L I V I N G

w i t h

A u t i s m

Building Our Future Educating Students on the Spectrum

Acknowledgements:

The Autism Society wishes to thank

the following professionals for their
contributions to the content of this
booklet:

Margaret Creedon, Ph.D., Easter Seal

Therapeutic Day School

Many educational approaches can significantly improve the quality

of life of persons on the autism spectrum and their families.

What is Autism?

Andrew Egel, Ph.D., Professor of Education,

University of Maryland

Autism is a neurological disorder that disrupts a childs learning and socialization. Deriving

David L. Holmes, Ph.D., President/Executive

Director, Eden Family of Services

seem self-absorbed and exhibit unusual behaviors. It is a spectrum disorder, meaning

Gary B. Mesibov, Ph.D., Director/Professor,

Division TEACCH, University of North
Carolina

characteristics. Children with the disorder range from very high-functioning (nearly

Cathy L. Pratt, Ph.D., Director, Indiana

Resource Center for Autism

Disorder or Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS).

Frank Robbins, Ph.D., Director, Quabbin

Valley Educational Consultants

Society at [Link].

that any two people diagnosed with autism may have very different symptoms and/or

indistinguishable from children who do not have autism) to profoundly impaired.

Some students diagnosed with autism may have other diagnoses, such as Aspergers

More information about these diagnoses can be found on the web site of the Autism

Autism is the third most common developmental disability, following mental retardation
and cerebral palsy; it is four times more prevalent in boys than in girls. The Centers

Images used for illustration purposes only.

Models may not have autism.

Eric Schopler, Ph.D., Founder/Professor,

Division TEACCH, University of North
Carolina

its name from the Greek word for self, autism is often associated with children who

Many educational approaches can

significantly improve the quality of life
of persons on the autism spectrum and
their families.

Autism Checklist

for Disease Control and Prevention now estimates that one in every

Insistence on sameness; resists changes in

routine

175 children born in the U.S. today will fall somewhere on the autism

Severe language deficits

Echolalia (repeating words or phrases in

place of normal, responsive language)

Difficulty in expressing needs; uses

gestures or pointing instead of words

have autism.
Autism is usually diagnosed during the first three years of a childs
life. There is no medical test for autism; a diagnosis is determined
by a team of professionals through observation and testing of
the child, coupled with interviews with parents or guardians.
This diagnostic team may include a neurologist, psychologist,

Laughing, crying, or showing distress for

reasons not apparent to others

developmental pediatrician, speech/language pathologist, and/or

Prefers to be alone; aloof in manner

findings are then compared to the definitive protocol for assigning

Tantrums; displays extreme distress for no

apparent reason

a diagnosis of autism as set forth in the DSMIV-TR (Diagnostic and

Difficulty in mixing with others

Little or no eye contact

Unresponsive to standard teaching
methods

peer relationships appropriate to their developmental level.

Sustained odd play

rules, participating in community or leisure activities, or

Spins objects

relating to others.

No real fear of dangers

May not want to be touched or may not be

physically affectionate

Inappropriate attachment to objects

Apparent oversensitivity or
undersensitivity to pain
Noticeable physical overactivity or
extreme underactivity

other professionals knowledgeable about autism. The teams

Statistical Manual for Mental Disorders Fourth Edition Text Revision),

published by the American Psychiatric Association. For a diagnosis
to be made, a child must exhibit some symptoms in all of the three
following categories, although the level of severity can vary greatly:

1. Qualitative impairments in social interaction.

Students with autism may have great difficulty developing

Many may have difficulties understanding social cues or

2. Qualitative impairments in communication.

Students with autism may have difficulty understanding
spoken language or reading nonverbal communications,
such as facial expressions or gestures. Some speak in odd
or unconventional ways.

3. Restrictive, repetitive, and stereotyped

patterns of behavior, interests, and activities.

