2. Facts about Autism
 Autism is a spectrum disorder.
 Autism affects 1 in 110 children.
 More children will be diagnosed with autism this
year than with AIDS, diabetes and cancer
combined.
 Autism is the fastest growing serious
developmental disability in the US.
 Boys are 4 times more likely than girls to have
autism.
 There is no medical detection or cure for autism.
 Children do not “outgrow” autism.
 Most importantly: people with autism are people
FIRST with gifts and strengths.

3. Symptoms
 Autism affects the way a child perceives the world and
makes communication and social interaction difficult.
 The child may have repetitive behaviors or intense
interests.
 Symptoms and their severity are different from one child to
another with the same diagnosis.
 Symptoms of autism typically last throughout a person’s
lifetime.

4. Social Symptoms
 Early in life, babies/young toddlers will gaze at people,
turn toward voices, grasp a finger, and smile. By contrast,
most children with autism have tremendous difficultly
learning to engage with others.
 People with autism often seem uncaring, unfeeling or
“robotic”. Smiling, eye contact, touching and simple
conversations are often skills that are taught and practiced
frequently.
 It is common for people with autism to have difficulty
regulating their emotions. This can often look like
immature behavior (crying, screaming, verbal outbursts,
and sometimes violence).

5. Communication Difficulties
 Some people with autism remain non-verbal for their
entire lives. With the less involved cases, speech is
delayed but usually can improve.
 Some children only speak one word at a time while
others can use sentences.
 Some children communicate with repeated phrases
with a condition called echolalia.
 The use of two way conversations is often difficult.
Body language, tone of voice, and sarcasm are often
misunderstood if understood at all.
 Facial expressions, movements, and gestures from
people with autism are often misunderstood as well.

6. Repetitive Behaviors
 Often people with autism have repetitive behaviors
(flapping arms, lining up toys, pacing, routines).
 Some behaviors are extremely noticeable while
others are not usually noticed by the general public.
 These behaviors are sometimes only expressed when
upset or excited. In more extreme cases, these
behaviors are at the level where the person can
hardly function other than to “stim”.
 These behaviors are often uncontrollable however,
with proper instruction, these behaviors can be
reduced and hopefully the child can monitor their
stimulatory behaviors.

7. Physical and Medical Issues that May
Accompany Autism
 Seizure disorders occur in as many as 39% of people
with autism. It is more common in children who
have shown cognitive deficits than those without.
 A small number of children with autism may also
have Fragile X Syndrome, Angelman’s Syndrome, or
other chromosomal abnormalities.
 Many parents report gastrointestinal problems in
their children.
 Children with autism often have sleep problems that
often affect the whole family.
 Sensory processing disorder is very common. This is
an unusual response to sensory stimuli (input).

8. Helpful hints!
 Due to the impairment they belong.
with communication,  Using fidget toys, hands
pictures and other visual on activities and carpet
cues are necessary and squares are helpful to
extremely helpful. you as an adult leading
 Highly structured an activity.
activities are a must!  Have a “safe” area the
 Areas that are clearly child can use as
marked are soothing and necessary.
help children with
autism know “where”

9. Pictures/Visual Cues
 When planning an activity, keep in mind often children
with autism cannot process verbal or written language in
the same manner that we typically do.
 When reading stories, it is important to have picture
symbols for comprehension. (“The dog is eating a bone.”
= picture of a dog eating)
 If you have toys or activities for the child to use, have
pictures on the boxes to show them what is in each box.
Also have pictures to show how to play with the toys.
Often children of autism do not understand what is being
asked of them and this causes anxiety and fear.

13. Cont.
 Have a visual schedule for the children to see
during the entire activity. Each activity you plan
on doing should be represented vertically in such
a way that the child can look at the board and see
what is next, what is last and when they get to do
a preferred activity.
 Structuring your story times this way will
decrease the child’s anxiety and increase his
enjoyment of the time with you. The more you
informed the child about his environment or
“what’s next” the more success you will have
behaviorally.

14. Vertical Schedule
This is what a classroom
schedule might look like.
You can change the layout to
be horizontal as well, but
most people prefer vertical.

15. Highly Structured Activities
 Each activity that you plan on doing with the children
should be structured in a way that the child is always
aware of what is happening.
 Free time is a big “no no”. If you want the children to have
time at a table to play with toys, make sure the toys are
labeled and a set time is given for the activity.
 Everything in the room should have a picture explaining
its use and purpose.
 If you want the children to sit on the floor, have defined
areas for the children to sit in, don’t just say “come sit”.

16. Keeping our hands still….
 Often children with autism are unable to keep their hands
still or “quiet”. It is difficult for them to sit with quiet
hands or feet.
 Fidget toys can be anything that can fit in the child’s hand
or hands and often help the child to stay calm.
 These often give the children something to do with their
hands and keeps the impulsivity to grab things low.
 These can include:
 Koosh balls
 Balloons full of sand
 Soft balls
 Legos
 Textured materials

18. Safe Area
 When you have an unfamiliar environment or the
child is having a rough day, having a safe area allows
the child to sort through things without harming
themselves or others.
 A safe area can be a small corner of the room with
bean bags or pillows that the child can curl up in or
lay on to ease tension in their bodies. It can also be
just away from everyone else.
 A great way to set up a safe area is to cover a large table
with a cloth (sheet) to block out some of the light.
 The use of these areas are helpful when a child is over
stimulated. When a child is over stimulated you
often see poking, biting, hitting, wringing hands,
loud outbursts, or pacing.

