Strategies for Autism in the Classroom

This self study is focused on strategies to use with students who have autism or signs of autism.
Strategies in the following study have been used in the classroom, and have been monitored for
improvement in certain circumstances in the classroom.
Plan to Collect Data:
Data will be collected informally by note taking based on continuous observation of behavior on
one student in the classroom. In my student teaching classroom I have one child who is has autism. This
child is the first student I have ever taught with this disorder so developed. When I entered the classroom
I observed that the child had all typical reactions that a child with this special need would noticeably
have. The student would not adapt to change, would have meltdowns, and refused to work on assignments
given. The student carried out these behaviors throughout my time in the classroom, and thats why I
chose to do this study on Autism strategies in the classroom. Data will be recorded for before the strategy
has been implemented, the initial contact with the item used as a strategy in the classroom, and the
continuous affect as the item may be needed day to day.
Gather and Read
Research has been gathered to further improve my strategies and methods in the classroom. I
have used the following resources to gather more knowledge:
Bethany Briggs; Occupational Therapist
This was a personal resource used because this is my intervention professional for my student in the
classroom. Beth came into the classroom several times to observe I and attend to her motor skills. I
learned a lot of information from conversations when she spent time in my classroom.
Autism Speaks Website
autismspeaks.org
I utilized so many sources within this corporation website. I was able to explore strategies for
preschoolers and for higher levels of elementary. I gained a deeper knowledge of Autism, and was able to
further my interest in my own self study.

Ayres, Kevin M., and John Langone. "Video supports for teaching students with developmental
disabilities and autism: Twenty-five years of research and development." Journal of Special
Education Technology 23.3 (2008)

This article took on the perspective of students with autism in schools. The article was very
interesting and helpful when thinking of which strategies to use in my classroom with Belle.

Implementation of Plan
The plan involves three different strategies in the classroom.

Strategy 1: The Glitter Bottle

This bottle is a water bottle that is filled with water, glue, and glitter. The top of the bottle is sealed and
then the outside has been decorated by request of the student. The student will be using this bottle under
stressful situations. When a change has been initiated in the classroom that the child does not approve of,
the individual may begin to cry or become very upset. This is when they may be given the bottle to shake
and watch the glitter fly and then eventually settle. Watching the glitter move in the water will sooth the
student and allow for a calmer attitude to transition to the change in the environment.

Strategy 2: The Tangle Toys

The tangle toy is an item that is used in situations such as rest time. Anytime that the student must remain
still for an extensive amount of time, this is a great tool to keep their hands busy. This strategy also
addresses the small motors of the student. By tangling and untangling these objects they are working on
their finger controls.

Strategy 3: Visual Schedule

This visual schedule can be used to better adjust students to transitions in the daily schedule. With each
part of the day the child may move their own physical schedule. This strategy should be used when
students need a reminder of what is going to come next in their day.

Collecting Data & Records

To record progress on these strategies the observations made in the classroom day to day are
critical. I took notes on the behaviors before strategies, the initial response, and after the strategy had been
used over time. These notes will be analyzed on the successfulness on the student and their adaptive or
coping skills. Notes and observations throughout my time using the strategies are summarized in the
following. These strategies were used over the time of instruction I had full control of the room. These are
general observations over about six weeks. The student will be referenced to as Belle this is not the
students name, but merely for referential purposes.
Before the Glitter Bottle Strategy:
Belles behavior to change in the classroom or to disagreement in decisions was very dramatic. For
instance, if an illustration was drawn on the board using a blue marker she would scream and cry for the
drawing to be changed by using a pink marker.
If a student did not choose Belle in an activity, she would scream at me or the corresponding teacher in
the classroom.

Initial Use of the Glitter Bottle:

When Belle initially used the bottle, she was transfixed by the glitter on the bottle. The bottle was placed
in the windowsill and I would say to go calm down in a separate area when she began to scream and cry.
A specific noted example of the initial times with the bottle:
We were about to transition to a new center when she started screaming about the teacher not
allowing her to finish her own side drawing. I explained it could be done later in the day and that just
simply did not make anything better. I told her to go to the window and spend time looking at the glitter
after shaking it.
When Belle went and spent on her own with the bottle, she was able to calm herself down and
calmly walk to the next center and start on the next assignment.
Extended Experience with the Glitter Bottle:
After Belle went to the bottle the first initial two weeks of use by suggestion of the teacher, she began to
go on her own.
Example:
During a nutrition lesson instructed by a different teacher she began frustrated with the lesson and
its encouragement to try the new dried apricots. She did not want to continue participating and got very
frustrated as the class continued onto other dried fruit. She began to get upset when she simply walked
over to the window and got her own bottle, shook it, took it back to her desk, and then decided to color
her own pictures of the dried fruit as the class was supposed to.

