SUPPORTING STUDENTS WITH AUTISM
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Supporting Students with Autism in the Classroom
Andrea Rolenc
School of Education, Liberty University
Author Note
Andrea Rolenc
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Andrea Rolenc
Email: [email protected]
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Abstract
Today’s classrooms include students with and without disabilities, including students with
autism. History shows that students with autism have been held back and misplaced due to a lack
of understanding regarding the disability and ways to educate students with autism. The U.S. has
passed laws focused on providing students with disabilities, including autism, equal access to a
free public education with appropriate supports. Research has identified best practices for
instructing students with autism and training the staff that work with students with autism. Once
properly trained, teachers can help students with autism make growth in the areas of academics,
behavior, communication, and social skills.
Keywords: autism, IDEA, strategies, professional development
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Classroom Supports for Students with Autism
Autism Spectrum Disorder (ASD) can be described as a developmental disability caused
by differences in the brain (Centers for Disease Control and Prevention [CDC], 2022). ASD is a
neurodevelopmental disorder that can affect social communication and social interaction, as well
as behaviors (American Speech-Language-Hearing Association [ASHA], n.d.). According to the
American Psychiatric Association (2013), students with ASD might respond inappropriately in
conversations, misread nonverbal interactions, or have difficulty building appropriate
friendships. Students with ASD might also become overly dependent on routines, incredibly
sensitive to changes in their environment, or very focused on unexpected items (American
Psychiatric Association, 2013). However, it is important to note that the characteristics of
students with autism fall on a continuum with some characteristics more prevalent than others
(American Psychiatric Association, 2013). The Diagnostic and Statistical Manual of Mental
Disorders (DSM) fifth edition lists three areas of social communication and interaction that must
be present to qualify for an ASD diagnosis along with two out of four types of restricted,
repetitive behaviors. (American Psychiatric Association, 2013). The three areas that must be
present are deficits in social-emotional reciprocity, deficits in nonverbal communicative
behaviors used for social interaction, and deficits in developing, maintain, and understanding
relationships (American Psychiatric Association, 2013). Additionally, the American Psychiatric
Association (2013) require two out of the following four types of restricted, repetitive behaviors
be present to meet the criteria for an ASD diagnosis:
stereotyped or repetitive motor movements, use of objects, or speech
insistence on sameness, inflexible adherence to routines, or ritualize patterns of
verbal or nonverbal behavior
highly restricted, fixated interests that are abnormal in intensity or focus
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hyper- or hypo reactivity to sensory input or unusual interest in sensory aspects of
the environment
Meindl et al. (2020, as cited by U.S. Department of Education, 2018) cite data that report
the percentage of students with autism has more than doubled between 2007 and 2016. The CDC
(2023) reports that approximately 1 in 36 children have been identified as having ASD. ASD
does not discriminate among racial, ethnic, and socioeconomic groups (CDC, 2023). It is almost
4 times more common to see ASD identified in boys than girls (CDC, 2023). Students with ASD
attend all different types of educational programs, including the traditional general education
setting. With appropriately implemented evidence-based practices, students with ASD can be
successful in an educational setting (Flannery & Winser-Carlson, 2020, p. 647). Flannery &
Winser-Carlson (2020) also note that it is important that teachers receive training and preparation
when working with students with ASD. The purpose of this paper is to inform readers on what
ASD is and how it affects students in the classroom, identify the needs of teachers in the
classroom instructing students with ASD, and highlight some of the research-based interventions
and strategies that can help students with ASD be successful in the classroom.
Historical Summary
DSM History
The DSM-II had identified autism as a form of childhood schizophrenia in 1968
(Zeldovich, 2018). In 1980, the DSM-III listed autism as its own separated diagnosis (Zeldovich,
2018). This listing described autism as a “pervasive developmental disorder” distinct from
schizophrenia (Zeldovich, 2018). In the third edition of the DSM, specific criteria were identified
to diagnose ASD (Zeldovich, 2018). The three defining features that needed to be present were: a
lack of interest in people, severe impairments in communication, and bizarre responses to the
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environment (Zeldovich, 2018). All three of the criteria were required to be present within the
first 30 months of life (Zeldovich, 2018). The revision of the DSM-III in 1987 changed the
criteria for autism once again (Zeldovich, 2018). The 1987 revision removed the need for the
within 30 months of life onset of the three criteria and added pervasive developmental disorder-
not otherwise specified (PDD-NOS) to the continuum (Zeldovich, 2018). The DSM-III revision
included an updated list of 16 criteria, 8 of which had to be present in order to receive an ASD
diagnosis (Zeldovich, 2018).
