What We Do
Barriers - Real Examples
These are real examples, given by teachers during an inset session.
| Barrier to learning | Strategy |
|---|---|
| Living in his own world - preoccupation with his own concerns. | Using motivators as reward. Working for cards, schedules with rewards built in regularly. Present work visually, use drawings and writing to interpret auditory information. Engaging pupils through their preferred learning style. |
| Unsocial physical behaviour - strangling. | This would depend on the age of the pupil, but always give clear expectations over behaviour, an older pupil can sign an agreement. Talk through situations and get the pupil to identify alternative ways of communicating feelings. Be aware of teasing and bullying - pupils with ASD are vulnerable to this. Organise some sessions to make pupils “bully proof” (positively asserting self). Where possible get other pupils to tell how they feel as a result of his/her unsocial behaviour. This will help with understanding how others are affected by the behaviour. |
| Unstructured environment - some pupils upset by noise, discussion, bad behaviour. | Provide structure through timetable - either a visual symbol timetable or a written schedule, make sure there is a way of making changes easily. A break system can be introduced to allow pupils to de-stress from noise etc. Use visual prompts to help interpret verbal discussions. |
| Lack of verbal communication - won't speak/join in conversation or offer answers. No friends, no social interaction | Assess whether a) pupil has language but not motivated to use it, or b) lacks verbal communication in all situations. a) Use pictures to sequence and then describe. Look for opportunities where the pupil needs to communicate, engineer opportunities. Avoid stepping in and pre-empting what the pupil needs, taking away the opportunity for communication. b) PECS Picture Exchange Communication System may help to increase length and complexity of sentences. |
| Obsessions with own interests i.e. ghosts, skeletons, won't write about other things | Use interests as motivators - e.g. do work and then have 5 minutes. on the computer looking on the internet for pictures etc. relating to interest. There is a link with ASD and Irlen Syndrome. It might be worth investigating this as some pupils have described the visual effects of Irlen Syndrome as seeing squiggles, things moving and “ghosts” - this is especially prominent at night. |
| Working in large groups | The aim will depend on individuals - it may be to offer any kind of of contribution or it may be to limit their contribution so as not to take over! Either way give clear expectations maybe with visual picture or written cues as reminders. A timer is a good idea to show pupils how long they are expected to work in a large group. Use a schedule to show what they are going to be doing next. |
| Understanding context/ point of lesson | Pupils may need further explanation of why they need to do something - hopefully though we are making work contextually meaningful for all the class. However, pupils with ASD can become quite fixed in views about repeating work, re-drafting, revision, corrections etc. Explicit explanations may help. It may also help to use a probability line with pupils to explain that they will not understand why they have to do something for maybe 10% of the time and prepare them for this - we all occasionally have to do something we feel is pointless. Visual diagrams / mind maps can help pupils make links in their learning thus helping them understand the point of the lesson. |
| Empathy | This will depend on the pupil's “theory of mind” skills. Wherever possible take opportunities in context to help pupils see things from another person's point of view / perspective. Help pupils to understand how their actions impact on others by drawing out the action with the consequence, it is helpful here to get others to tell the pupil how they felt as the consequence and then link it back to a subsequent consequence for the pupil e.g. pupil a) hits pupil b), pupil b) feels upset and pupil a) gets into trouble, pupil b) is less likely to want to be friends with pupil a). |
Tina Harris / Penny Seymour ©
Barriers to Learning
Pupils learn from each other, from adults and from the environment around them. How pupils with ASD interpret this information is likely to be different from other pupils. Information may be missed totally or mis-interpreted. Pupils will need explicit teaching on issues that other pupils seem to absorb naturally. We need to identify the barriers to learning in order to put in the necessary teaching, strategies and resources that these pupils need in order to prevent these barriers becoming road blocks on the journey of inclusion for these pupils.
Chat time
Talk time can be included into a pupil's timetable on a regular basis with a familiar member of staff.
This is a chance for pupils to:
- Talk to a familiar adult, on a regular basis
- Develop communication skills
- Learn more awareness skills
- Learn to communicate their feelings
- Talk about and celebrate what's been going well
- Talk through problems and issues - learn from these situations in order to generalise strategies to future scenarios
- This can help to alleviate stress and anxiety and may reduce outbursts at home which can be a result of tension building up throughout the school day.
