Verbal and Social Unusual Resistance to Repetitive/ Behavior Other Things Non-verbal Interaction Response to environmental Stereotyped Intervention that Impact Communication Sensory changes Activities Strategies general Experiences curriculum and Social/emotional -cannot maintain -walks around -occasionally -unable to see the -engages in some -his behaviors -seemingly no idea as to conversation topic; will the playground covers ears in bigger picture (i.e., repetitive/stereotyped impede him from what daily schedule is change without regard by himself; may response to noise job he might like to behaviors that are processing and feels no inclination for others walk close to (i.e., tornado have in the future) or verbal in natures (i.e., through his day, to move more quickly if -unable to share someone, but drills) talk about the future dinosaurs, wolves, but do not behind schedule personal experiences does not say -sometimes (i.e., upcoming dates transformers) negatively impact -cannot find anything in on demand anything delayed response or special events, -he will talk others to the his desk when asked -will share when mood -during to noise (i.e., what do over breaks) repeatedly about point -not able to put things strikes him without classroom something drops -teacher supports these topics, engaging interventions are in folders as directed regard to the listener’s games, only in classroom him through daily in exact dialogue necessary background participates jumps couple classroom transitions about the topic understanding with prompting seconds after the -can become upset -on occasion has been -can become overly -adult fact, mimic peers’ and needs to know observed to flap his animated when sharing prompting for reactions in some when there is a hands ‘why’ to the of social cases) change from the dysregulation (i.e., interactions at -not of regular schedule rapid speech, fast all times (i.e., personal space of breathing) never greets others -literal in language (i.e., others) -becomes very pick up your desk -limited eye distracted by his – tried to pick up his contact environment to desk, check you work -does not walk the point he is – put check marks on it) next to peers unable to do who are walking academic work
Verbal and Non-verbal Communication Social Interaction Unusual Response to Sensory Experiences Resistance to environmental changes Repetitive/ Stereotyped Activities Behavior Intervention Strategies Other Things that Impact general curriculum and Social/emotional -cannot maintain conversation topic; will change without regard for others -unable to share personal experiences on demand -will share when mood strikes him without regard to the listener’s background understanding -can become overly animated when sharing to the of dysregulation (i.e., rapid speech, fast breathing) -literal in language (i.e., pick up your desk – tried to pick up his desk, check you work – put check marks on it) -walks around the playground by himself; may walk close to someone, but does not say anything -during classroom games, only participates with prompting -adult prompting for social interactions at all times (i.e., never greets others) -limited eye contact -does not walk next to peers who are walking -occasionally covers ears in response to noise (i.e., tornado drills) -sometimes delayed response to noise (i.e., something drops in classroom jumps couple seconds after the fact, mimic peers’ reactions in some cases) -not of personal space of others -becomes very distracted by his environment to the point he is unable to do academic work -unable to see the bigger picture (i.e., job he might like to have in the future) or talk about the future (i.e., upcoming dates or special events, what do over breaks) -teacher supports him through daily classroom transitions -can become upset and needs to know ‘why’ when there is a change from the regular schedule -engages in some repetitive/stereotyped behaviors that are verbal in natures (i.e., dinosaurs, wolves, transformers) -he will talk repeatedly about these topics, engaging in exact dialogue about the topic -on occasion has been observed to flap his hands -his behaviors impede him from processing through his day, but do not negatively impact others to the point interventions are necessary -seemingly no idea as to what daily schedule is and feels no inclination to move more quickly if behind schedule -cannot find anything in his desk when asked -not able to put things in folders as directed
autism_consideration.docx