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CHILD GROWTH, DEVELOPMENT AND LEARNING* 2 HOURS * LEVEL 2

Understanding Autism​

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Page 23
Common Questions and Comments
“A child with autism in my classroom hits me or other students when they are upset. I have tried everything I can think of to lessen this behavior, and nothing seems to work. What should I do?” – Jami
Let’s start by noting that there is usually no “quick fix” solution to these types of situations, as multiple factors are involved. Lashing out, in this case physically, can be caused by a variety of things. The environment that the child is in can be a huge factor. Remember that those with autism can be hyper sensitive to what is going on around them. Identifying and modifying the environment should be done if possible. Providing students with tools to self-regulate and communicate can be helpful to prevent hitting, but are unique to the individual. There will definitely be some trial and error.

​Be sure that when this unwanted behavior is occurring that you as the adult are remaining calm. It is easy to get worked up without even realizing it, and cause the situation to get even worse. Do your best to see the behavior before it actually occurs and position yourself out of reach if you can. Once the child has calmed down, let them know that hitting is not okay, using simple language and/or visuals. Social stories are a wonderful way to communicate that the behavior is unwanted and not safe. You will more than likely need to try a variety of strategies and tools to find what works for the specific child. 
“A toddler in my care is presenting several signs of autism listed in this course. What are the next steps?” - Motok
The two first recommended steps are:
  1. Inform your director and involve them. They will most likely be able to guide you through the process.
  2. Document, document, document. Before you present any information to parents, you will want to have accurate and precise documentation of how often behaviors are occurring.
After these steps have occurred, you will want to have a meeting with parents and your director. Do not give a diagnosis. That is a job only for medical professionals. Present the information in a sensitive and supportive way. Let them know that you will be there to help in whatever way possible. This can be one of the most nerve-wracking things for educators to do, but remember that early identification and intervention is key to helping those with autism. Do not develop a “wait and see” approach. 
The form below is offered as an opportunity to interact with the trainer.

    Understanding Autism​ - Contact the Trainer Form