School, Lessons and Friends
Accepting things don’t always go the way I want
Sometimes I get to do what I want to do. Sometimes I have to do things because I am told. This often happens in school. Teachers tell pupils what to do to help them learn. Learning is good as I get to know things I didn’t know before. I try to listen to the teachers and try and do the things that I am told to do. This makes the teachers pleased and I am pleased too as I am learning.
Teachers help pupils make the right choices in lessons so that the lesson goes well and everyone gets to learn. Sometimes teachers have to be strict to make sure everyone is making the right choices. Rules help to make sure everyone can learn. Teachers sometimes find it hard to make sure everyone is following the rules. Sometimes the lesson may get noisy. I can always take a break if I am finding it hard to cope in a lesson. This might be for a variety of reasons. Sometimes in lessons I may be asked to do something which I find hard or boring. I can ask for help if I have tried the work and still find it hard. Sometimes the work may seem boring, but I have to try to do the work so that I can move on to learn new things. I can feel particularly pleased with myself if I have finished a piece of work that I found boring or hard to do at first, because I will have achieved. Teachers will usually be very pleased with me as well.
Sometimes in lessons there may be changes. I may have a change of teacher if our usual teacher is away or doing something else. This is ok; I can still ask for help or take a break if I need to.
When I am not in lessons I have more control about what I can do. I still need to follow the school rules, but I can talk to other pupils and maybe make friends. It is important to see if someone is busy before talking to them, otherwise I am interrupting them and they could get annoyed.
When I talk to other pupils I may ask them if they want to do what I want to do. They have a choice and can either choose to do my suggestion or they can say no. This is ok, because they have made a choice. When pupils ask me if I want to do something I have a choice too. I can choose to do what they have asked me to do or I can say no. Being able to choose like this is good. I expect other people to accept my choice and I must try and accept someone else’s choice. This is sometimes hard and I may feel disappointed or upset that someone doesn’t want to do what I want to do.
Making friends
I can make friends by talking to other pupils. I can ask them about what they are interested in. It is hard to make really good friends.
Sometimes someone may say they will be my friend and then change their mind. This may make me upset, but that is their choice. I can also change my mind about a friend. It is worth waiting and finding a really good friend, than getting upset about someone that wasn’t going to be a good friend anyway. I can have a think now about how I would cope if someone said they didn’t want to be my friend any longer.
As boys and girls get older they sometimes make a special friend that they call their girlfriend or their boyfriend. They say they are going out with each other and sometimes they hold hands, hug or kiss each other. To “dump” someone means to make a choice not to go out with that person anymore or not have that person anymore as your girlfriend or boyfriend. Either person can make that choice at anytime.
If I ask a girl out I have to listen to her answer. She may say yes or no. I have to accept her answer as she is making a choice and has a right to make a choice. I have a right to make a choice if a girl asks me out. If I have asked a girl out and she says yes, then I will probably feel very pleased. I can decide at any time though if I don’t want to go out with her anymore. This is ok. I would have to tell her, she may be upset, but would have to accept my choice. She may decide that she doesn’t want to go out with me anymore. This could be anytime. It might be very soon after we have agreed to go out together or some time later. This is ok too, although I may feel very upset when she tells me. It is ok though, as I have to accept her choice. If I get angry and say nasty things to her or threaten her, then other girls will get to know about it and will not want to be friends with me. I may find it harder in future to find a girlfriend if I get really angry about it.
It is worth trying to make really good friends that I can trust, talk to, feel comfortable with before trying to find a girlfriend. If I have really good friends I will have people to talk to if I do get dumped, (and this happens a lot to teenagers!) I can tell my friends that I am feeling upset. They may be able to help make me feel better. I can also help my friends if they get dumped by helping to cheer them up.
It is quite hard to make and keep really good friends. It may take quite a long while to find a really good friend. Good friends try not to get each other in trouble with the teachers. If another pupil is trying to get me to muck around he or she is not trying to be my friend. We will both end up getting in trouble and he or she may even try and blame me. This pupil is not being friendly. I should try and ignore the pupil and find other friends that will not get me in trouble.