Before Use of the Tangling Toys:

During rest time in the afternoon Belle would have continuous trouble sitting in her seat with her head
down. I would find her playing with her neighbors glasses that she took off to rest or she was playing
with crayons and scissors on the table. She also loved to climb on her chair or lay under her classmates
feet or legs nearby.
Initial Use of the Tangling Toys:
Belle didnt know how to go about playing with these new toys and was frustrated with the movement of
the toys at first. She soon discovered that the toys would rock on the table if placed right. These were all
discoveries that allowed her to move less or distract others at the table.
Extended Experience with the Tangling Toys:
The toys are used on an everyday basis during rest time. Belle has learned to snap and twist them. The
rule is to keep them in front of your body at the table or in her own lap. This has shown successful in
allowing her to remain quietly distracted, relaxed, and quiet during rest time.

Before Use of the Visual Schedule:

With me being in complete control, my schedule was a little different than the CTs so Belle would
consistently blurt out, What are we doing next? throughout the school day. She would do it after gym,
right before lunch, during calendar time, or any time during the day. She would ask when we got to do
GoNoodle exercises when there was a clear set time I adjusted in the schedule for the day. She asked this
because I started this activity when I took over.
Initial Use of the Visual Schedule:
The initial experience with the schedule was pretty successful. Belle really enjoyed moving through her
own schedule throughout the day. She imagined it as her own book she was a part of. Whenever she
asked me what was next I told her to check her pictures on the wall and she did just that.
Extended Use of the Schedule:
Belle used her schedule for a little while longer, but she didnt continue to need to see it. Occasionally
she did ask what I was going to have us do next but after I had control longer, she adjusted to the changes.
General Analysis of Data
The Glitter Bottle:
The glitter bottle has proven to be a very useful
strategy in the classroom. Belle still uses the bottle for
situations that require her to calm down and adjust to
changes or conflicting decisions. I will definitely use
this strategy for my own future classrooms.
The Tangling Toys:
The data provides evidence to support that they are a
useful strategy to have in the classroom. For Belle this allowed
her to finally sit for a brain break and really put her
focus into something that was distracting AND worked
on fine motor skills which is so important for
children. The data showed improvement, and I will suggest
that my CT keeps these in the classroom for her and
other students to keep their hands busy.
The Visual Schedule:
Based on the analysis of the data, the schedule proves useful for initial changes in schedule. When I took
over the classroom and had new activities, and this allowed for Belle to constantly ask what was next. The
schedule allowed her to see the changes and easily transition herself onto the next activity via a picture. I
suggest that my CT use this schedule for any major changed to come and definitely at the beginning of
the year with all students.

Continuing Improvement Plan

The Glitter Bottle:
For continuous improvement of adjustments to transitions and to prevent outbursts in the classroom I
would definitely still allow Belle to use the bottle when needed in the classroom. I would keep it for the
rest of the year, monitor the amount that she utilizes this tool ,and maybe even suggest it to the first grade
teachers is improvement hasnt reached its peak. If she can hand her emotions on her own, it may not be
needed.
The Tangle Toys:
To watch for continuing improvements try taking the tangling toy away from time to time to see if it is
completely necessary. If the wiggle and fidgeting can be eliminated with normal management then maybe
take it away. As far as NEEDING to take it away, I dont see it as a nascence to the class, but if its not
completely needed it can be eliminated. For my own personal teaching style, I would allow these toys
accessible for any of my squirmy students.
The Visual Schedule:
The visual schedule is a strategy that may be used strongly initially, but if the student starts memorizing
the schedule it is ok to allow the student to not move through the day on the chart. I would suggest for
students who need the structure to continue to using this tool. Belle may completely be fine without the
schedule, but I would keep it for changes that may come in days to come.