Understanding and Managing Autism in Children

This month, we’re exploring Autism Spectrum Condition (ASC)—a diverse and complex neurodevelopmental condition that varies in presentation and severity. Below, we break down what autism is, how it manifests, and, most importantly, what it feels like to experience life on the spectrum as a child. By deepening your understanding of autism and recognising potential sensory triggers, you can develop a more compassionate and practical approach to supporting autistic children.

What is Autism?

Autism is a neurodevelopmental condition that can influence how a child processes information, interacts, or communicates. Autism is a big spectrum, and all children can be affected differently.

Some children may be completely independent, and others may need a large amount of support. Children with Autism struggle with proprioceptive difficulties (the sense of body position and movement). This can cause them to display hyperactive or challenging behaviours such as running, jumping, or spinning around. You need to begin by identifying the sensory issues in children with ASC.

Once you’ve identified these, you can work on ways to support children and make them feel as comfortable as possible. 

Examples of Sensory Processing in Autism

Understanding and identifying the sensory processing challenges that autistic children face is the first step in providing effective support. By recognising their unique sensory needs, you can create a more inclusive and comfortable environment that enables them to thrive. Some of these may include:

• Auditory Processing: Children with Autism can find loud or sudden noises overwhelming
• Tactile and Touch Sensitivity: Children with Autism can find certain textures or temperatures uncomfortable or even have extreme reactions to certain textures.
• Balance and Movement: Children with Autism can feel unbalanced or dizzy, which is called Hypersensitivity. They can also seek out fast and rapid movements such as spinning or jumping.
• Poor Spatial/Body Awareness: Children with Autism can struggle with feeling grounded and seek deep pressure.  
• Cognitive Difficulties: Children with Autism can find fine motor skills tricky, such as gripping a pen or using scissors
• Problems with Smells and Sensations: Children with Autism can be fussy with certain foods or smells. This can lead to them only seeking certain foods.

Recognising and Managing a Child with Autism

A day in school can be a daunting experience for a child with Autism, and there are strategies that can be put in place to keep stress levels at a minimum. Your role as the child's one-to-one or class support is to help them progress and have a relatively smooth day at school. You can help support children with ASC with the following strategies:

Strategies for Supporting Autistic Children

• Be clear and consistent with communication:  Use clear and simple language to explain things.
• Set a predictable routine: Create a routine for the child to stick to throughout the day. This can include a visual timetable of the structure of their school day.
• Create a bespoke timetable: Children with ASC can have very fixated interests, it’s good to try and incorporate the child’s interests into their work to help keep focus.
• Gently encourage social skills: Children with ASC can find social reactions tricky. You can help develop social skills through small group activities with other children.
• Use praise and work towards small goals: Celebrating small achievements is a great way to boost confidence.
• Be patient: You must be as patient as possible when working with children with ASC. Work at the child’s pace, even if this means taking steps back before you make progress.
• Create a calm environment where possible: Providing a calm environment where children’s sensory needs are met is important. Incorporate sensory breaks throughout the day. 

Supporting Children with Autism: Next Steps

We've covered the basics of Autism and general support tips. Now, let's dive into specific strategies for supporting children across the spectrum, from those who are high-functioning and typically communicate verbally with less need for support, to those with low-functioning Autism who require more assistance, especially with communication. Here's a closer look at supporting both groups:

Managing Low-Functioning/Non-Verbal Autism

• PECS (Picture Exchange Communication System): Gradually introduce PECS, also known as a Picture Exchange Communication System, when working with non-verbal children. This multi-stage approach starts simple and becomes more complex.
• Social Interaction Practice: Encourage social skill development through one-on-one games that promote sharing and interaction, such as turn-taking activities or collaborative sensory play.
• Basic Makaton: Learn simple signs from this child-friendly sign language. Find introductory videos on YouTube or book one of our regular courses through Five Education.
• "Now and Next" Boards: Build on visual aids by using the Now and Next method on a whiteboard. Place a picture of the current activity on the left and the upcoming activity on the right. Repeat this to help prepare the child for transitions.
• Visual Aids: Use printed pictures of daily school activities. Show the child a photo in advance to provide a visual warning before transitions.

Managing High-Functioning ASC

• Allow Processing Time: Be patient and repeat information, as children may need longer to process.
• Develop Social Skills: Model appropriate language for interactions with peers and adults.
• Sensory Breaks: Understand and cater to their sensory preferences, whether it's exercise or messy play.
• Visual Timetable: Use a visible daily schedule to improve predictability.
• Emotional Regulation: Identify triggers and have calming strategies in place for when they feel overwhelmed.
• Classroom Awareness: Help classmates understand the child's likes, dislikes, and how to best support them.

Managing Emotional Dysregulation

Children with ASC can become suddenly distressed by specific triggers. Here's how to help de-escalate these situations:

• Calm Tones: Speak neutrally and minimally, using short, reassuring phrases like, "I'm here to keep you safe," or "I see you're upset."
• Create a Comfortable, Calm Space: Provide a quiet, dimly lit space free from overstimulating objects.
• Avoid Unsolicited Physical Contact: Refrain from touching the child unless they are harming themselves. Once they begin to calm, you can slowly introduce calming touch, such as gentle pressure on their shoulder.
• Offer Comforts: Provide options like weighted blankets, fidget toys, or noise-cancelling headphones.
• Be Patient: Allow the dysregulation to run its course without trying to control or rush the process.

Support for Educators and Caregivers

We understand that supporting children with SEND has its challenges and can, at times, take a toll on your well-being. If you are struggling in a particular placement and need some support and advice, we are always here to help you.

Please reach out to Karla Tondel at Five Education and arrange weekly check-ins with advice, support, and guidance to help you with your work and provide you with a safe space to talk. Please call 07878983657 or email karla@fiveeducation.co.uk to schedule a chat.