News and Knowledge

As we enter the warmer months, our thoughts naturally turn to pleasant outdoor activities to take advantage of the enjoyable weather. While this is certainly a refreshing opportunity after a long winter, it does present challenges for children with autism spectrum disorders (ASD) as they finish the school year.

During this time of year, school administrators and teachers are focused on several activities you should be aware of, because of the potential impact on your child. Many state tests are in process along with the various details of preparing to close out the school year. It is quite a busy time for staff, and it is easy for them to unintentionally overlook the potential concerns a child with ASD may face.

Meet with School Staff to Discuss Your Safety Concerns

This is the time to schedule a brief meeting with both your child’s teacher and an administrator (principal, assistant principal, or dean of students) to discuss your child’s safety. You know your child best so this is an opportunity to alert school staff to the subtle nuances of your child’s specific challenges in the school setting. Keep these six points in mind for the meeting:

1. A quick overview of student progress to open the lines of communication and discussion
2. A review of fire/safety drills and how you child is monitored and coping (and any modifications that need to be made)
3. A discussion of how your child is monitored on the playground, both to intercede in any potential conflicts (like bullying behavior) as well as situational awareness on the part of staff to watch for wandering/elopement
4. School social and academic stressors (testing/changes in routines to accommodate academic schedules/peer interaction, etc.)
5. Monitoring of potential warning signs in your child when under stress (increased echolalia, stimming behaviors, perseveration behaviors) and how school staff can assist in mitigating these to support your child
6. A quick review of responses by specific staff to crisis safety should an event occur­­­—who will monitor and direct/redirect your child; what mechanisms are in place to support during and after an event; follow up should an event occur and how you will be notified (i.e. phone call, email, text, etc.)

Meltdowns

This is also a very good time to address what a meltdown looks like both from your child’s perspective along with how staff may see it. Let them know that a person with ASD may have several triggers and that your child may go to great lengths to avoid having an episode in front of their peers and staff. Since no intervention will stop a meltdown, it’s important for them to know how to keep a meltdown from occurring.

Of course, school staff can’t plan for every eventuality. Should your child have a meltdown, be sure to define clearly how staff can assist your child in regaining control. It is also important that school staff understand that once a meltdown occurs, it must reach its conclusion. In most instances, having the child quietly and respectfully removed from the setting to a quiet place and monitoring and supporting in quiet tones with very little stimuli will help your child reset.

Further, staff should be knowledgeable on how to intercept other potential issues from classmates to further a culture of caring and mutual respect. As stated above, a person with ASD is the last one to want to have a meltdown occur, as the stress is overwhelming and the social fallout can linger for quite some time.

Wandering/Elopement

This is a time of year for school staff to have increased awareness about wandering/elopement, which may occur any time the child leaves the classroom (class changes, recess, field trip, etc.). I would advise parents to be frank and honest about challenges in this area, especially if your child has an increased propensity to elope. Define your clear expectations to staff so your child can be found quickly and kept from harm if he or she does elope.

By defining and clarifying your expectations for keeping your child safe at school, sharing your concerns, and providing information on how to keep your child safe, you increase awareness that is paramount to advocacy for your child.

Scott Fowler is a former education professional and administrator, serving in roles from classrooms to the central office, with over 25 years of public service. Prior to his educational experiences, Scott worked extensively in Special Olympics (Pennsylvania) serving individuals with disabilities. After his son was diagnosed with autism, he began working full-time as a consultant in the ASD community. He trains school system employees, the hospitality industry, law enforcement, fire/rescue/EMS, and disability service providers to promote and provide awareness of autism spectrum disorders.