Student Challenges
NEURODIVERGENCE
Students on the Autism Spectrum are often seen as being quite different from other students and they indeed do have challenges that affect their behaviour and learning. Some of their behaviour can be attributed to these differences. However, they too experience the emotions of frustration, alarm and pursuit when faced with separation. They too have behaviours that can be attributed to immature brain development. And they too, can experience the world as making them feel too vulnerable. Thus, while many of the specific interventions for helping students with ASD can be found at the Centre of Excellence for Autism Spectrum Disorders, there are many practices and interventions found on the CEBM website that can also be of help in understanding and intervening with students with ASD.
For more information and resources, visit the Centre of Excellence for ASD:
Autism Level Up!
For more information and resources, visit Autism Level Up!:
EDITORIAL: Autism and Behaviorism
By Alfie Kohn
It turns out that, contrary to widespread assumptions, behavior modification techniques aren’t supported by solid data even when used with autistic kids, why would we persist in manipulating anyone with positive reinforcement? A rigorous new meta-analysis utterly debunks the claim that applied behavior analysis (ABA) therapy is the only intervention for children with autism that’s “evidence-based.” In fact, it raises serious questions about whether ABA merits that description at all.
30 Things All Teachers Should Know About Autism in the Classroom
By Applied Behavior Analysis
With education constantly evolving and autism on the rise (autism is said to now affect 1 in 43!), more and more teachers are welcoming into their classrooms students on the autism spectrum. While teaching a child with autism may seem daunting, doing so can often prove to be one of the most rewarding parts of an educator’s career. Here are 30 things all teachers should know about autism in the classroom.
Why We Misunderstand Behaviors in Autistic Children— And How We Can Get It Right
By Mona Delahooke
An Indiana school recently made headlines after one of its special education teachers presented an autistic fifth grader with an award for the “most annoying male” at a school ceremony. While the incident was unfortunate in many ways, perhaps most disturbing was how it revealed that even people who work closely with such children can utterly misunderstand the behaviors that are common in people with autism.
Autism Approaches Should Respect Children’s Emotions
By Mona Delahooke
Nearly thirty years ago, as a newly minted clinical psychologist, I was fortunate to learn about social-emotional development from the writings of such pioneers as John Bowlby, who launched the field of study known as attachment theory. Bowlby was among the first to recognize the importance of early emotional attachments and their positive impact on development throughout the lifespan.
Moving Beyond Autism Awareness and Acceptance
By Mona Delahooke
According to the Autistic Self Advocacy Network (ASAN), “autism acceptance” shouldn’t be limited to a specific day or month. Rather, it should be an ongoing, collective effort to create a world that values, includes, and celebrates all kinds of minds.
Why School Is So Challenging for Children With Autism
By Lisa Jo Rudy
School is rarely a good environment for children with autism. And that's a problem for two reasons. First, autistic kids spend a huge amount of time learning how to cope with an environment that is out of sync with their abilities and challenges. Then, having struggled for years to build those skills, they then must LEAVE that environment for a completely different situation when they age out or graduate. For many autistic kids, school is far tougher than any work environment — for many excellent reasons.
So, you want to Autism Level UP!? …Game on!
By Autism Level Up!
It is true that Autism Appreciation and Acceptance seem far better than Autism Awareness, but it is also true that a large percentage of the population still lacks awareness of the realities of autism and neurodiversity. Awareness – real awareness – is needed, and acceptance and appreciation are progress, but being accepting and having an appreciation are all rather low bars to set– particularly for autistic stakeholders, family members, researchers, funding organizations, and policy makers.
On sense and sensitivity: sensory phenomena in autism
By Michaela Morgan
The ways in which the autistic brain manages and responds to sensory input are remarkable. Some liken their experience to living and feeling like their senses are turned up to maximum – amplified beyond the boundaries of comfort, and others experience pain when exposed to certain types of sensory input.