School Behavioral Problems With The Student On The Autism Spectrum
Over the course of the school year a student with autism spectrum disorder is well aware that the curriculum demands increase. A student with ASD can have more difficulty with their ability to process the varied and complex incoming data. What seems easy to others can become more difficult and effortful for the student with autism. As the effort needed to focus increases, they can become very fatigued. For some, the fatigue can cause reduced ability to participate in the learning activity. Some students soon become overwhelmed and their behavior becomes increasingly wild and erratic.
Even in an optimal classroom, students with ASD still require breaks to “refresh” their ability to focus on class work. Initially, the breaks needed to be conducted outside of the classroom to not interrupt others. Students on the autism spectrum must also be taught how to reenter the classroom in a quiet and non-interruptive fashion. Breaks to refresh while in the classroom involved directing her toward preferred activities, such as the use of play dough as well as the toys and figurines that he was familiar with and enjoyed. Eventually, the use of a timer was employed to identify work cycles and the need for a break.
Some students made immediate progress. After just two weeks of this predesignated break schedule, only three scheduled breaks each day were needed. Some students continued to require adult assistance during these breaks to maximize positive learning behaviors. In other words, some students were not yet at the stage that they could identify when a break was needed. Nor were they able to use the break time efficiently without adult help. The intrinsic belief was that, over time and as students matured, they would be able to recognize the need for a break and take one. A “stop here” point could be identified in advance.