Page 77 - School Bus Operators and Attendants Handbook

SOCIAL AND EMOTIONAL DISABILITIES

Autism Spectrum Disorder (ASD)

Students with Autism Spectrum Disorder are often limited in their liability to understand, communicate,
learn, and participate in social relationships. They generally do not differ from their peers in appearance,
often being rather attractive individuals with good physical ability skills. They can have other disabilities
also.

Students with Autism Spectrum Disorder can be intellectually normal or above normal, however many
students appear to have mental impairments. Many of these students do not talk or may have limited
speech. They often appear to have difficulty understanding language, especially about social situations.

Characteristics and behaviors that are displayed by students with Autism Spectrum Disorder will vary. For
example, they may demonstrate abnormal body movements such as rocking, twirling, throwing objects,
darting, and tiptoeing; they may repeat sounds, echoing and mimicking what they hear others say. Often,
students ignore others when spoken to which gives the appearance of deafness. Although the students
often do not appear to bond to others easily, they do form attachments to people in their environment.
Routine is usually very important. Once a routine is established, it is very difficult for the student to accept
change and may become upset. Close supervision is necessary because students with Autism Spectrum
Disorder do not always recognize danger in their environment, and/or they may physically hurt or harm
themselves or others.

Suggested Management Techniques

 Before establishing a bus routine for the child, seek the advice of the parent and/or teacher
 Assign a specific seat. Be sure that it is one that will not be changed later.
 Use social reinforcements. Be friendly and use body language and expressions to communicate
with the student.
 Give verbal praise or tangible rewards for good bus behavior. Check with the teacher and parent
for what type of reward system works for the student. Writing notes might work for a student
who can read.
 Face the student when speaking to them
 Be patient when helping the student, and when he/she is trying to communicate
 Establish bus rules that the student can understand. He/she may need to practice them with the
teacher or parent.
 Remember that Autism Spectrum Disorder is a social disability with many frustrations for the
student who may be unable to communicate his wants and needs. Report your observations of
behavioral incidents to the student’s teacher and parents. They will help with management
techniques for the student.

INTERACTIVE MANAGEMENT FOR AUTISM SPECTRUM DISORDER BEHAVIORS
Student will not Show a picture of the bus, teacher or parent, or some motivator before boarding. Create an
get on the bus object, picture or written schedule of the student’s day. Use motivators such as toys or edibles.

Page 77 of 149
Exceptional Student Education (ESE)