19. How do I respond when….
 a child hits themselves?
 Ask the parents if the child needs a break, or if the
child needs to take a walk.
 a child walks away from story time?
 Continue reading to the other children. As their
parents are present, they can redirect them as
necessary. They may just need a minute to “clear their
head”.
 a child cannot transition?
 Show them pictures of what is happening next, what
they could be missing out on.

20. As a teacher….
 I highly recommend you have another employee in the
room during story time to help with behaviors and
activities that are taking place.
 I highly recommend you start each story time with
some kind of physical activity ( jumping, walking in a
circle around the seating area, dancing to music).
 I highly recommend you have song time. Introduce
each story with a song and close with a song. Children
with autism can find music very soothing.
 I highly recommend you make the stories interactive.

22. Sensory Processing Disorder
 Sensory processing (sometimes called "sensory
integration" or SI) is a term that refers to the way the
nervous system receives messages from the senses and
turns them into appropriate motor and behavioral
responses. Whether you are biting into a hamburger,
riding a bicycle, or reading a book, your successful
completion of the activity requires processing
sensation or "sensory integration."
 Sensory Processing Disorder is a condition that exists
when sensory signals don't get organized into
appropriate responses.

23.  A person with SPD finds it difficult to process
and act upon information received through the
senses, which creates challenges in performing
countless everyday tasks. Motor clumsiness,
behavioral problems, anxiety, depression, school
failure, and other impacts may result if the
disorder is not treated effectively.

24. What does this look like?
 Sensory Processing Disorder can affect people in only one
sense–for example, just touch or just sight or just
movement–or in multiple senses. One person with SPD
may over-respond to sensation and find clothing, physical
contact, light, sound, food, or other sensory input to be
unbearable. Another might under-respond and show little
or no reaction to stimulation, even pain or extreme hot and
cold. In children whose sensory processing of messages
from the muscles and joints is impaired, posture and motor
skills can be affected. These are the "floppy babies" who
worry new parents and the kids who get called "klutz" and
"spaz" on the playground. Still other children exhibit an
appetite for sensation that is in perpetual overdrive.

25.  Many children with autism experience the world
differently than typically-developing people in terms
of how their bodies interpret sensory information.
Some children with autism do not respond to pain.
Some are hypersensitive to touch or sound or light.
 When a child is not stimulated enough or has too
much stimulation, the child can and most often will
act out to get the needed stimulation or to get the over
stimulation to stop.

26. How can I make story time more
sensory friendly?
 When planning a story time, plan well ahead so
you can make the activities to go with the story.
 Allow children to sit on cushions or pillows or
bean bags rather than the floor or chair.
 Add physical activity to the beginning of the
activity.
 Provide the “safe area” for children.

27. Ideas
 Play doh, Gak, Funny Foam, etc.
 Children need a variety of textures for interaction.
 Having these accessible helps the child to have
something they can do with their fingers.
 You can hide object in these substances that are relevant
to your story (i.e. Your story is about the beach, you have
shells hidden in play-doh or sand that they have to find.)

28. Sand and Water Play
 Playing in the sand or water provides essential yet fun
ways to experience necessary tactile input. Use your
creativity, get plenty of towels, and have fun filling
these tables with sand, rice, shaving cream, water, or
any textured substance you can think of. Of course,
put little toys in as well to encourage exploration.

29. Vestibular Movement
 Children need to move!!
 Dancing, jumping, walking, riding on scooters can help
the time during breaks.
 Swings, rocking toys, scooters, and therapy (exercise)
balls are great to have on hand for easy access.
 Often these objects are used in classrooms in the place
of chairs.

30. Oral Motor Toys
 Occupational Therapists and Speech Therapists treat hundreds
of children every day who have difficulties with oral motor
control and difficulty regulating sensory input in the mouth
(hypo- or hyper- sensitive).
 These are the children who have difficulties with speech, eating,
are constantly putting things in their mouth, drooling, or never
eating anything besides applesauce and yogurt.
 Whistles, blow toys, straws (ie. playing hockey by blowing cotton
balls or splatter painting by blowing on paint using a straw etc.),
sweet and sour candies and gum, weird and different foods,
making food into toys or animals are examples of how you can
use these.
 Disclaimer: I always Clorox these items or trash them after the activity.

31. Sensory Toys
 This is the easiest way to perform sensory integration
activities... using toys already made and targeted for
sensory input.
 Examples are:
 Tactile toys
 Play mats with textures
 Vibrating toys
 Textured puzzles
 Slimy, squishy toys
 Toys to sit on (balls, chairs)

32. Alternate seating options

33. Free Time Option