Autism Support Strategies

• Get the person’s attention first
• Use simple, short sentences to make your language easier to understand
• Speak in a normal tone of voice with slightly slower speed and plenty of pauses
• Emphasise key words
• Use words the person is familiar with
• Say what you mean (State your message clearly and avoid language that implies meaning)
• Communicate one idea at a time
• Avoid giving instructions by asking a question (like saying “Please put this on the table” instead of “Can you put this on the table?”). If you ask a question, be prepared for the answer
• Limit open-ended questions and offer specific choices
• Make it visual (like showing the person what you mean by providing a demonstration; using a gesture; through symbols like objects, photos and pictures)
• Give the person enough time to take in and act on what you’ve said (some people need up to 30 seconds to process what they hear in order to form a response)
• Be open to different ways of communicating. (Some people use pictures or a device like a computer or tablet with specialised software, to help them get their message across if talking is difficult for them)
• Be mindful of the cues the person is giving you (Remember! Communication is a two-way process).
• Stay calm (Remember! Stress and frustration can affect communication)

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• Welcome the person and make them feel that they are a valued part of the group or activity
• Establish a connection
• Follow the person’s lead – What do they like doing? What do they like talking about?
• Be patient – take the time to get to know the person and given them time to get to know you
• Give information in more than one way (use demonstrations, movements, images, written information to add to what you are saying)
• Outline the process for participating – it’s easier to take part, when you know what the rules are!
• Support the need for predictability – prepare the person before going to a new place, meeting new people or starting a new activity. Make use of visual supports like schedules, calendars and checklists. 
• Support social understanding by outlining the expectations and pointing out ‘hidden’ rules. Social stories present information in a literal, ‘concrete’ way and can help the person to understand a new or previously difficult or ambiguous situation or activity
• Be accommodating – if the person finds crowds challenging because of sensory overload or the stress of communication, a small group can provide a much better option for meaningful participation
• Be aware that unstructured times are often the most difficult times for people with Autism. Think about how to give structure (Remember!  It’s about supporting, not controlling)
• Be respectful.
• Try not to stare – sometimes people with Autism might do things that seem unusual to you but help them to feel safe in the situation
• Talk to the person, not about them
• Reinforce what the person does well socially
• Celebrate strengths. Recognising and harnessing a person’s strengths can help them to achieve their full potential.

• Organise and provide structure (using labels; colour coding; designated areas for specific activities like a ‘calm down’ space; a themed day of the week like ‘Fish and Chips Friday’ or ‘Sunday Funday’ that is displayed in a consistent place; an activity or chore system where the motivator is visible and task completion is clear, like a finished tray or check box etc.)
• Establish clear and consistent routines (using visual supports, like a daily or weekly schedule; activity schedules in the area where the task is carried out – like a ‘handwashing visual’ above the sink)
• Support transitions and prepare for changes (refer to a schedule; use a countdown timer; a transition object)
• Provide a safe place where the person can take a break or calm down if they need to and show them how to use it
• Consider the person’s sensory sensitivities and preferences. Some common sensitivities include: 
• Lighting: For someone who is sensitive to light, consider replacing fluorescent lights with incandescent lighting or adapt the environment to let more natural light in; if fluorescent lighting is unavoidable, a hat with a visor or tinted glasses can help; adjustable lighting or dimmer switches are other options. 
• Noise: Soft furnishings (like carpets and curtains) can help to absorb sound and reduce reverberation; earplugs or noise-cancelling headphones may be helpful for some people; for others a consistent  background noise (like white noise, music, or a sound they have a positive connection with) can help to soften the impact of jarring or annoying sounds; avoiding high traffic times for certain activities (like going shopping) where there is a lot of noise can also help. 
• Smells: Some people can become overwhelmed by smells you might not even notice or perceive them quite differently.  Consider using an unscented product verses a scented one (like fragrance free cleaning products, detergents and unperfumed toiletries); take note of smells the person does like (a preferred smell could be used to mask other smells); move offending smells away from the person (like rubbish bins, or objects that produce strong odours); increase ventilation (open a window); help the person identify coping strategies (like covering their nose with a tissue; letting someone know they don’t like the smell; having a preferred smell accessible). 

Remember, each person with Autism is unique, and so are their personal sensitivities. The examples above relate mostly to those who are ‘hypersensitive’ (where a little sensory input feels like a lot). 

Some people may however be ‘hyposensitive’ (where a lot of sensory input only feels like a little, so they may need more).   In this instance, these adaptations might be considered:

• Sensory-stimulating toys, activities, devices or tools (like a fidget spinner or cube; a wobble cushion or balance disc; a light up keyboard; noisy toys or games; speakers with a bass booster; personal music devices like an MP3 player with earphones etc.)
• Multi or heavy textured surfaces
• Smells (like scented toiletries; fragrant fabric softeners; diffusers etc. The type of smell, would of course depend on the person)
• Weighted toys or lap blankets
• Opportunities for physical movement (spaces, activities, and items to enable catching, dancing, running, jumping etc.)
• Arranging furniture to reduce the chances of bumping into hard or sharp surfaces

Use a Positive Behaviour Support Approach. 

• Recognise behaviour as a form of communication – seek to understand the purpose of the behaviour (What function is it serving for the person?)
• Provide opportunities for the person to express themselves
• Respect the person’s personal space
• Provide the person with choice and control
• Develop an Individualised Support Plan collaboratively
• Be pro-active rather than reactive
• Support Communication (link to the relevant strategies section – see above)
• Support Social Interaction, Participation and Inclusion (link to the relevant strategies section)
• Adapt the environment (link to the relevant strategies section)
• Teach skills

• Teach understanding and acceptance – click here to view our Autism Heroes website. 
• Get to know your student with Autism
• Adapt the curriculum
• Consider sensory preferences
• Modify the environment or instruction (tasks, assignments etc.)
• Present information visually
• Use Total Communication
• Establish clear expectations
• Use motivators or reinforcers
• Teach the hidden rules
• Plan for break times or free times
• Act against bullying
• Teach social skills
• Teach emotional regulation
• Plan for examinations

These points are explored in detail in our Thinking Ahead: Students with Autism Moving to High School and Beyond Publication and e-book. We also have a range of useful resources available in for download in our resource library.