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

Bobby

Bobby often cried and screamed during the initial days of school, and he showed little interest in materials or activities. The teacher reported that "he only wanted to scribble with markers and would get upset if he could not do that." After a year in an inclusive setting implementing the High/Scope approach, Bobby developed a broader set of interests and participated in more experiences. He started to make eye contact, followed the routine with minimal support, and interacted in a variety of activities. Bobby also learned to write his first and last name and assist with the toileting process. The seemingly small successes of following the other children to the classroom and to the playground and following the greeting circle routine were great cause for celebration. Bobby's future is quite promising!

Social Stories:

Supporting Children During Transitions or Times of Stress Social stories (Gray, 2002) are developed by teachers and children to address a classroom situation that a particular child is dealing with. These stories reflect the way the child might feel under certain circumstances and also how he or she might learn to deal with those feelings and respond to the situation more constructively. Social stories (with accompanying pictures) are rehearsed and reviewed during nonstressful times of the day to help children feel in control when the event occurs.

The following is an example of a social story for a child who becomes confused or agitated during fire drills:

Sometimes the bell rings three times and everyone is supposed to go outside the building to be safe. This fire drill lasts for a little while and then we can return to our classroom. I might feel upset when the bell rings, but I can hold my friend's hand and look at pictures of the fire drill steps so I can know when we will come back.

References

Gray, C. (2002). The new social story book. Michigan: Jenison Public Schools.

Greenspan, S. I. (1998).A developmental approach to problems in relating and communicating in autistic spectrum disorders and related syndromes. SPOTLIGHT on Topics in

Developmental Disabilities, 1(4), 1-6.
Mesibov,G. B. (2001). Theoretical understanding to educational practice. New York: Plenum Publishing Corporation.

Rogers, S. J.,& DiLalla,D. L. (1991).A comparative study of a developmentally based preschool curriculum on young children
with autism and young children with other disorders of behavior and development. Topics in Early Childhood Special Education, 11(2), 29-48.