Autism is a developmental disability that typically appears during the first three years of life. This neurological disorder affects the functioning of the brain and impacts the normal development of the brain in the areas of social interaction and communication skills. Therefore, considerable alterations in managing the behavior of these children may need to be implemented at home and in the classroom.
Children with autism display many unique characteristics that differ from typically developing children. Engagement in repetitive activities and stereotyped movements are major characteristics of an autistic child. This child is usually resistant to environmental changes or changes in daily routine. He or she may exhibit unusual responses to sensory experiences and may have a greater interest in things than in people. Autistic children many times engage in socially inappropriate behaviors, including temper tantrums, sustained odd play and a frequent desire to be alone. The autistic child will also make little or no eye contact with teachers or peers.
Judging from these characteristics, normal behavior management strategies you use in your classroom will often fail with an autistic child. An autistic child often does not know the difference between a positive behavior and a negative behavior. Certain strategies that involve complex parts that the child does not understand will not work. Using a proactive approach in managing behavior will be most effective because these children need appropriate and meaningful learning environments that do not generate the stress, anxiety, and frustration typically experienced by children with autism.
Many strategies can be used to manage the behavior of autistic children. The best strategy would need to be used consistently, due to the child's desire for structure and routine. Positive reinforcement would be effective if applied regularly and immediately after the behavior occurs. The idea is to use praise and other rewards that will increase the behavior being reinforced. Proximity control in the classroom would also be effective. Because the child may have issues with being close to others, the presence of the teacher moving about the room will inform the student that his or her focus is to be directed toward the teacher at all times. Reframing will be beneficial because if the task seems more attractive to the child, he or she will feel less confused and be ready and willing to participate in the activity. Redirection will also be quite effective. Because an autistic child can be very set in his or her ways, this will help to avoid a power struggle and will allow the child to take time to return to the activity in a calm manner.
One technique that has been found to be effective for children with autism is known as Applied Behavior Analysis. It involves the principle that individual behavior is influenced by environmental events (antecedents and consequences) in different ways for different people. If the teacher can determine what is causing the student to act out in class and remove the antecedent, the behavior may be reduced.
Some strategies may not work for children with autism. A contingency setting may not be effective because the child might not be able to grasp the idea of consequences. Natural consequences also may not work because the child may not be capable of understanding why it is important to take responsibility for his or her own actions. Taking time out from reinforcement also will not work because the child will not understand the reason for removal or partial removal from an activity, which therefore could result in a temper tantrum. It is up to you as the teacher to decide which strategy is most effective for your particular student.