Those with ASDs have a developmental disorder which affects social and communication skills and impairs the ability to relate well to others. Learners with ASDs often show little curiosity or imagination and frequently seem uninterested or indifferent.

Autistic Spectrum Disorders lies on a continuum with learners affected to different degrees. Asperger’s Syndrome differs from autism in that someone with Asperger’s Syndrome will have a higher IQ. Those with autism often have learning difficulties whilst those with Asperger’s Syndrome will often have a high IQ. There are approximately four times more men than women with ASDs.

In some cases those with ASDs will have isolated areas of ability. These areas of ability will often be markedly more advanced than a learner’s general level of development. Also many develop obsessions or obsessive behaviour although fundamentally need, will be four key areas.

Communication: where there is a delay in processing information, problems with verbal and non-verbal communication which might include incessant talking regardless of others and a literal understanding of language

Social interaction: where there are difficulties managing or structuring  free time, a lack of awareness when it comes to social niceties including respect, politeness or appropriately making and managing relationships

Flexibility of thinking/imagination: where the learner is not aware of what might happen if a plan does happen, where the learner has an underdeveloped theory of mind and has difficulty realising others may be thinking differently to his/her self, difficulty empathising with others and, in order to manage stress and anxiety, the individual has a great need for predictability and order

Sensory and fine/gross motor difficulties and difficulties: here the individual might react disproportionately to the input of sound, sight, touch, smell taste along with difficulty managing fine and gross motor skill.

These might present in differing degrees with each individual; hence spectrum

Some characteristics or indicators of ASDs

• Uses limited and repetitive language
• Uses pedantic speech
• Thinks and talks obsessively about one topic
• Echoes the speech of others rather than responding appropriately
• Relies on the situation rather than words for meaning
• Uses verbal fluency which disguises lack of comprehension
• Interprets speech in a literal way
• Displays bizarre behaviour and mannerisms
• Uses poor eye contact
• Does not answer when spoken to
• Is unable to explain actions
• Unable to empathise with others who are upset or injured
• Lacks awareness of common dangers – for example, deep water or fire
• Resists a change in routine which could result in inappropriate behaviour
• Plays with objects in a ritualistic way
• Prefers activities with a mechanical procedure

Approaches to consider

• Use pictorial instructions and physical prompts to assist the learner to achieve at a new task
• Give the learner longer to do something before repeating what you said or give the answer. S/he is likely to need longer to process information
• Start instructions by using the learner’s name as those with ASDs often have difficulty realising that you are addressing him/her
• Actively teach social skills along with language and cognitive skills
• Well structured learning is extremely important
• Teach a whole skills to be learned rather than separate parts to be linked at a later date
• Be aware of the learner’s favourite activity and use it in a constructive way. Be aware though that you could be tapping into a less constructive obsession which others may be trying to reduce
• Prepare the learner for a new experience or a change to routine
• Use routine to make the learner feel secure
• Liaise with all those working with the learner to ensure a consistent approach is followed

Avoid,

• Relying on verbal instructions alone
• Using unclear and non-contextualised  gestures as they may confuse
• Relying on the learner with ASDs to pick up social skills/knowledge simply through general maturation