In 1994, the DSM-IV introduced the term “spectrum” in relation to autism (Zeldovich,
2018). The spectrum contained five conditions including autism, PDD-NOS, Asperger’s
disorder, childhood disintegrative disorder (CDD), and Rett syndrome (Zeldovich, 2018). The
term autism spectrum disorder (ASD) was introduced in the 2013 DSM-5 (Zeldovich, 2018). The
2013 version of the DSM also introduced the three areas of social communication and interaction
that must be present to qualify for an ASD diagnosis along with two out of four types of
restricted, repetitive behaviors. (American Psychiatric Association, 2013). The DSM-5 took out
Asperger syndrome, PDD-NOS, and classic autism three areas of social communication and
interaction that must be present to qualify for an ASD diagnosis along with two out of four types
of restricted, repetitive behaviors. (American Psychiatric Association, 2013). CDD and Rett
syndrome were also removed from the ASD category in the DSM-5 (Zeldovich, 2018).
Individuals with Disabilities Education Act
The Education for All Handicapped Children Act (EHA) was passed in 1975 and
guaranteed equal access to education for students with disabilities (U.S. Department of
Education, 2023). EHA provided federal funding to public schools that provided equal access to
students with physical and/or mental disabilities, including students with autism (U.S.
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Department of Education, 2023). Before EHA was passed, it is estimated that U.S. schools only
educated one in five students with disabilities (U.S. Department of Education, 2023). Some
states even had laws that excluded students with disabilities in the 1970s (U.S. Department of
Education, 2023). The passage of EHA in 1975 allowed progress towards the implementation of
programs and services for early intervention, special education, and related services (U.S.
Department of Education, 2023).
In 1990, EHA was changed to the Individuals with Disabilities Education Act (IDEA)
(U.S. Department of Education, 2023). This change also included the addition of autism as its
own disability category (U.S. Department of Education, 2023). IDEA states that children with
disabilities, including autism, have the right to early intervention services and special education
(Autism Speaks, n.d.). Early intervention has been noted as an important part of treatment in
individuals with autism (Geschwind, 2009). In 1997, IDEA was reauthorized and introduced an
emphasis on access to students with disabilities in the general education classroom (U.S.
Department of Education, 2023). Early intervention, greater accountability and improved
educational outcomes, and higher standards for special education teachers were included in the
2004 reauthorization of IDEA (U.S. Department of Education, 2023). The 2004 reauthorization
made way to the requirement of research-based interventions being implemented for students
struggling with learning or being considered for special education services (U.S. Department of
Education, 2023).
Current Issue
Placement
Currently, students with ASD are found in many educational settings including general
education classes, co-taught inclusion classes, self-contained instructional classes, and private
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settings. A student’s placement should be in their least restrictive environment (LRE). LRE is a
placement in a public or private setting for students with disabilities aged 3-21 with their non-
disabled peers (Illinois State Board of Education [ISBE], 2020). LRE also states that students
should be placed in a school that they would normally attend if they were not disabled or in an
age-appropriate placement as close to home as possible (ISBE, 2020). Educating students with
ASD in an inclusion setting benefits both the student with ASD and their mainstreamed peers
(Lynch, 2015). Teachers have reported seeing students with ASD make progress in areas of
increased performance and comprehension (Lynch, 2015). Students with ASD that are placed in
the general education inclusion classroom have exposure to more attention, opportunities, and
self-sufficiency (Lynch, 2015). Students without disabilities that are in classes with students that
have ASD learn about compassion, understanding and that different people learn differently
(Lynch, 2015). When considering the placement of a student with ASD, one should consider
LRE, what the student’s goals are, what the student’s instructional levels are, and if the child can
be successful in the placement recommended.
Training
It is important for teachers and staff to understand the characteristics of ASD and the best
practices to utilize in the classroom. Teachers with students that have ASD have noted concerns
regarding a lack of support, not enough training, and not enough involvement of the general
education teachers in the creation of the Individualized Education Plan (IEP) (Lynch, 2015). It is
essential that teachers receive training in regard to the education of students with ASD (Flannery
& Winser-Carlson, 2020). In order to improve classroom outcomes, time must be put into
teacher training (DeMonte, 2013). The most successful teacher training sessions that have led to
positive student growth were at least 14 hours in duration (DeMonte, 2013). Leaders of well-
performing schools hold professional development sessions aimed at changing the behavior of
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teachers in order to change the way the teachers instruct the students (DeMonte, 2013). In order
to get the best results out of teacher training, the sessions should include activities that align with
school goals and district standards, focus on modeling teaching strategies, include active learning
opportunities, allow teachers to collaborate with each other, and include follow-up and
continuous feedback (DeMonte, 2013). It is also important that the training sessions are job
embedded (DeMonte, 2013). This means that training for teachers instructing students with ASD
should address the specific needs of those students. The content in the session should be directly
connected to how students with ASD learn and application to the daily classroom practices
(DeMonte, 2013). Teachers should be trained on strategies specific to working with students
with ASD.
