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Autism/Sub-teacher strategies

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Expert: - 1/5/2006


Question
Hello,
I am temporarily filling in as a sub-teacher (under the direction of qualified senior teacher) until a permanent qualified replacement is found. I work with 3 boys, 4th grade, one has PDD. I walk with them from class to class, help keep them organized, on task, etc... Is there anything I can do or should know, even in a temporary situation, that would be helpful in ensuring success?
ie, notebook with page for each child, if they stay on task all day they get a star, end of week they get prize for # of stars (what is an appropriate non-food prize?) . ..
Just looking for one simple trick to maximize their potential during my short time with them.
Thank you.
Elizabeth

Answer
Hi Elizabeth,

If there is one thing true about all PDD and Autistic Spectrum children it is that no two of them are alike.

There is no one reward that will satisfy all PDD kids, just as there is no one reward that would satisfy all "normal" children.

I prefer not to work on a reward system except in a very structured situation.  I think you should ask the supervising teacher if there is a system in place.  These children do become very attached to routine.  They find change upsetting.

In general, reward positive behavior with attention and ignore self-stimulation behavior or minor infractions.  I have found that what gets attention is reinforced, good or bad.

Best wishes,
Catherine

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Catherine Ridenour

Expertise

I can answer your questions about parenting your High Functioning Autisic or Asperger`s Syndrome child. In particular, questions about family life, discipline, siblings, finding resources, and working with (sometimes opposing) the educational system are welcome.

Experience

I am the parent of an Asperger's Syndrome child who is now 22 years old. She went undiagnosed for 14 years of her life, so I have done extensive reading and Internet research into the possible cause of her difficulties. Even a short 8 years ago, A.S. was practically unheard of by the public educational system.

We fumbled our way through her childhood and early adolescence without any effective outside support. In some ways, that may have been a blessing as we were focused on her abilities rather than a label for her disability. However, I can think of many times when knowing WHY would have been comforting.

Had we known very early on, some social skills interventions might have made her life in school easier. At this point, I like her for who she is so I do not regret how things have turned out. More importantly, she likes herself.

Education/Credentials
I have a Bachelor of Science in Education.

I have worked to educate myself about Autism in general and HFA/AS in particular.

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