 other students, six of whom have academic needs and are on special programming. Very simply, I do not have time to be one-on-one with S, there are too many other needs... I have looked for help from the administration, but their hands are tied. We can't test without permission, and without testing there is no funding. So it's just me left to cope as best I can.

I need help. This is a sweet child and I'm not equipped to help. I am reading as much as I can to learn new strategies to try, and I have been asking every teacher I know if they have any ideas. So I thought one more try for help couldn't hurt.

A quick run down:

- S is a very bright child who reads several grade levels ahead
- S is obsessed with fairy tales and talks of little else, communication is difficult even though S has a large vocabulary and is quite articulate
- S vastly prefers girls to boys, wanting to be with them and touching them all the time
- S seems to be easily overwhelmed when the class is moving about, such as for an activity change or during gym (which is a nightmare). There is almost always a tantrum and tears.
- S will call out constantly and will wander around the class, generally trying to touch to talk to the girls
- S has been suspended twice for behavior issues including strangling another child and another time for spitting

This is only a partial description of the behaviors, but I hope you can see how it might be very frustrating to have all this going on in the classroom. S needs one-on-one direction and constant supervision, but I can not provide these things. I desperately need to do something to be help S and to ensure the learning of the other students is not compromised. I realize I can only do so much when the parents refuse to do anything but that's not really helpful at the moment...

Any advice, or thoughts, or strategies that have worked, or ideas I might try would be most welcome. I am not trained to deal with this, but I am going to do the best I can. Please help. (Keep in mind I am in Canada, so when it comes to legal issues, things may be a little different than in the US.)

 

[cclovesdis]

I don't know much about Canada, but I do have a few thoughts. Do you have any leverage, so to speak, with the fact that S like to touch girls? You don't say where, but touching is generally frowned upon regardless. Also, there might be some hope with the parents if S is suspended more and more.

As for working with him, I would do the best you possibly can, which is what it sounds like you are doing. I assume that you issue some type of grades periodically and probably soon. That may also serve as a wake up call to the parents. Just my two cents.

 

[cclovesdis]

I reread your post and noticed that S reads above grade level. On report cards/grades I've issued, there are behaviors like, "Works well with peers." If not, do you have a comments section?

 

[KirstenB]

I saw this thread on the Community Board, and you got some terrific suggestions there. The only thing I'd add is, does your classroom have a quiet corner, like a book nook?

Our younger dd has autism and is in special ed preschool. When the kids are getting overwhelmed, they can go to a "take a break" corner of the classroom, when they have "big feelings". It's not a punishment, if anything, it gives the child some dignity and a second chance to regroup and rejoin the class.

Oops, one more thought. Would a fidget toy be of use? Just something to manipulate in his/her fingers while listening to a lesson.

Thansk for caring so much about this child. Our kids are often misunderstood. They do want friends, and they do want to be part of the group. It's just very tricky for them to do that.

 

[bookwormde]

It sounds like from your brief description that the child is likely Aspergers (part of the Autism spectrum).

I assume you have filed the formal request (in writing) for an evaluation with the district and when presented the Canadian version of IDEA permission forms the parents refused.

Sounds like the class you describe is an inclusion classroom so I assume you are team teaching with a regular ed and special ed teacher in the classroom (at least this is the US way).

The best thing you can do first is to get a copy of Tony Attwoods “the complete guide to Aspergers” c/2007, it should be available in your districts special ed library but if not it is available on Amazom for about $25US. He also has a companion book for teacher and parents, but that is a later read. This will give you the basic information so that you can be more effective, by the way if you have been reading information about classic Autism techniques, only a minor portion of them are appropriate and some may be “damaging”.

Below is a broad list of the most important and common needs that these children have in the educational setting. There are much more specific and individualized implementation of these needs which are different for each child, since no 2 children with Aspergers have the exact same profile.


Teachers and staff that a current and well informed about Aspergers, who understand how to identify manifestations vs. typical behaviors and who will address any skills based deficits that are contributing to concerns, and have education and training in the items below.

An accepting and supportive environment free from bullying by students and teachers (many standard discipline techniques are for all practical purposes bullying of these children, especially when addressing a manifestations of an Aspergers characteristic)

A sensory environment, which is appropriate for sensory variations (both hyper and hypo) including OT

A social skills program which includes individual, group and generalization segments and which includes Theory of Mind (TOM)

A program to support and accommodate for their executive function (EF) differentials.

A modified curriculum and curricular supports appropriate for her EF, social and sensory differentials.

Gifted programs to engage and their gifts and to allow them to reach their potential.

Such 1 on 1 support as may be needed to accomplish the above in the general education LRE environment.

You need to contact whoever runs the Aspergers program for you district or region and hopefully they will have some expertise and programmatic supports.

