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2. Use visuals

Remember to keep explanations simple and short about each picture or concentration will wane.   Give written instructions instead of verbal whenever you can.  Highlight or underline any text for emphasis.

People with autism like order and detail.  They feel in control and secure when they know what to expect

Picture schedules are even more powerful because they help a student visualize the actions.

Make sure you have this schedule in a very visible place in your classroom and direct the students’ attention to it frequently, particularly a few minutes before you begin the next activity.

Written schedules are very effective for good readers.  These can also be typed up and placed on a student’s desk.

4. Reduce distractions

Many people with autism find it difficult to filter out background noise and visual information.  Children with autism pay attention to detail.  Wall charts and posters can be very distracting. 

Try and seat children away from windows and doors. 

5. Use concrete language

Always keep your language simple and concrete.   Get your point across in as few words as possible. 

Avoid using idioms.

Give very clear choices and try not to leave choices open ended.  You’re bound to get a better result by asking “Do you want to read or draw?” than by asking “What do you want to do now?”

6. It’s not personal

Children with autism are not rude.  They simply don’t understand social rules or how they’re supposed to behave.

NEVER, ever, speak about a child on the autism spectrum as if they weren’t present

Despite the lack of reaction they sometimes present, hearing you speak about them in a negative way will crush their self esteem.

7. Transitions

Children on the autism spectrum feel secure when things are constant.  Changing an activity provides a fear of the unknown.  This elevates stress which produces anxiety

Reduce the stress of transitions by giving ample warning

Using schedules helps with transitions too as students have time to “psyche themselves up” for the changes ahead.

People can be slow when they are learning a new skill until they become proficient

Encourage your students to ask each other for help and information

Making decisions is equally important and this begins by teaching students to make a choice.  Offer two choices. 

When giving a directive or asking a question, make sure you allow for extra processing time before offering guidance.  Self help skills are essential to learn

Never underestimate the power of consistency.

Avoid this temptation and make sure you allow ample time before you abandon an idea.  Remember that consistency is a key component of success.  If you’re teaching a student to control aggression, the same plan should be implemented in all settings, at school and at home.

9. Rewards before consequences

We all love being rewarded and people with autism are no different.  Rewards and positive reinforcement are a wonderful way to increase desired behavior

If possible, let your students pick their own reward so they can anticipate receiving it.

There are many reward systems which include negative responses and typically, these do not work as well.

Focusing on negative aspects can often lead to poor results and a de-motivated student.  When used correctly, rewards are very powerful and irresistible

Every reward should be showered in praise.  Even though people on the spectrum might not respond typically when praised, they enjoy it just as much as you!

10. Teach with lists

Teaching with lists sets clear expectations.  It defines a beginning, middle and an end.

People on the autism spectrum respond well to order and lists are no exception.  Almost anything can be taught in a list format.

While typical people often think in very abstract format, people on the spectrum have a very organized way of thought.  Finding ways to work within these parameters can escalate the learning curve.    

11. Creative teaching

It helps to be creative when you’re teaching students with autism.  People on the spectrum think out of the box and if you do too, you will get great results.

Often, people with autism have very specific interests.  Use these interests as motivators.

Another great strategy to use is called “Teaching with questions”.  This method keeps students involved, focused and ensures understanding.

Another great way of teaching is by adding humor to your lessons.  We all respond to humor.

12. Don’t sweat the small stuff

The final goal is for children to be happy and to function as independently as possible.

Don’t demand eye contact if a student has trouble processing visual and auditory information simultaneously.

By correcting every action a person does, you’re sending a message that they’re not good enough the way they are.  When making a decision about what to correct, always ask yourself first, “Will correcting this action help this person lead a productive and happy life?”

Although the study looked only at retinal connections to the brain, the researchers believe their findings may have general relevance for the organization of the developing brain. Scientists speculate that in autism, wiring may be abnormal in the areas of the brain involved in social cognition.

there are either too many connections or too few connections between different parts of the brain

Quite a few children who are diagnosed with autism at a very young age are no longer diagnosable with autism by the time they’re school-aged.

Whatever the reasons, many children who are diagnosed with autism as toddlers will not be diagnosable by the time they're in fifth grade.

Early intervention (diagnosis and treatment prior to age three) is very helpful indeed, but there is no “window of opportunity” that slams shut at a certain age. Thus, even children who are diagnosed later or receive less early intervention may do quite well in the long run.

Early intervention does, however, provide a now-or-never opportunity to allow non-verbal children to develop some kind of useful tool for communication (picture cards, signs, or even spelling boards).

There is no official “cure” for autism. In fact, researchers like Dr. Susan Levy at Children’s Hospital of Philadelphia argue that even when a young child is no longer diagnosable on the autism spectrum, he is probably still autistic.

Late talking is not an indication of a poor prognosis.

Children with autism may or may not be visual thinkers. Thus, school programs designed with visual thinking in mind may or may not be appropriate for any individual child with autism.

After many years of research, we still don’t know which treatments are most effective for which children -- or whether one treatment is more effective than another. Behavioral interventions are the best-researched treatments for autism, but even top scientists acknowledge that developmental interventions may or may not be equally useful for any given child. Meanwhile, only two drugs -- Risperdal and Abilify -- have been approved for use with children on the autism spectrum, and neither addresses “core” issues of autism (social/communication deficits).

Another individual had an extra nucleotide in FOXP1, a gene that, along with its close relatives, has been heavily implicated in language defects.

These new findings support the 'multi-hit' model of autism, which suggests that having more than one mutation can cause or worsen symptoms of autism and other brain disorders. The different combinations of mutations may contribute to the heterogeneity in ASDs.

That such different combinations of genetic mutations contribute to a child being autistic could account for why individuals with an ASD diagnosis have some very similar, and very different, features.

The researchers say that with further characterization of the genes and sequencing of genes in thousands of families, they will be able to develop novel therapeutics and preventive strategies for autism.

The institutions involved in this study sequenced data from more than 500 families (both parents and the affected child), examining the protein-enriched areas of the genome.

“When the same mutations are found in multiple affected children and none are found in children without autism, we believe that we have identified mutations that collectively affect a higher proportion of individuals with autism,” said Dr. Buxbaum. “Our studies revealed that the proteins encoded by the mutated genes interact with each other far more than expected, demonstrating significantly greater connectivity than would be expected.”