Research-based Strategies
Teachers instructing students with ASD should be using research-based strategies in the
classroom. A number of reports have been published outlining strategies that have been proven
to be successful when working with students with ASD. When deciding what interventions to
use when working with students with ASD, the teacher should consider effectiveness,
professional judgement and data-based clinical decision making, values and preferences of the
families, and the ability to implement the intervention correctly (National Autism Center [NAC],
2022). The National Autism Center (NAC) (2022) identified 14 research-based practices for
working with students with ASD.
Behavioral Interventions
Cognitive Behavioral Intervention Package
Comprehensive Behavioral Treatment for Young Children
Language Training (Production)
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Modeling
Natural Teaching Strategies
Parent Training
Peer Training Package
Pivotal Response Training
Schedules
Scripting
Self-Management
Social Skills Package
Story-based Intervention
Many of the interventions listed by NAC originate in behavioral literature such as applied
behavior analysis (ABA), behavioral psychology, and positive behavior supports (NAC, 2022).
ABA is a research-based practice focuses on solving social problems in social settings (Flannery
& Winser-Carlson, 2020). ABA relies on data-based decisions when considering behaviors in
students with ASD (Flannery & Winser-Carlson, 2020). Some techniques utilized in ABA are
antecedent-based intervention, differential reinforcement, extinction, functional communication
training, pivotal response training, prompting, reinforcement, task analysis, and time delay
(Flannery & Winser-Carlson, 2020). One drawback to ABA programs is that the program must
be run by a Board-Certified Behavior Analyst (BCBA). Not many teachers are BCBAs, and
many school districts have to hire a BCBA to perform specific interventions.
When considering interventions and strategies for students with ASD, teachers should
make sure they are including academic, behavioral, communication and social skills. These are
all possible areas of deficits for students with ASD. Strategies such as using visual supports help
to prompt students and engage in appropriate behaviors (Flannery & Winser-Carlson, 2020).
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Structured play groups allow academic activities to be scaffolded and interact with typically
developing peers (Flannery & Winser-Carlson, 2020). Social stories help students relate to
different social situations and describe expected versus unexpected behaviors (Flannery &
Winser-Carlson, 2020). Naturalistic interventions can assist with instruction in less structured
settings (Flannery & Winser-Carlson, 2020). Augmentative and Alternative Communication
(AAC) assists with communication (ASHA, n.d.). AAC can come in no-tech, low-tech, and high-
tech options (ASHA, n.d.). No-tech AAC include gestures and facial expressions, writing,
drawing, and spelling words by pointing at letters (ASHA, n.d.). Low-tech options might include
picture cues for words or actions (ASHA, n.d.). High-tech options can include an app on a tablet
that speaks for the students or an actual speech generating device (ASHA, n.d.).
Biblical Integration
As Christians, we do all things with our moral integrity in mind. Integrity itself is a word
that can be used to define our Christian morals. As with everything else we do, educating
students should also involve integrity and making sure that all students are getting an opportunity
to learn. Jesus said, “let the children come to me and do not hinder them; for to such belong the
kingdom of God. Truly I say to you that whoever does not receive the kingdom of God like the
little children shall not enter it, and he took them in his arms and blessed them, laying his hands
upon them. Jesus calls the church to accept the children in churches and bless them (New
International Version, 1978/2011, Mark 10:14-16). In this passage Jesus is telling us that we
should not hinder the children. A student’s disability can hinder their ability to learn. Therefore,
it is our duty to make sure that we do everything that we can to help the students get passed the
obstacles in their way.
Conclusion
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Educators in all settings are going to come across students with disabilities including
students with ASD. IDEA paved the way for all students to receive a free public education with
appropriate supports. Teachers need to be prepared to support all of the students in their
classroom. School districts should provide relevant training to their staff working with students
with ASD to make sure that they can appropriately promote growth in the classroom. There are
many strategies and interventions that have been identified to specifically assist students with
ASD. Teachers should make sure that they are using research-based strategies with fidelity. With
appropriate supports, students with ASD can make academic and behavioral growth.
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