As other have said there are lots of threads on the community boards that go through some of the specific methodologies, but be aware that every child with Aspergers if unique so everything has to be individualized.

In the short term do not worry about behaviors, which are not grossly disruptive to the classroom or do not create a significant risk to the child or others, as these non critical behavior are likely meeting a need from one of the characteristics of Aspergers and removing them is counterproductive and often raised anxiety to the point where things spiral out of control.

I wrote the list above in a general order that items need (or can be) addressed so educating yourself and any other staff that work with this child are the most important. Just reading the Attwood book will increase your competency to help this child immensely, by answering many of the “why” and some of the “what to do” question” that come along with the typical world trying to understand this different genotype.

Welcome, thank you for caring enough about this child to seek out help, and as you have specific questions please feel free to ask.

bookwormde

 

[bookwormde]

Sorry I have been “long winded” already but I wanted to add this.

It is essential to in some way bring the parents on board. I am assuming that on previous approaches to the parents, that the perspective was negative, something like your child has behavior issues and we want to understand why (or the equivalent or worse).

A technique that I have recommended is to (after you have read the Attwood book) to re-approach the parents yourself and let them know that you have been researching and have come to realize just how brilliant and special their child is an that you are trying to find a way to give him the maximum support so that he may flourish and make the contributions to civilization that his genetics may allow him to. Get a copy of Genius Genes by Michael Fitzgerald and Brendan O’Brian and read it yourself and then loan it to the parents when you talk to them. I have yet to have this technique fail (although in a few cases it has taken some time for the parents to “come around”).

You do truly have a very special child in your classroom and the potential for positive contributions to society are likely well beyond any other child you may have.

bookwormde

 

[Ember]

Thank you for typing out such a long and helpful post!

It sounds like from your brief description that the child is likely Aspergers (part of the Autism spectrum).

I assume you have filed the formal request (in writing) for an evaluation with the district and when presented the Canadian version of IDEA permission forms the parents refused.

There have been many requests over the last three years (grade one now, in the district since preschool.

Sounds like the class you describe is an inclusion classroom so I assume you are team teaching with a regular ed and special ed teacher in the classroom (at least this is the US way).

Nope, just me. As I said, the child isn't coded as the parents refuse any and all testing.

The best thing you can do first is to get a copy of Tony Attwoods “the complete guide to Aspergers” c/2007, it should be available in your districts special ed library but if not it is available on Amazom for about $25US. He also has a companion book for teacher and parents, but that is a later read. This will give you the basic information so that you can be more effective, by the way if you have been reading information about classic Autism techniques, only a minor portion of them are appropriate and some may be “damaging”.

I have just reserved a copy from my library. Thank you for the recommendation.

Below is a broad list of the most important and common needs that these children have in the educational setting. There are much more specific and individualized implementation of these needs which are different for each child, since no 2 children with Aspergers have the exact same profile.


Teachers and staff that a current and well informed about Aspergers, who understand how to identify manifestations vs. typical behaviors and who will address any skills based deficits that are contributing to concerns, and have education and training in the items below.

An accepting and supportive environment free from bullying by students and teachers (many standard discipline techniques are for all practical purposes bullying of these children, especially when addressing a manifestations of an Aspergers characteristic)

A sensory environment, which is appropriate for sensory variations (both hyper and hypo) including OT

A social skills program which includes individual, group and generalization segments and which includes Theory of Mind (TOM)

A program to support and accommodate for their executive function (EF) differentials.

A modified curriculum and curricular supports appropriate for her EF, social and sensory differentials.

Gifted programs to engage and their gifts and to allow them to reach their potential.

Such 1 on 1 support as may be needed to accomplish the above in the general education LRE environment.

You need to contact whoever runs the Aspergers program for you district or region and hopefully they will have some expertise and programmatic supports.

As other have said there are lots of threads on the community boards that go through some of the specific methodologies, but be aware that every child with Aspergers if unique so everything has to be individualized.

In the short term do not worry about behaviors, which are not grossly disruptive to the classroom or do not create a significant risk to the child or others, as these non critical behavior are likely meeting a need from one of the characteristics of Aspergers and removing them is counterproductive and often raised anxiety to the point where things spiral out of control.

I wrote the list above in a general order that items need (or can be) addressed so educating yourself and any other staff that work with this child are the most important. Just reading the Attwood book will increase your competency to help this child immensely, by answering many of the “why” and some of the “what to do” question” that come along with the typical world trying to understand this different genotype.

The only problem is that I can't modify the curriculum. The child isn't on an IEP, again because he's not diagnosed. I have no other adult in the classroom except myself. What I do have are six other students who are on IEP's and 14 non-coded students. This makes it very difficult to do one-on-one with an uncoded child when I have a legal responsibility to working more closely with the ones that are coded. I've tried pulling S to work when I do small group work with the IEP students, but this is not an ideal situation as group environments are a problem. (I think because of the audio/visual stimulation but I don't really know.)