Not responsive to verbal cues; acts as if

deaf even though hearing tests in normal
range

Students with autism may have unusual preoccupations,

Uneven gross/fine motor skills (may not

kick a ball, but can stack blocks)

or focus. Difficulty in processing sensory input may cause

Please note this symptom list is not a substitute for a full-scale

diagnostic assessment.

spectrum. It is estimated that 1,500,000 people in the U.S. today

odd or repetitive motor mannerisms, and/or restricted

patterns of interest that are abnormal in either intensity

some of these children to have unusual reactions to

sounds, sights, touch, or smells.

Although children with autism

are often described as being
aloof or self-absorbed,
many of them would like to
have friends.

Frequently, children with ASDs exhibit uneven development in

sparingly, and some never speak. Those without spoken language

cognitive, communications, social, adaptive, and motor skills.

will often use a picture-based communication system or some

Sometimes significant strengths in isolated skills are coupled with

other augmentative communication device to help in expressing

significant deficits in others. Like other children, they respond to

themselves. The inability to communicate effectively or to understand

their environment in positive and negative ways. Although autism

conventional communication can become a significant barrier to a

may affect their range of responses and may make it more difficult

childs ability to learn and to adapt to community settings.

to control how their body and mind react to everyday situations,

people with ASD live normal life spans and certain associated
behaviors may change or disappear over time. Other disorders can
coexist with autism, such as seizure disorders, mental retardation,
or obsessive-compulsive disorder.
Scientists and researchers are exploring a number of theories
regarding the causes of autism. Unfortunately, to date, no single
cause or cure has been identified.

What Autism is Not

Contrary to popular belief, some children and adults with autism
do express affection, smile and laugh, and show a variety of other
emotions, but in varying degrees. Although children with ASD are
often described as being aloof or self-absorbed, many of them
would like to have friends. However, the very nature of their disability
makes it difficult for them to establish or maintain the basic peer
relationships that ultimately develop into friendships.

Autism is not the result of poor parenting

Children with autism are not unruly or spoiled kids with just
a behavior problem

The vast majority of persons with autism are not savants,

like the character portrayed by Dustin Hoffman in the movie
Rain Man

Children with autism are not without feelings and emotions

Some students with ASD are quiet and passive, while others may
be hyperactive and/or insistent. Most will require strict adherence
to schedules and routines, although a few will accept changes
without incident.
The interpretation of sensory input can vary greatly among children
with autism. They may be hypersensitive to sounds or touch, have
an unusually high threshold for pain, or perhaps crave constant,
deep pressure. Most will exhibit unusual behaviors, but these will
differ from individual to individual. For instance, one child may do
odd things with her eyes, while another child may rock his body or
repeat the same words or phrases over and over.

Autism and Intelligence

Tests of adaptability and intelligence indicate that many children
with autism have some level of mental retardation. Despite this, some
people with autism have average to above average intelligence. A
few have superior IQs.

Individuals with Disabilities

Education Act
The Individuals with Disabilities Education Act (IDEA) ensures that all
children with disabilities receive a free, appropriate public education
in the least restrictive environment, tailored to each childs individual
needs. This law guarantees all children, regardless of their abilities, the

Differences Among Children with

Autism

right to obtain educational benefits from their educational setting.

The most notable differences among children with ASD involve their

and proper implementation of this law is of utmost importance to

use of language to communicate. Higher functioning individuals,

many families and to the education community at large. For children

including those diagnosed with Aspergers Disorder, are able to

with autism, it is particularly important to provide opportunities to

communicate quite well verbally (although sometimes they may

learn through a variety of educational options - from typical school

speak or use language in odd or peculiar ways). Others talk very

settings to more specialized settings.

As autism affects approximately 1,500,000 individuals in the U.S.,

The Individualized Education Program

No matter the level of disability, the educational program for an
individual with autism must be based on the unique needs of that
person. To help determine what sort of learning environment would
be best for a person with autism, an Individualized Education Program

placement of the student in the classroom, using visuals to enhance

communication, or other modifications to the classroom. Examples
of adaptations to the school programming include extending school
days, lengthening the school year to include summer months, and/
or extending education programs into the home environment.