How to behave with other pupils
Schools usually encourage pupils to keep their hands and feet to themselves. This is to make sure pupils don’t fight, kick or hurt each other. It is also to make sure that physical contact is appropriate. This is a hard sentence to understand, but is about making the right choices about touching other people. In school teachers prefer it if pupils do not kiss or stand around with their arms round each other. It is important to get to know people first before putting your arms round them. Even once we have got to know someone and we are friends it still might not be appropriate to stand around with our arms round each other. I can talk to familiar adults about this as it is hard to recognise what is the right thing to do. Sometimes other pupils might not be making the best choices so it does not always help to copy other pupils.
Break System
A break system is designed as a positive intervention strategy, with the aims of enabling pupils to independently manage their emotions and their learning, reducing the likelihood of a situation escalating. Therefore, a break system should only be needed for pupils that have significant difficulty managing their emotions appropriately.
Prior to introducing a break system to a pupil, the adults should discuss how many breaks the pupil is going to be allowed to take daily and how long each break is going to be. This will vary for individuals. Whatever is decided (e.g. 4 breaks of up to 10 minutes per break) needs to be made explicit to the pupil. It may help to have the rules stated on a laminated sheet with spaces for the break cards. The actual break area also needs to be discussed. Where is it going to be? How accessible is this to the pupil? Will other children need to use this area? If it is going to be within an area such as a library then can a small area be identified, within the library and sectioned off in some way? It is a good idea to separate work areas from break areas so that pupils do not get confused about what is expected in the different areas. If pupils are moving around to different areas of the school and a formal break area is not available or necessary then this can be as easy to organise as a chair outside the classroom or a walk down the corridor.
All school staff will need to be made aware of this strategy as the pupil can indicate to any adult that they need a break. When discussing the break system with staff it is important to make explicit the differences between this and the concept of “Time Out”, which can be seen as more of a crisis management strategy, dictated by the adults. A break system gives the responsibility to the pupil to take a break at any time that they feel they need to. Staff also need to be aware of the rules for the break area to prevent any preconceptions about what is going on and ensure consistency. The rules enable the pupil to get back on task after the break; the break is controlled by the adults at the onset by deciding the boundaries for the break system for that pupil. The pupil manages their breaks within the boundaries of the rules that have been set by the adults.
The break is seen as positive and therefore the break area is comfortable and inviting, with favourite items, books, magazines etc.
The system is often introduced alongside an “angry line” or “feelings line”. The pupil is shown that they need to take a break around 2 or 3 on their line, long before getting to complete melt down at number 10. When explaining this to pupils it is important to explain that it is ok to feel strong emotions, but it is what we do as a consequence of this emotion that can cause problems.
What is needed?
- Break cards or an agreed alternative system e.g. logging sheet in back of planner
- Rules for break area
- A designated break area that contains items that will engage the pupil e.g. favourite books, items, magazines etc.
- A timer, ( a digital timer is recommended - it is easy to set and can be heard at the end of the designated time)
Initially pupils may need help to recognise when a break is needed. They may not recognise what their emotions are at number 2 on an angryline. Quite often pupils will quickly escalate to number 10 without being aware of any feelings along the way. We want pupils to recognise these early signs so that they can use strategies lower down on their line to prevent getting to number 10. This is quite hard and pupils will need help at first. There may be some resistance to taking a break, pupils after all, on the whole, want to be included, so it is vital that the break area is inviting and seen positively by all involved. As the pupil becomes more used to the system, discussions can be held about whether they want to have any interaction with the adult during their break. It is their time so respect it if they prefer no contact with the adult during the break. It may be necessary to set the guidelines initially though that the adult needs to wait in the same area, depending on the needs of the pupil.
How it works?
- Pupil communicates they want a break
- Pupil is instantly allowed to go to the break area. No further verbal explanation is required by the pupil
- If the pupil has a support assistant then this person would accompany the pupil to the break area and may be the one to set the timer, for some pupils it may need the structure of the rule that only the adult touches the timer. It may have been agreed that the pupil is able to go the break area independently and set the timer for the agreed amount of time, but initially it is likely to need adult support.
