Classroom Behavior                               

• Set clear expectations for behavior.  Don’t expect the student to know how you want him to behave.  Clearly state your classroom rules in your course syllabus.

• Meet privately with the student with ASD and discuss inappropriate behaviors.  Remember to remain unemotional and matter of fact.

• This applies to offensive hygiene as well.  Yes, you will have to be very sensitive about this.

• Set definite limits.  For instance, your agreement may be that the student can only leave the classroom one time, and can be gone for no more than five minutes.

• A common characteristic among students with ASD is over-participation; in other words, they ask too many questions, answer every one of your questions without being called on, have some comment, correction, objection about everything you say.  This student needs to learn how to self-regulate in your particular classroom.  Meet with the student to decide what the maximum number of questions, comments, etc. is acceptable.

• Also direct the student to write down any unanswered questions or unheard comments and agree to meet for a few minutes after class to hear them.

• Another characteristic of ASD is rigid, stereotyped behaviors such as needing to sit in the same seat, becoming anxious when the seat is already taken, needing to wear the same clothes every day because they are familiar and provide comfort.  Be aware. 

• Cold-calling can cause extreme anxiety, depending on how verbal the student is.  Perhaps you can agree on some other arrangement, like written answers handed in at the end of the period.

• If you have a discussion board, be very clear on what is or is not an acceptable comment.  For instance, differentiate between disagreeing with what another student says and making personal attacks. 

• Transitions and changes are difficult.  Whenever possible, let the student know what the plan is. 

• When the anxiety level becomes overwhelming, the student may exhibit stimming behaviors. These could include chewing on non-food items, waving or flapping hands, rocking in chair, or withdrawal and flight from a situation.  If you are aware of the signs, meeting in the hall and asking what is causing the stress can lead to a solution for calming the student.  Simply telling the student to discontinue the stimming will probably intensify the need to stim.

• Don’t worry about it.  Chances are, you won’t experience any of these difficulties.  But if you do, DSPS is here to help.  Just call on us.