(IEP) should be developed. In the IEP, a collaborative team that

Failure is certain when the child with the disability is placed within

includes the classroom teacher, other professionals who work with

the regular education setting with no backup support, no specialized

the child, administrators and the childs parents or guardians set

training of the teachers, and no education of the classmates

forth the educational goals, objectives, and evaluation standards

(Gresham, 1982).

for the child. Clearly stated, measurable goals to chart the childs
progress are a vital component of the IEP, which is reviewed annually

Approaches to Education

or more frequently, if necessary.

The determination of an appropriate educational approach for students

All areas of the students development should be addressed

with autism must be based on the needs of each individual child.

specifically in the IEP, including academic achievement, social

Careful assessment by a team of professionals in consultation with

and adaptive behavioral goals, and development of fine and gross

parents or guardians will help determine an appropriate educational

motor skills. The development of communication skills (critical for

program for each student.

students with autism) should be a vital component of the IEP. It is

Highly structured educational setting with appropriate support

important for the IEP to not only address areas of need, but also to

and accommodations tailored to individual needs. The educational

outline ways to build upon a childs strengths in specific subjects

program should build on the interests of the child and use visuals

or skills. Support services, such as occupational therapy to address

to accompany instruction. When necessary, it should incorporate

the sensory needs of students with autism and speech therapy to

other services, such as speech or occupational therapy, to address

advance the students ability to understand and use language, must

motor skill development and sensory integration issues.

be included in a childs IEP when appropriate.

Children with ASD may be educated in classrooms partially or fully

The IEP should also delineate any necessary adaptations to the

integrated with typical peers, in specialized classrooms within the

learning environment or to school programming. Examples of

regular school, or in a specialized school for children with special

adaptations to the learning environment include the physical

needs. Higher functioning individuals may be mainstreamed (included

Interacting with children with autism

at school can be a very enriching
experience for all involved.

It is vital to note that a childs ability

to communicate verbally is not a sole

indicator of intelligence.

with peers without autism) for all or a portion of their school day.
Others may require placement in a special education setting to
receive an appropriate education.
To be effective, any approach used should be reviewed and evaluated
frequently. It also should provide a smooth transition between home,
school, and community environments. Essential to an appropriate
educational program is ongoing training of teachers, as well as
support systems for parents and guardians to help the child to
generalize learned skills to all settings.
Increasingly, children with autism are entering the school system
after participating in an early intervention program. These programs
vary, but most concentrate on the development of communicative,
academic, social, and life skills to prepare the child for his or her
school experience. The Resources for More Information section
at the end of this booklet includes several publications on early
intervention programs and other teaching methods for children
with autism.

Students with Autism in the Regular

School Environment
Until IDEA mandated that all children with disabilities be educated
in the least restrictive environment, most children with autism
were educated in segregated classrooms or schools where they

Key Elements to Create an

Appropriate Educational
Environment for Students
with ASD

had little interaction with children without disabilities. Fortunately,

child and who encourages peer interaction and

today children with autism have more opportunities to learn sideby-side with peers who do not have autism, and they benefit greatly
from daily exposure to age-appropriate social models. Classmates

mentoring as appropriate.

children with special needs. Their self-esteem is boosted by the

the process

Individualized instruction with decisions based on

careful collection and analysis of data focused on

positive role they take in helping a friend with autism learn.

Parents and professionals may use terms such as inclusion or

Special and regular educators who collaborate in

instruction and who have a sense of ownership in

without disabilities also benefit from their experiences with students

with ASD, developing a compassion for and an understanding of

A teacher who sets high expectations for the

measurable goals and behaviors

Special services are brought into the classroom

mainstreaming interchangeably to describe the participation of

to facilitate generalization and to prevent

students with autism in the regular educational environment. In

stigmatization

some instances students with autism attend school with their age

and grade peers. Some may receive all their instruction in a regular

A collaborative team approach -including regular

and special educators, school administrators,

education setting with support services brought to them. Others,

supplemental school personnel, and parents

when it is determined appropriate to meet their individual needs,

or guardians -is employed to set goals and to

might be pulled out to another educational setting to participate

evaluate progress of the IEP

in certain educational experiences.

