means a developmental disability, which significantly affects verbal and nonverbal communication and social interaction, generally evident before age three (3) that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experience.
Behavioral: inappropriate social interaction, poor eye contact, compulsive behavior, impulsivity, repetitive movements, self-harm, or persistent repetition of words or actions
Psychological: unaware of others' emotions or depression
Developmental: learning disability or speech delay in a child
Cognitive: intense interest in a limited number of things or problem paying attention
Early recognition, as well as behavioral, educational, and family therapies may reduce symptoms and support development and learning.
Anger management, Family therapy, Applied behavior analysis, Behavior therapy, Sensory processing, Animal-Assisted therapy, and Telepractice
Many people with autism are visual thinkers.
Many children with autism are good at drawing, art and computer programming
Teaching to Students with Autism
Avoid long strings of verbal instructions
Use concrete visual methods to teach number concepts.
A major goal of the school-based pre-referral intervention team is to adequately address students’ academic and behavioral needs. The process recognizes many variables affecting learning. Thus, rather than first assuming the difficulty lies within the child, team members and the teacher should consider a variety of variables that may be at the root of the problem, Interventions used for English learners (EL) must include evidence-based practices for ELs. Including the curriculum, instructional materials, instructional practices, and teacher perceptions.