News and Knowledge

When a child with autism enters a new classroom, there are many worries. First and foremost, the child with autism spectrum disorder (ASD) may be anxious about the year, the teacher, and the work expectations. The child’s parents may worry about how the child will manage the work, the social demands, and the change in routine. The teacher may worry about how easily the student will transition into the classroom. Peers too may be apprehensive when they realize that a fellow student has some special needs.

Each of these players may manage their anxiety in unique ways. The child with ASD may have spent the summer visiting the school and may have met the teacher. Parents may have sent in information to the teacher about their child’s preferences, behavioral triggers, and strengths. The teacher may design supports intended to make the environment more comprehensible and may plan for activities that he or she expects to be engaging. It is important that peers also receive information and strategies that will assist them in having successful interactions with the student with ASD. The ways in which peers are supported vary widely and may include the teacher talking to the class about differences and challenges among students.

For example, I worked with a boy, whom I will call Joey, who was entering first grade and had previously received educational services in a specialized program. His teacher planned to prepare the children in his class by sharing information about autism and about the learning and behavioral characteristics associated with autism. She provided specific examples of how Joey’s autism might show up in his behavior to help them understand what might happen when they played or talked with Joey. For example, the teacher let the students know that Joey is more likely to answer them if they first make sure that he is looking at them before they initiate a conversation or ask him a question. Similarly, the teacher explained that Joey might make unusual noises when he gets anxious, especially in crowds or in the hallways.

Parents can also play a role in helping peers to understand the challenges associated with ASD. For example, when Joey’s mom visited the classroom, her goal was to demystify autism and help the kids in the class to feel comfortable around Joey. She was not sure how to do it. She knew that giving them the words for it, like autism and learning problems, would help a little bit. But she also knew that giving a description of autism could also lead to an encyclopedic definition of autism, without real understanding. She knew that the teacher was already covering the ASD definition, so she decided to go in a different direction.

She decided to help his peers to understand Joey as a person. She told them about how he loves to ride his bike. She brought in pictures of Joey playing with their dog. She shared funny stories from when he was a young kid. She listed lots of ways in which Joey was just like them. She told them about how he fights with his brother, builds Legos, and never wants to get out of a pool. At the end of the discussion, the students had a sense of Joey as a kid who liked certain things, did not like other things, lived with a family, and was worried about making friends in first grade.

Transitions into new educational environments are hard for learners with ASD, and the challenges include academic, behavioral, and social obstacles. One way to build bridges with peers is to make sure that peers learn not just about how the student with autism is different from them, but also how he or she is just like them.

Mary Jane Weiss, Ph.D., BCBA-D is a professor at Endicott College, where she directs the master’s program in applied behavior analysis (ABA) and autism and is a mentoring faculty member in the doctoral program. She also does research at Melmark. Dr. Weiss has worked in the ABA and autism field for over 30 years. She serves on OAR’s Scientific Council and the Professional Advisory Board of Autism New Jersey. She is a regular reviewer for a variety of professional journals and a frequent member of service committees for the Behavior Analyst Certification Board.