Anything I do or modify will have to be unrelated to curriculum and even then I'm skating a thin line. This child is, apparently, just like everyone else and the parents have made it clear this is what they want. I have no supports at all.


Welcome, thank you for caring enough about this child to seek out help, and as you have specific questions please feel free to ask.

Keeping in mind the limitations I have (it's just me in the classroom, no IEP so no modified curriculum, no supports etc) I need to make this work, both for S and for the other students... I honestly don't mean to brush aside your thoughts, they are VERY helpful and SHOULD be doable. But I don't think they are. At least not until there is a diagnosis and funding.

I was in tears last night over the stress of this. I'm starting to hate going to work...

bookwormde

 

[Ember]

You do truly have a very special child in your classroom and the potential for positive contributions to society are likely well beyond any other child you may have.

bookwormde

Yes, I know. He's a sweet child one-on-one, too. This whole thing isn't fair, especially to him.

 

[Sandy321]

BEcause you have to modify - because you believe in this child - and you believe if a correct diagnosis is made, then the child will succeed...

I wonder if you have any adminstrators that will help? For instance - for every "wrong" infraction - - the child is sent to the office - then the parents are brought in, because the behavior is affecting the learning of not only this child but all the children in the class -

if you dont have help from the adminstration, or the parents, this child and all the children in the class will not be able to reach their full potential -

there should be a resource in place to help you and the students in your class!

I would be fighting for that!! It may be a rough couple of weeks, but if the end result that all the students get what they need to succeed - that should be the goal...

good luck, its not easy -

I had to document so much my first year teaching because of a parents refusal, that meeting was awful the parent "my child used to love school till he got HER for a teacher" - and of course the student loved school, he got attention, he was always in the center of things, the Kind and 1st grade teachers went out of their way to work with him, volunteers came in to work with the rest of the class -

by 3rd grade it all dried up - and the teachers and adminstration realized that they had enabled the parents to ignore the help the student needed...

Good Luck!

 

[bookwormde]

Once you become better informed about Aspergers you will be able to do “stealth” modifications which to the “untrained” will not be noticeable.

I cannot believe that they expect that with 6 special ed children (30%) that you can effectively educate without at least 2 in the classroom, this is unconscionable an the part of the administration. In the US this would be an inclusion classroom and would have to have 1 regular teacher and 1 special ed (and typically at least 1 para. In the US they are not allowed to concentrate special ed students without the additional support.

Once you get more knowledge of Aspergers meet with the parents with the approach I suggested, they will come around.

I do not know if you have PBS (positive behavioral support system) up there but the vast majority of the supports can be initiated through that before the formal classification.

bookwormde

 

[tinkerbell_29]

Oh I understand how you are feeling I have three in my classroom who are undiagnosed because the parents refuse to have them evaluated. If child S is anything like mine diagnose or undiagnosed transitions are a big problem. The one thing I have found that helps and reduces melt downs is a picture schedule that I laminated for each kid and attached a dry erase marker. This way as we go through each portion of the day they can mark off what is done and what is elft. This lets them know what is coming next and they can see what they have finished and that something is not going to last forever. Also before we make a change I give them a 2 minute warning that things are going to change. It's hard when you have other special needs kids in your class but I have found that those two simple things have helped a lot.

Melissa

 

[Ctsplaysinrain]

Check out Aspergertips.com. This is a very straight forward quide that lists very simply strategies that can be used especially by teachers.

 

[princessdi81]

I have experienced this frustration first-hand. Last year I was an aide for a high-functioning autistic student - unfortunately, the classroom had 24 students, 6-7 of them were LD and/or BD. My hands were tied - the IEP required so many contact hours, but there was an undiagnosed kiddo with ASD in the class as well. My time was mostly spent with the undiagnosed student and the BD students. I loved what I was doing, and was in the process of getting a second degree so that I could teach Special Education, but it turned out to be too much for me - I couldn't handle the fact that others were so "blind" to what was going on. There were many times I would come home in tears, so I turned in my resignation. Thankfully, I was lucky enough to work with my "assigned" kiddo in a home-setting. My thoughts & prayers are with you, I know it's not easy. I will keep my fingers crossed that it will get better!

 

[taylor3297]

You don't have to have an IEP in order to modify the curriculum for the student. Instead of the word modify, use the word differentiate instead. I have tested many academically gifted students that also were autistic. Whether the student is autistic or not, teachers should differentiate to meet that students needs. For 5 years, I helped teachers to differentiate the curriculum in order for the classroom teacher to meet the AG students needs. A good resource is almost anything by Tomlinson.