Support Young Children with Autism Spectrum Disorder

Autism spectrum disorder (ASD) is defined as a neurodevelopmental disorder. "Autism spectrum disorder is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first two years of life" (NIH, 2024, para. 1).

Characteristics of autism

The core characteristics of autism impact an individual's social communication, social interactions, and behaviors. Though autism is defined by challenges and differences in these three areas, not every person with autism looks and acts the same way. Since autism is considered a spectrum, each person learns, communicates, and behaves in differing ways, with varying strengths and challenges.

Communication

Communication differences are common in people with autism. Some individuals with autism may not make eye contact with another person interacting with them or initiating an interaction. Individuals may have difficulty recognizing or responding to facial expressions, such as a smile, or a change in voice tone. Some children with autism have delayed speech. Some may be nonverbal. Others may be highly verbal. It may be harder for children to modulate their expression or tone. Because of differences in communication, children with autism may have challenges communicating their needs, what they want, and how they feel.

Social interactions

Social interactions can be more challenging for people with autism. It may be difficult to develop friendships with peers and to connect with others. Some individuals with ASD may have challenges getting someone's attention or sustaining attention in interactions. Recognizing, understanding, or using body language and gestures may be challenging.

Children with ASD may have a more difficult time following a conversation. They may miss cues and not realize that a peer is talking to them. Many individuals with autism struggle with turn-taking in conversations or reciprocity in conversation. For example, children with ASD may have more one-sided conversations because they continue to talk about a topic that interests them. They may not have a social understanding that their conversation partners may be less interested in the topic or may want to share in the interaction.

Behavioral traits

Many individuals with autism show restrictive and repetitive behaviors. These behaviors can be related to movements, interests, or routines. Though not a comprehensive list, some examples of restrictive and repetitive movement behaviors include rocking, hand flapping, and spinning. Some interest-related examples include a specific focus on a toy, object, or topic, or an inflexibility in routine. It is important to note that there is a wide range of these behaviors with varying intensity.

Some behaviors may help a child to calm, reduce anxiety, manage excitement, cope with stressful situations, or concentrate. Some behaviors may make it more challenging for a child to learn. Understanding the whys of the behavior will help caring adults support and respond to a child with autism. For example, David’s preschool teacher has learned that when David is anxious, he flaps his arms. This knowledge helps her to interact with David in a caring and responsive way when he feels anxious.

Sensory sensitivities

Many children with autism have sensory sensitivities. Children may experience hypersensitivity or hyposensitivity, or both. Hypersensitivity means that a person is more sensitive to stimuli in their environment, including things like sight, touch, sound, or smell. Hyposensitivity means that a person underreacts to stimuli and may seek opportunities for more stimulation in their environment.

Some children benefit from sensory experiences that allow for more stimulation, for example, jumping or bouncing. Other children who are hypersensitive or can become overstimulated may benefit from a quiet space with soft objects around them. The sensory experience of children with autism varies. Because of this, not every sensory experience will "fit" every child with ASD.

Strategies to support children with autism spectrum disorder

• Define classroom areas to minimize distractions so children know what to expect. Children with autism benefit from a predictable environment.
• Offer visual supports to help children navigate their environment successfully and learn new skills. Some examples of visual supports include a picture schedule of the day or a social story with simple pictures and text, like how to get a friend's attention.
• Break down tasks into smaller steps so children have success with directions. For example, help a child follow simple steps to line up by using a set of picture cards that show each step: I wait. When I hear my name, I get up. Then I walk to the door to line up.
• Give children extra time to respond. Many children with autism need more time to process information like instructions, answer questions, or learn new routines.
• Model behavior you want to see. For example, during snack time, an educator says, "Please pass the apple slices. I will wait until it is my turn to take an apple slice." Provide guidance, prompts, and many opportunities for children to learn and practice new skills.
• Respond to and reinforce the child's efforts and successes. For example, a child with autism initiates an interaction with a friend. The teacher says, "You asked your friend Mara to play. You and Mara like to play with the trucks together!" The teacher's specific comments and enthusiasm help to support the child's motivation and engagement in the social interaction with their peer.
• Provide opportunities for all children to engage and play with one another. Young children with autism benefit from playing with and learning from their peers. When educators offer lots of opportunities for play in the ECE classroom, it increases the potential for social interactions and social communication. Peers are a model for caring, sharing, and helping behaviors.

Reference

National Institute of Mental Health (NIH). (2024). Autism Spectrum Disorder. U.S. Department of Health and Human Services.