- When the time is nearly up it might be necessary to draw the pupils attention to this and start to prepare them for the next step
- After the set amount of time the pupil needs to go back on task. This may be the same activity or piece of work or if the activity has now finished e.g. a singing or PE lesson, then the pupil would be expected to move onto the next lesson or activity on the timetable.
- If they have enough cards left another break card can be used consecutively if more time is needed. It is possible for a pupil to use all their break cards in one go like this. It is their system let them explore it. Eventually pupils may save a card for the “just in case” scenarios!
Tina Harris / Penny Seymour ©
General Schedule
Understanding Expectations
In order to take ownership of their learning and become more independent, pupils need to understand what is expected of them. Schedules help pupils who are visual in their learning style see clearly what they are required to do.
A checklist or schedule can be used for indidual lessons or to detail what a pupil is expected to do for the whole day.
Including pictures of interest on the schedule can help personalise schedules for pupils.
Including targets on the schedule can sometimes be useful to help focus a pupil on specific areas.
Targets:
- To do as asked
- To have a go at activities
- To take breaks when needed
My Feelings Line
Instructions for use:
- Cut out feelings line, 'me card' and symbols.
- Laminate each.
- Symbols need spot of Velcro on reverse.
- Stick Velcro strip above number line.
- Pupil can show where they are on the line by putting 'me card' at appropriate number.
- Emotions symbol is placed in box above.
Download the full version of this document which includes the necessary illustrations for cut out.
Thinking Skills
We think with our brains.
Our brain uses information collected from our senses.
Our brain interprets the information. Our interpretations will depend on many things:
- Our past experiences
- Our knowledge
- How distracted we are
- Our mood
- Energy levels
- Tiredness
- Hunger
- Emotional state
It is therefore possible for two people to interpret the same situation differently.
Our brains are very clever. They quickly gather in information and make an interpretation. We can interpret or judge lots of things:
- How someone is feeling
- Whether we are in danger
- Why something is happening
- Whether we need to do something
As our skills build up we get better at interpreting or judging the information that our brains receive.
Practice using your thinking skills to work out the “why” questions, you will be given.
Problem Solving
We can use our brains to work out solutions to many different problems.
What is the answer to this word riddle:
I am furry. I eat meat. I have sharp teeth.
(at this point you could be thinking of several choices)
I also have orange and black stripes.
What am I?
What is the answer to this number problem:
What number is less than 50, more than 30 and ends in a zero?
If you worked these out you used your knowledge of numbers and animals.
Working out how we should respond in social situations can sometimes be more difficult. It relies on us being able to judge the situation, work out how someone else may be feeling and work out what our choices are.
Achieving Compliance
It is realistic to expect all pupils to take responsibility for their choices, re-build when wrong choices are made, complete work and follow strategies to ensure expectations are met.
However is it realistic to expect all pupils to comply with instructions purely because compliance is demanded?
This strategy builds on the theory that compliance relies on polytropic thinking in that several inferences are made when a pupil complies with an instruction. For example, the pupil takes on board:
- the meaning of the instruction
- the expectation that they should follow instructions
- that adults are in charge
- that pupils in schools are expected to follow school rules
- that there is likely to be a consequence to not following the instruction
- the authority of the adult that is speaking.
This is a lot to assimilate at one time for a brain tending towards a monotropic way of thinking. Compliance relies on this ability to make these kinds of inferences. The monotropic brain therefore tends to resist this kind of compliance, if it is in conflict with self directed motivation at the time. Basically, just one message is going in, not all the above inferences, and hence, the message the brain receives is, “I am being told an instruction I don't want to do”.
The monotropic mind is not likely to be able to assimilate all these inferences at one time and, if we assume this type of mind will comply without filling in these gaps, we are likely to meet with conflict. The pupil on the autistic spectrum is likely to point out reasons in their thinking between X and Y as to why they shouldn't do it. If we still expect compliance at this point, arguing back is likely and the probable refusal leads to further trouble. The situation easily escalates, spiralling up the senior management structure; subsequent instructions imply more inferences, particularly in terms of understanding the authority of the hierarchical system, deep refusal sets in with more serious consequences for failing to comply with, not only school staff, but also senior managers.
