PSHE and autism spectrum disorder at P level 4

These sections refer to high-functioning autism and Asperger’s syndrome. Also read the sections on communication difficulties, which may apply. As sensory processing issuesare often linked with Asperger’s Syndrome, these are included in this section.

Read about the main challenges for children with autism and Asperger’s syndrome across subject areas. At P level 4 in PSHE, these general issues are the main ones to consider.

The pupil with an autism spectrum disorder likes the consistency of knowing what is happening next, so that they feel in control. In the absence of external rules and routines they will tend to impose their own rules to feel secure. If these do not coincide with required expectations, they may be seen as behaviour problems. By creating and reinforcing the desired rules and routines the pupil can be encouraged to respond more appropriately.

There are challenges in identifying the pupil’s own feelings. They cannot recognise those same feelings in others until they recognise them in themselves. The effect of strong emotions on a pupil with Asperger’s syndrome will be to make them feel out of control. This can lead to emotional turmoil and what may be seen as ‘out-of-control’ behaviour.

You can:

• Use the three Rs approach: rules, routines and reasons.
• Acknowledge obvious emotions using cue cards with symbols of facial expression or photos. Use them in context so the pupil can become familiar with the feeling. You will need to reinforce this.
• Try using social stories.
• Support work with others by showing the pupil the model behaviour they need to adopt.  Encourage other pupils to be tolerant but also honest about how any inconsiderate behaviour affects them.
• Keep behaviour expectations the same throughout the school day, whatever the subject. Work within any behaviour support plan or individual behaviour plan.
• Prepare for changes in activities with a visual timetable using symbols or photographs.
• Set clear boundaries and remind the pupil of these in a positive way. Give praise and reinforce considerate behaviour, however fleeting. Link praise to a reward to reinforce that it’s a good thing to experience.