Interacting with children with autism at school can be a very

enriching experience for all involved. Integration of a child with

An assumption that all children can acquire skills

if instruction is modified to help the child succeed

Adapting the school environment by extending

autism into the school community may help address the core deficits

school hours or the school year and coordinating

children with ASD have in social and communication development.

with home caregivers

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1.
Extend a welcoming
environment to all students.
2.
Identify and use
appropriate functional
communication systems
across all environments consistently.

3.
Develop predictable
routines; use timers or bells to
assist children with transitions from
one activity to the next (making
transitions is an area of particular
difficulty for most students with
autism).

4.
Understand that
behavior is a form of
communication that can often
be remedied by assessing the
childs communicative intent and
making environmental changes or
implementing planned behavioral
interventions.

5.
Use visuals to convey
instructions, meanings, routines, and
schedules.

6.
Provide a classroom aide
or paraprofessional to help the child
complete tasks and to facilitate
meaningful social interactions and
appropriate adaptive behaviors.

7.
Encourage p eer mentoring.
8.
Build on areas of
strengths and interests.
Develop skills and talents that can
lead to success later in life.

9.
Use creative strategies
to assist the child in learning more
effective social skills.

10.
Provide frequent positive
reinforcement. Find out from
parents or guardians what type of
motivators work for each child.

11.
Plan for f
ading prompts
to promote more independence.

12.
Be aware of the childs sensory
needs when developing classroom
activities and implementing
behavioral strategies.

13.
Do things with instead of
for the student when she
or he needs assistance. Have high
expectations!

14.
Allow extra time for the
child to form a response to your
request (many students need extra
time to process the meaning of an
instruction).

15.
Provide an uncluttered
environment without
distracting noises.

16.
Whenever possible, use natural
lighting; standard fluorescent
lighting can cause difficulties for
some children with autism.

17.
Consider the physical
placement of the child in the
classroom and how it relates to
his or her unique responses to
environmental stimuli.

18.
Do not request information
from the child when she or he is
upset -allow time for coping.

19.
Treat the student with autism
with the same respect you would
their fellow classmates.

20.
Empower the student to
be an active participant in
all classroom and social activities.

Research indicates that exposure to peers without autism, if carefully

planned and organized, may enhance social and communicative
development, elevate self-esteem, and allow for opportunities to
learn from positive role models in the classroom, on the playground,
and in the community (Wagner, 1998).
Collaborative efforts to provide such a learning environment give
teachers and school administrators the opportunity to work with
professionals from other disciplines, such as speech pathology,
occupational therapy, behavioral management, and special education.
Teachers can play pivotal roles as creators of an accepting environment
in the classroom and developers of mentoring and buddy systems
to assist the child with autism.
Classmates in the regular education environment can enhance
their own self-esteem, and their compassion and understanding
of those who differ from the norm, by serving as peer models for
behavior, communication, and socialization. Research has shown

Children with autism are paired with

buddies to help learn a particular
subject or to perform a task.

that acceptance of the child with a disability increases significantly

when classmates receive information about the student with special
needs and when they are given the chance to act as peer tutors or
buddies with the full support of their teacher (Goldstein & Ferrell,

can help all students reach their highest potential. Many special

1987; Goldstein & Wiskstrom, 1986).

education schools have on site special equipment and services that

would not usually be found in most other schools. Also, schools

Special Education Settings for

Students with Autism

for children with special needs usually employ a family support

The more severe challenges of some children with autism may be best

additional information, services, financial assistance programs, and

addressed by a special education setting that is highly structured

more. Many such coordinators also conduct monthly parent meetings

with a low student-to-teacher ratio and ample accommodations to

to help families support one another and to share experiences.

address core deficits.