By understanding the way the monotropic mind works, it becomes clearer as to why we need to ensure engagement, work from where the pupil is at in their thinking, listen and rationalise back to reach our goal with that pupil. We can expect compliance, but we should also expect the journey between x and y to ensure that, for all pupils, our instructions are reasonable and meaningful.
Monotropic & Polytropic Thinking
Friendships
The Aspie Way
Wendy Lawson
Foreword by Emma Wall
Extract from the Introduction:
“Being a person with an autism spectrum diff-ability (ASD) means I'm designed to use a monotropic attention system that influences my thoughts, words and deeds (Murray, Lesser and Lawson 2005). Monotropic attention implies 'having few interests highly aroused' which leads to 'tending to perform the task well and tending to lose awareness of information relevant to other tasks' (pp.140-141). So, if I naturally focus from and to any one matter at any one time (within my interest system), but find it difficult to focus outside of that interest system, sharing in conversation and activity, with friends, might not be easy.
For all of us, on the autism spectrum or not, one's attentive attributes are part of one's cognitive state. It is our cognitive design that enables processing of information and prepares us for action (whether in thought, word or deed). Typical individuals tend towards dividing their attention. This will lead them into having many interests less highly aroused (Murray et al. 2005). If one's cognitive and subsequent actions are guided by monotropism (the main river for focused energy, attention, etc.) and its many tributaries (for example, being literal, thinking in closed concepts, having difficulties with forward thinking, etc.), it will mean using energy and attention in only one direction and one domain at any one time. This has implications for many areas in one's life: sensory, emotional, physical, environmental, educational, and so on.
In practical terms, for many of us less typical individuals, outside of our specific areas of interest, we are not good at dividing our attention and energy to accommodate the usual many bits of information that are coming in our direction, all at once. Many of my friends, however, are good with dividing their attention and energies, so they can accommodate their own interests and the interests of others, no problem. Physically and mentally, therefore, because we each operate on different planes of attention, we can miss one another. Misconception, misconstrued concepts and misgivings are commonplace amongst us.
Therefore, many of us, as less typical individuals, try so hard to accommodate a world that is multi-channelled and insists on multi-tasking, so we use up huge amounts of energy trying to comply with the demand upon us and we are often exhausted by the effort. This has consequences for friendship. In typical individuals, dividing attention comes naturally. Therefore, typical individuals can process information and be actively engaged in a number of events simultaneously. It's often not a problem for them to think and feel at the same time. In friendships, they employ these activities on a regular basis. They chat, walk, process, eat and modify their behaviour all at once! They are even able to put their own interests on hold to accommodate the interests of others. Unfortunately, for many of us, less typical individuals, one is expected to do and to be the same as typical individuals. But, for many of us it's difficult to talk and think, difficult to talk and do, etc. We tend not to function well in multi-tasking situations, unless they are primed by our interest systems which are harnessed by our attention.
So, when my own interest system is aroused, I can focus and attend to something for hours without apparently feeling tired. When my friends join my attention tunnel, we can be happily engaged for ages! On other occasions though, in the company of friends who are chatting about things that are difficult for me to attend to, my interest can wander. For example, at times when I have been out walking with a friend, I spot a bird (one of my passions is bird watching); though my attention will be diverted, and it could occur during any conversation, my friends might not appreciate this; they might feel rejected and interrupted, especially when it happens frequently! They assume that I am not interested in them or that I don't want to talk to them. This isn't the case at all. What is happening, however, is that I only have single attention available to me and this can be wholly occupied by my interests, so much so that it means other interests cannot be accommodated. I don't want to have my interest taken away, this is not the answer, but I might need to learn how to widen the window of attention so that I can tap into interests outside of my own.
With the above in mind, it's easy to understand how we, as less typical individuals on the autism and Aspie spectrum, tend to find the whole arena of friendship rather complicated. Having said this, I'm told that even typical individuals can find friendship difficult. It seems that making and maintaining friendships is a bit of an art.
Some literature I have read concerning autism and Asperger's states that individuals on the ASD spectrum tend towards not wanting friends and/or not doing well at friendship. I dispute this argument and suggest, instead, that many of us do want friends but are unsure of the process involved. I hope that this book will unravel the friendship mystery for many and, therefore, make friendship more available and less daunting.”
