Environmental Adaptation

Many autistic students may perceive and process sensory information differently to their neurotypical peers. This may be a hyperreactivity to sensory information (over responsiveness) or hyporeactivity (under responsiveness) American Psychiatric Association, 2013. There is evidence that heightened sensory reactivity can cause increased anxiety in some children, and can lead to reactive behaviours (South & Rodgers, 2017; Green and Ben-Sasson, 2010). Neil Stuart (Autism NZ) uses the 'tilting the seesaw' analogy to explain a shift in environment from unpredictable and uncontrollable to highly predictable and controllable.

For these reasons, it is important to adapt classrooms and other school spaces to reduce sensory overload (Prestia, 2003) and provide additional sensory supports (Tomchek et al., 2015), thereby reducing anxiety and consequent negative behaviour outcomes and providing a safe learning environment. In addition, individualised adaptations specifically addressing the sensory profile of ASD students is necessary (Pingale et al., 2019).

Global accommodations

• Reduce visual clutter

• A quiet space

• Natural light, or LED lighting rather than fluorescent lighting

• Keep noise levels down

• Well-structured activities, supported by visual and written timetables

• Regular short breaks for movement

Individual accommodations

These need to be adapted to meet the needs of the individual, but may include:

• Noise-cancelling headphones

• Screened workspaces

• Situate desks away from high sensory stimuli (eg. bright lights, busy displays)

• Regular high energy activities (bouncing, running etc.) 

• Fidget toys (eg. fidget spinners, pop fidget, playdough)

• Weighted blankets

• Chew toys

Winnie Dunn

Tomcheck and Dunn (2007)

Green et al., 2016

Wilbarger, 1984

Yunus et al., 2015

Also, teach students calming strategies to help self-regulate.

Peer mediated approaches

While not all individuals with AS experience social difficulties, severe social impairment is characteristic of AS (The American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders: Autism Diagnostic Criteria (DSM-5)). There is increasing evidence of the efficacy of using peer mediated interventions to improve social skills (Chang & Locke, 2016; Goldstein et al., 1992; Zagona & Mastergeorge, 2018).  A peer mediated approach makes use of peers to model appropriate social initiations, responses, and interactions. Examples of peer mediated interventions include Circle of Friends  (Forest (et al, 1993) and Stay, Play and Talk (Barber et. al., 2016).

Circle of Friends

Circle of Friends originated as an intervention for autistic children and is now more widely used to address antisocial behaviour (Frederickson & Turner 2003). It is now considered to be beneficial for all students in the promotion of social inclusion (Newton et al., 1996). Circle of Friends is an adult facilitated peer support network that provide support and friendship to an individual, meeting regularly to discuss successes and provide support to overcome social difficulties. Everyone in the circle benefits from the process by developing greater understanding and empathy. The focus child is a willing member of the team and fully invested in the process. Circle of friends intervention has also been successfully used as part of transition programmes. It has been shown to be an effective intervention for students with AS, as a means to increase communication skills. Students with AS showed significantly higher successful communication "response and initiation" rates and lower unsuccessful rates (Kalyva & Avramidis (2005). It is important to note that Circle of Friends goal is not to initiate friendships, but to develop and improving social and communication skills, particularly of students with AS.

• Accessible (using language and communication medium at an appropriate level for the child)

• Uses short descriptive, directive and perspective sentences

Descriptive - what people do in a particular situation and why

Directive - positively framed appropriate responses (individualised)

Perspective - 

Jack Pearpoint & Marsha Forest

The pros of this intervention is that it is able to be used in a wide range of educational settings and age groups. It is inclusive, promotes empathy and empowers students to build relationships and creatively problem solve. While it may be argued an artificial construct in that genuine friendships cannot be engineered, it is important to remember that it is only used in situations where the focus child lacks the relational skills to form natural friendships easily. It is providing a structure through which genuine friendships might occur. Forest & Pearpoint (1992) refer to this peer group as "potential friends". Another criticism of this intervention is the way in which it draws attention to the focus child's 

Stay, Play and Talk

Stay alongside the autistic student.

• Play alongside them.

• Speak to the student using reduced language, for example, using the

‘Rule of 5’.

A lack of social skills, identified by American Psychiatric Association (2013) as one of the five common traits of individuals with ASD, is in itself a barrier to inclusion and therefore important to be addressed in an inclusive classroom.

Story Supports

Social stories (Gray & Garand, 1993) is an evidence based strategy used with ASD children. Social stories are used to describe a "situation, skill or concept" that support children to give information and develop understanding around a specific, identified context. They are not intended as an intervention to address behaviours. Social stories may help to reduce anxiety. A social story has to meet the clear defining criteria and 

Karal & Wolfe, 2018; Qi et al., 2018 format suited to their cognitive/communication needs

Saad, 2016 meta study of use of other mediums eg. interactive technology