Finally, schools for children with special needs generally provide

Such accommodations may include extensive use of visual cueing

or augmentative communication devices to address communication
difficulties, as well as supportive therapies to address sensory

coordinator who is available to provide families with resources for

respite services, emergency care, parent/guardian home training

services, and sibling services (Harris, 1994).

processing impairments. Most special education curricula employ

How Students with Autism Learn

individualized behavioral interventions to help the child establish

To understand how children with autism learn, one must be cognizant

appropriate life skills.

of the core deficits that define autism and impede the development

Some special school settings provide opportunities for reverse

mainstreaming. In this instance, a few children from other classes
within the school are brought into the special education setting

of the fundamental prerequisite skills essential for learning. Some

unique learning characteristics of students with autism may include,
but are not limited to:

for a portion of the day. Interactions between these students and

Attention difficulties

the students with autism are facilitated to promote modeling for

Auditory processing impairments

communicative and social development. Another method used to

The inability to generalize (easily transfer knowledge from

provide age-appropriate models in the special education setting

one setting to another)

is to set up opportunities for peer tutoring. Children with autism

Difficulties with learning by observation and imitation

are paired with buddies to help learn a particular subject or to

Troubles with task/event sequencing

perform a task.

Uneven patterns of strengths and weaknesses

Students benefit from a low teacher-student ratio. Professionals

Problems with organization and planning

specifically trained in the unique learning styles of their students and

Difficulties with time concepts and making transitions

who are proficient in accommodating the needs of each individual

Difficulties with auditory processing

can be offset by providing visual
supports, such as pictures, symbols,
or written instructions.

As most students with autism do not learn in the same manner as

Addressing Attention Difficulties

their typical peers, modifications to the curriculum may be necessary

Distractibility can be due to such things as self-stimulatory behavior

to help a child with autism succeed (Wagner, 1998). An extensive

or perseveration (an obsessive preoccupation with extraneous

discussion of techniques used to address the unique barriers to

information or objects). Often distractibility can be addressed by

learning presented by students with autism is beyond the scope of

redirection, prompting, and, at times, hand-over-hand manipulation.

this booklet. However, a brief description is offered here. For more

Careful observation of the environment from the childs eyes can

detailed information, consult the resources section at the end of this

help identify distracting elements that may be easily remedied by

booklet, especially Grandin (1998), Holmes (1998), Powers (1997),

changing the childs seating arrangement or by removing or modifying

and Schopler and Mesibov (1995).

the distraction. Allowing children with autism to have breaks to

meet their sensory needs can often help improve attention. At the

Addressing Sensory Differences

same time, it is important to provide stimulating instruction that

Many children with autism experience sensory input in variable ways.

is challenging to the student to prevent boredom that can lead to

These sensory processing difficulties can be quite an impediment

distractibility. Addressing Social Deficits

to learning. Attentiveness is often improved if accommodations are

Opportunities to help children with autism understand social norms

made to meet a childs sensory needs. An occupational therapist

and improve social interactions can be created in a variety of ways.

can often be an excellent source of ideas of ways to address these

Setting up buddy systems or peer tutoring arrangements that

needs. A few suggestions are offered here.

pair children without disabilities with those with autism provides

Difficulties with auditory processing can be offset by providing visual

supports, such as pictures, symbols, or written instructions. Visual
stimulisuch as a picture-based communication system, picture
sequencing to convey routines or rules, and the written wordcan
serve as permanent cues for students with autism (Hodgdon, 1995).
Some students with autism are precocious readers; providing them
with written instructions, schedules, routines, and/or rules can help
them become successful participants in the classroom.

opportunities to observe and model behaviors. Some leaders in the

field have employed a special kids club to provide extracurricular
opportunities. Using pictures to convey classroom rules and etiquette
and assigning multi-step tasks are often very helpful. Setting up play
schemes based on social situations allows children with autism to
practice some basic life skills, such as going to the doctor, shopping,
or going to school. Stories written by the educator can be used to
help students identify relevant social cues, become familiar with
routines and rules, and develop desired social skills. These stories can

Children with autism may have difficulty processing the meaning

also help prepare the child for unexpected occurrences or changes

of requests, whether visual or auditory. Allow for pauses to give

in routines (Gray, 1995; Gray & Garand, 1993).

time for a child with autism to determine an appropriate response.