For further information click on autismandcomputing.org.uk and look up: Montropism Hypothesis
Dinah Murray, Mike Lesser and Wendy Lawson
Monotropism and Polytropism
Download the Monotropism and Polytropism spider diagram document
Role Of Outreach Teacher
- Initial visits
- Meeting with parents and school staff as well as observing pupil in classroom, setting targets and agree level of support level from CIR.
- Follow up visits, modelling strategies for staff
- Advice and support to staff, parents and other professionals
- Teaching sessions with pupils
- Developing self awareness skills, awareness of autism, “chat time”, social skills
- Specialist Programmes
- Readiness for School Programmes
- Social skills groups
- Transition work
- Transition between schools and classes
- Whole Staff Training
- Research and development, theory into practice
- Keeping up to date with recent research as well as pursuing own research. Putting innovative thinking into practice.
- Resources
- Activity packs to support the curriculum - topic work, literacy and numeracy and other packs to further social skills, communication and self awareness. Individualised resources - tailor made to individual needs - feelings lines, prompt cards, reward charts, schedules, wallet packs, break cards, etc.
- Meetings
- With schools, parents and other professionals
Engaging Pupils in Learning
Clear Expectations
Ensure that your expectations for the lesson have been clearly explained. Do pupils that are not good auditory learners understand the task in it's entirety? (Visual cues, written instructions, checklist etc). Do pupils understand practical issues around the task, e.g. where they are allowed to sit, how much choice they have in terms of equipment etc.
Access to the task
Ensure all pupils are able to access the task, given the point above, with over 50% independence. This will need differentiation for some pupils. Have your basic aim in mind and then find ways that pupils will be able to access this at their level. If you are explaining to your class about valuing difference and everyone achieving to their own potential with individual goals explained where appropriate*, then pupils will accept and see the value of different worksheets, adapted work etc. Pupils who are finding this difficult can always be given a choice of worksheets. After a while of this type of approach*, they will see the benefit and choose at their level. Equally with targets explained and pupils involved in their learning objectives, pupils will want to push themselves and not be always tempted to go for the easier option.
Opportunities for Problem Solving
If you are really confident about the above two points, then you will be able to step back more to allow pupils to engage with the task and work independently. This stepping back allows pupils to take responsibility for their learning and recognise the feeling inside themselves of needing to ask for help, if this is the case. Pre-empting difficulties can take this away from pupils resulting in pupils becoming dependent on adult support. If we pre-empt it is usually a lot faster than pupils' own thinking so they haven't yet had the opportunity to a) try and work it out themselves or b) find other strategies for seeking a solution eg ask a peer or ask an adult for help. For pupils who are still disengaged at this point, adopt the four phase interaction approach, or use the “teach” approach (see “confront, concede, teach” handout)
Summary:
- Check expectations are clear
- Check pupils can access at least 50% of task independently
- Check pupils are allowed opportunities for problem solving
Four Phase Interaction Approach
This approach is intended to help pupils to take greater responsibility for their learning. Initially you will need to explain your role and expectations - this is pre-phase 1. This can often be done when entering a classroom, on the way to the lesson or in a chat time.
Pre phase 1
Explain that you will be expecting the pupil to get on without you, explain that he /she should ask for help if they haven't understood what to do. Explain this is their target that they will be praised for achieving - make it clear about check in points - e.g. I'll let you know during the lesson how I think you're doing and at the end of the lesson.
Download the full version of this document which includes the necessary flow charts.
Social Behaviour
Rules and laws have to be obeyed and there are consequences if they are broken. Eg: If someone commits murder they go to prison or if someone is caught speeding they get fined and have points on their license.
Social rules are not so clearly defined, but they are important as they help us get on with other people and if we follow the social rules or “norms” we are accepted by others and respected as a member of a community.
There are lots of social communities that you are part of:
You may belong to another community such as a club / sports club/ church etc.
In order to get on with other people it is important to understand the social norms of the community. This helps us make positive choices of how to behave in social situations.
For the following write S or L next to each to indicate whether each is against a social norm (S) or against the law (L):
Give an example of a rule or law that is common to everyone in our country:
Name a community that you are part of:
Give an example of a social norm that everyone in your family follows:
Give an example of a social norm that everyone at school follows:
Download a printable version of this document