Neurodivergent Space

By: Sarah. Sarah is a school psychologist in Wisconsin, working to support the diverse needs of children and their families. In her work, she regularly collaborate with families, educators, and other providers to address the unique academic, behavioral, and social-emotional needs and strengths of students with autism.

As parents, we all want the best for our kids. When your child receives a diagnosis of autism, you may wonder how this will impact your child as they move throughout school and into adulthood. The prevalence of autism is on the rise, with approximately 1 in 36 children diagnosed with autism according to the CDC (2020). The understanding of autism and how to support children with this diagnosis also continues to grow.

Behaviors and characteristics associated with autism occur across a spectrum and as is commonly stated, “If you’ve met one person with autism, you’ve met one person with autism.” While this is true, there is still a diagnostic criteria that must be met in order to identify someone as an individual with autism. Common characteristics include engaging in repetitive behaviors, perseverant thoughts or actions, literal thinking, restricted interests, and sensory sensitivities. Autism is characterized across a spectrum, utilizing a level system to identify the degree of support a child may need, from Level 1 through Level 3.

A child diagnosed with Level 1 autism may benefit from support with understanding social cues or utilizing flexible thinking which could include role-playing or explicit teaching of social scripts for getting to know a friend, while a child diagnosed with Level 3 may be recommended for applied behavioral analysis (ABA) therapy, occupational therapy for support with regulation and sensory sensitivities, and may utilize alternate communication methods such as augmentative and alternative communication devices.

Children with autism may benefit from support in the areas of language, social skills, and emotional regulation. For example, children with autism can miss nuances of social communication such as understanding idioms, figures of speech, and sarcasm. They may take these words or phrases literally without explicit teaching about their meaning, which may lead to miscommunication and confusion. They may also require explicit teaching regarding specific social skills, including how to show interest in others, repair breakdowns in communication, pick up on social cues, and what can be referred to as “reading the room” (checking for clues in the environment, such as what others are doing as a cue for expected behaviors in a setting). These skills can be taught by educators including special education teachers or speech pathologists, or other community therapists by using curriculum focusing on social communication and social thinking or the creation of social stories. A social story utilizes a prescribed format to teach an individual about a concrete skill or situation. They lay out expected behaviors or responses in various contexts, such as what behaviors may be expected when accessing a public bathroom, for example. With practice, the child is able to reference the social story and apply the steps or expectations within the given setting. It is often helpful to pair with the child’s school or other providers in order to mirror common phrases and strategies across settings in order to promote generalization of skills.

While individuals with autism may benefit from various supports and therapies, they also display many strengths such as attention to detail, strong memory, and a strong knowledge-base in particular areas or subjects. Using a strength-based approach means noticing and building upon the strengths that each individual possesses regardless of their diagnosis and honoring the child’s unique personality. For example, a child with autism may have a great memory which may help them in learning their multiplication tables or in memorizing science facts. Or, they may have great attention to detail, which may lead to them noticing things that others may miss. It is our job as parents and educators to help children grow and to help them learn the skills they need to lead healthy and happy lives, while also celebrating them for their differences and who they are.

Some students diagnosed with autism may not need any specific plans within the school environment, while others may benefit from services and support through an individualized plan through special education or a Section 504 plan. As children continue to grow, their needs may also change. Social interactions and situations become more nuanced in older grades, along with increased expectations for self-management skills including organization, time management, and problem-solving. This may lead to new challenges once your child reaches middle school or high school, as expectations around independence continue to grow. Relevant supports may look like creating social stories for new social situations such as changing within a locker room or attending a school dance. As children age, they may become more focused on not standing out or “looking different,” and may demonstrate increased resistance to adult help or other strategies they have historically accessed, such as wearing headphones in noisy environments. Communication and collaboration with your child’s teachers, along with other providers such as speech pathologists, social workers, special education teachers, and school psychologists can help parents with accessing and planning for the supports required for your child within the school environment as they grow and change throughout their school careers.