Some children have great difficulty processing auditory and visual

Addressing Behavior Issues

stimuli simultaneously. Some children with autism have a great need

Children with autism have great difficulty expressing their feelings in

for physical exercise. Often giving these children regular breaks to

conventional ways. Sometimes their behavior is often the only way

run, swing, or jump on a trampoline can help them become more

they have to communicate feelings of frustration, anger, confusion,

organized and less anxious.

happiness, or boredom. While not all children with autism exhibit

challenging behaviors, it is not uncommon to see children become
aggressive, be disruptive, or have tantrums.

Resources for More Information

There are many resources for professionals to utilize for additional
information on educating children with autism. Listed below are several
of the books, videos, and web-sites available on this topic.
Helpful Responses to Some of the Behaviors of Individuals with Autism,
by Nancy J. Dalrymple, 1992, Indiana Resource Center for Autism.
Adapting Curriculum & Instruction in Inclusive Classrooms: A Teachers
Desk Reference, by C. Deschenes, D.G. Ebeling, & J. Sprague, 1994,
ISDD-CSCI.
Thinking in Pictures: And Other Reports from My Life with Autism,

Often parents and teachers will

communicate daily through a notebook
that the student carries to school and
back home each day

by Temple Grandin, 1996, Vintage Books.

The Original Social Story Book, by Carol Gray, 1993, Future Education.
The New Social Stories, by Carol Gray, 1994, Future Education.
Inclusion: 450 Strategies for Success: A Practical Guide for All Educators
Who Teach Students with Disabilities, by Peggy A. Hammeken, 1997,
Peytral Publications.

Adaptations to Make Learning Easier for

Students with ASD
To compensate for the social, communicative, and sensory impairments

Siblings of Children with Autism: A Guide for Families, by Sandra L.

Harris, 1994, Woodbine House. (1995 Literary Achievement Award,
Autism Society of America)

experienced by students with autism, modifications to the learning

Visual Strategies for Improving Communication, by Linda A.

environment can greatly enhance an education programs effectiveness.

Hodgdon, 1995, QuirkRoberts Publishing.

There are many ways to adapt activities and materials to meet the
needs of the students. Such modifications should be viewed by
educators as an enhancement to learning.

Autism Through the Lifespan: The Eden Model, by David L. Holmes,

1998, Woodbine House. (1998 Literary Achievement Award, Autism
Society of America)

Educational Outcomes

Teaching Children with Autism: Strategies for Initiating Positive

Until recently, individuals with autism did not have the educational

Interactions and Improving Learning Opportunities, edited by Robert

opportunities now available. As a result, many adults with autism

L. Koegel and Lynn Kern Koegel, 1996, Paul H Brookes Publishing Co.

require some assistance in their daily living. However, some adults

with autism hold professional careers and live independently.
Although there is no known cure for autism, we do know that early

The Out-of-Sync Child: Recognizing and Coping with Sensory Integration

Dysfunction, by Carol Stock Kranowitz, 1998, Perigee Books.

and intensive intervention with some degree of inclusion in the regular

Behavioral Interventions for Young Children with Autism: A Manual

education setting through- out the school years can greatly benefit

forParents and

some students with autism, providing them with the foundation

needed to live full and productive lives.
Temple Grandin, Ph.D., a college professor and business owner, credits
her considerable accomplishments to creative, unconventional
teachers and friends who looked beyond her autism and helped
her develop her talents and interests into a successful career. She
states that, the common denominator of many successful autism
treatment programs is early intensive intervention and mainstreaming
with normal children (Grandin,1988).

