Author Clarissa Willis, expands on ideas in teaching children with Autism Spectrum Disorder (ASD), in the April/May 2012 edition of the Teaching Young Children article, Young Children with Autism Spectrum Disorder: Strategies That Work. Willis has studied Autism Spectrum Disorder and written several books on the subject. ASD is a neurological disorder that affects nearly 1.5 million individuals in the United States alone. Autism is classified as a spectrum disorder because it “occurs along a continuum, with severe symptoms at one end and very mild behaviors at the other.” (Willis, 2012) ASD is generally diagnosed by a pediatrician or a team of specialists brought together by the family of the child. Some specialists used are, speech pathologists, …show more content…
She points out that no two children with ASD have the same abilities. In this regard each child should be taught and cared for on an individual basis. It is also important to note that while there are many ways in which the team of professionals can approach the development strategies program not all programs will work for every individual, it is best to cater to the needs and goals of each particular child. Willis’ also emphasizes the importance of putting the “child” quality above the “autism” disorder. That is to say that he/she is a child with autism, NOT an autistic child. Willis also helps to identify the type of behaviors one might encounter when working with a child with ASD. Some of the most common behaviors include: obsession and prolonged interest to certain objects, and/or attachment to specific objects and ritualistic and repetitive manners. These behaviors are a way for a child with autism to communicate. If a professional can determine the answers to the questions below he/she may better predict a response and take action accordingly. As a professional, asking these questions can help to determine what exactly the child is trying to say with his/her …show more content…
This is important because almost 40% of children with ASD are nonverbal. (Willis, 2012) Sign language, communication devices such as computer-like tools that use pictures and pre-programmed buttons, and communicating pictures that a child can point to are a few ways that a child with autism may prefer to use to communicate. Creating a caring and structured environment help a child in with transitioning. There are several environmental ways a child with autism can better transition. Undistracted, predictable routines, verbal reminders and pictures of the schedule can help ease the mind of a child with ASD. When a child with ASD is able to predict what will take place next, they can better prepare themselves for obstacles they may face. Teachers may face difficulties in caring for and educating a child with ASD, especially in the early childhood stage. Many of the things a typical young child would be thrilled to do, a child with ASD would actually be highly opposed to doing. In most cases, children with ASD have some form of sensory integration disorder. This specific disorder hinders filterability during sensory related activities. The child may become sensationally overwhelmed and not be able to distinguish between helpful and harmful actions. Teachers can prepare themselves for these difficulties by getting to know as much as possible about the particular child before coming