How the HighScope Approach Supports Children With Autism Spectrum Disorders: Visual Strategies (continued)

These strategies and others support the development of both typical children and children with autism. Because the High/Scope framework is open and flexible, teachers can also incorporate specialized strategies to help children, such as individual schedules (see Seth's example on the previous page), social stories (see the box on the right), sensory activities, and communication instruction through assistive technology.This combination of a developmentally appropriate framework and individualized support offers children the greatest possible opportunity for future success.

Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) refers to a broad group of disabilities sharing several core characteristics, such as gaps in communication, disparate social skills, and difficulty with change. In addition to "classic" autism, ASD includes the following:

• Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS): a collection of characteristics resembling autism but not as severe or extensive
• Rett syndrome: a genetic disorder affecting girls, with observable neurological signs (including seizures) that become more apparent with age
• Asperger syndrome: a disorder in which individuals display autistic characteristics but have relatively intact language abilities
• Childhood Disintegrative Disorder: a condition in which children develop normally for the first few years, then regress in speech and other skills until the characteristics of autism are observable

Although the classic form of autism is readily distinguished from other forms of ASD, the terms autism and ASD are often used interchangeably. Individuals with autism and ASD vary widely in ability and personality.

Children With Autism in a High/Scope General Education Setting

Here are two examples of how young children with autism have benefitted from experiencing the High/Scope approach. 

Seth

As Seth entered the inclusive Preschool Program for Children with Disabilities (PPCD), his mother and teacher both noted his difficult adjustment. His mother remarked, "Seth could not separate himself from me. He would scream and cry for quite a while." The teacher added, "He did not communicate with us and he did not play with toys. It was very difficult for him to separate from his mother."

With the High/Scope approach as the foundation in this inclusive setting, the teacher provided additional structure via an individual schedule (similar to a daily routine but tailored for a particular child and displayed on the wall or in a folder with icons symbolizing the next activity; a corresponding icon might be placed at the location of the activity) and other visual strategies. After two weeks the teacher reported that Seth followed his own schedule, naming parts of the routine. She also noted that he no longer cried during transitions. By the third week of school Seth was able to control his screaming more often when reminded by the teacher.

Over the first nine weeks of school Seth showed growth in social skills, communication, and behavior. His mother reported that he no longer screamed when she dropped him off; he was able to say "Goodbye" and "See you later."

Additionally, he started to walk to the cafeteria independently, following the example of his peers. He also engaged in more activities, such as playing with toys, singing songs, and moving to music. Seth's mother was also very happy with the changes she saw in Seth at home. She noted that he tried to verbalize his wants and needs and used words more often instead of yelling. His teacher reported that Seth made a great deal of progress in school in a short time.