10

Professionals, edited by Catherine Maurice, Gina Green, and Stephen

C. Luce, 1996, Pro Ed.
Children with Autism: A ParentsGuide, edited by Michael D. Powers,
1989, Woodbine House. (1990 Literary Achievement Award, Autism
Society of America)

Teaching Children with Autism: Strategies to Enhance Communication

The Complete IEP Guide: How to Advocate for Your Special Ed Child,

and Socialization, edited by Kathleen Ann Quinn, 1995, Delmar

by Lawrence M. Siegel, 1999, Nolo Press.

Publishers.
How to Reach and Teach All Students in the Inclusive Classroom:
Ready-to-Use Strategies, Lessons and Activities for Teaching
Students with Diverse Learning Needs, by Sandra F. Rief & Julie A.
Heimburge, 1996, The Center for Applied Research in Education.
Social Behavior in Autism (Current Issues in Autism), edited by Eric
Schopler & Gary B. Mesibov, 1986, Plenum Publishing Corp.
Learning and Cognition in Autism (Current Issues in Autism), edited
by Eric Schopler & Gary B. Mesibov, 1995, Plenum Publishing Corp.
Asperger Syndrome or High-Functioning Autism? (Current Issues in
Autism), edited by Eric Schopler, Gary B. Mesibov, & Linda J. Kunce,

Inclusive Programming for Elementary Students with Autism, by

Sheila Wagner, 1998, Emory Autism Resource Center.
A Sense of Belonging: Including Students with Autism in Their School
Community (20 minute video), 1997, Indiana Resource Center for
Autism.
Autism: Being Friends (8 minute video), 1991, Indiana Resource
Center for Autism.
Breakthroughs: How to Reach Students with Autism (25 minute
video), featuring Karen Sewell, awarded 1998 Teacher of the Year,
Autism Society of America, Attainment Productions, 1998, Verona, WI

1998, Plenum Publishing Corp.

References
Goldstein, H., & Ferrell, D. (1987). Augmenting communicative

Gresham, F. (1982). Misguided mainstreaming: The case for social

interaction between handicapped and non-handicapped

skills training with handicapped children [abstract]. Exceptional

preschool children. Journal of Speech and Hearing Disorders, 52,

Children, 48.

200-122.
Goldstein, H., & Wiskstrom, S. (1986). Peer intervention effects
on communicative interaction among handicapped and
nonhandicapped preschoolers. Journal of Applied Behavior

Harris, S.l. (1994). Siblings of Children with Autism: A Guide for

Families. Bethesda, MD: Woodbine House.
Hodgdon, L.A. (1995). Visual Strategies for Improving J

Analysis, 19(2), 209-214.

Communication. Troy, MI: QuirkRoberts Publishing.

Grandin, T. (1988). Teaching tips from a recovered autistic. Focus

Siegel, B. (1996). The World of the Autistic Child: Understanding

on Autistic Behavior; 1, 1-8.

Gray, C. (1995). Teaching Children with Autism to Read Social
Situations. In K.A. Quill (Ed.), Teaching Children with Autism:
Strategies to Enhance Communication and Socialization (pp. 219-

and Treating Autistic Spectrum Disorders. Oxford, England:

Oxford University Press.
Wagner, S. (1998). Inclusive Programming for Elementary
Students with Autism. Atlanta: Emory Autism Resource Center.

241). Albany, NY: Delmar Publishers.

Gray, C., & Garand, J. (1993). Social stories: Improving responses
of students with autism with accurate social information. Focus
on Autistic Behavior; 8, 1-10.

The Autism Society. is very grateful to the American Contract Bridge League for underwriting the original publication of this document in booklet form and
other publications associated with our Public Awareness of Autism in the Schools Campaign, 2000-2001. This document can be found on the web site of
The Autism Society free for download and duplication. Autism Society of America, 2004, 2006

11

Looking for Autism Resources? Visit [Link]

4340 East-West Highway, Suite 350

Bethesda, Maryland 20814
Phone: 301.657.0881 or
1.800.3AUTISM
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