Learn Your Special Education Laws, Special Education Rights, and Share IEP Goal Ideas

Jan 02
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by Jess

Due to the media speculation that Adam Lanza, the suspect in the recent Sandy Hook Elementary School tragedy, may have been affected with Asperger Syndrome, concern has developed on several fronts. Of immediate  concern is fear that students returning to school who have been previously identified with having an Autism Spectrum Disorder may now be stigmatized, especially those who may exhibit meltdown behaviors in the educational setting.

The politically incorrect question on everybody’s mind is, “Are students with ASD dangerous when they have meltdowns and might this behavior lead to another Sandy Hook kind of incident at our school?”

Some general response in recent news media include:

In my work with school districts across country and into other countries this is the protocol I use when asked to evaluate and recommend a plan of action for students with ASD who have severe meltdown behavior:

  1. Ensure an interactive visual schedule and implementation of sensory regulation based on individual sensory needs is implemented for 2-4 weeks to stabilize the student. (Endow, 2011) Often times once regulation needs have been met and the student is stabilized most of the behavior fades away.
  2. If some meltdown behavior remains evaluate whether behavior is escalating in nature or not.
  3. Use Outsmarting Explosive Behavior (Endow, 2009) or a similar system to map out the stages of escalating behaviors. This is important because the explosive behavior is best prevented the earlier it is noticed. Once at the height of the behavior the fight or flight response has been triggered, making it impossible to persuade the individual stop the behavior. Nobody acting off survival instinct will be able to stop a behavior they are using regardless of what you do to try to get them to stop. If you understand the stages that come before the explosion stage you will be able to intervene. The earlier you notice the more likely you can support and intervene for successful outcome.
  4. If behavior is not escalating in nature do a Functional Behavioral Assessment and proceed with that protocol.
  5. Use tools like the Ziggurat Model (Grossman & Aspy, 2011) and the Comprehensive Autism Planning System (Henry & Myles 2007) to provide comprehensive evaluation, purposeful meaningful support, and optimal implementation of support strategies across the school day.

To avoid stigmatization of students on the autism spectrum in light of the recent media reports:

  • Make sure staff understand the above quotes from recent autism organizations in response to this situation. Tell staff where to go with student specific concerns or questions on this subject.
  • Address any student’s fear of another student with ASD. Find out what the fearful student believes to be true. Mitigate any unfounded fears with facts. Also assure the fearful student that staff will keep all students at your school safe.  Check in with this student periodically to ensure his/her fear has been alleviated and if not, refer on for proper counseling to address the situation.
  • If concerns related to the Sandy Hook School shooting comes up at your school be open about it with the students.
  • Instruct staff to watch for and report any teasing or bullying of students with ASD or other disabilities along with not tolerating it and stopping it in its tracks.
  • Together we have witnessed a horrifying terror unleashed at one our nation’s schools. It will undoubtedly have many repercussions amongst the surviving school children and staff across the nation. Together we must go forward, ensuring the best outcomes for all students and staff as we ring the bell to start each new school day.

Aspy, R. & Grossman, B. (2011). The Ziggurat Model – A Framework for Designing Comprehensive Interventions for Individuals with High-Functioning Autism and Asperger Syndrome
Updated and Expanded Edition. Shawnee Mission, KS: Autism Asperger Publishing Company.

Endow, J. (2009). Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders. Shawnee Mission, KS: Autism Asperger Publishing Company.

Endow, J. (2011). Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: Autism Asperger Publishing Company.

Henry, S. & Myles, B. S. (2007).  The Comprehensive Autism Planning System (CAPS) for Individuals with Asperger Syndrome, Autism, and Related Disabilities: Integrating Best Practices Throughout the Student’s Day. Shawnee Mission, KS: Autism Asperger Publishing Company.

Bio: Judy Endow, MSW, maintains a private practice in Madison, Wisconsin, providing consultation for families, school districts and other agencies. Besides having autism herself, she is the parent of three now grown sons, one of whom is on the autism spectrum. Judy does workshops and presentations on a variety of autism-related issues, is part of the Wisconsin DPI Statewide Autism Training Team and a board member of both the Autism Society of America, Wisconsin Chapter and the Autism National Committee. In addition, Judy is a member of the Autistic Global Initiateve (AGI), a program of Autism Research Institute. For more information about AGI please visit www.autisticglobalinitiative.com.

Her first book, Making Lemonade, Hints for Autism’s Helpers (CBR Press, 2006), shows how Judy has used the lemons of her autism to “make lemonade” in her own life. Paper Words, Discovering and Living with My Autism (AAPC Publishing, 2009) was 2010 International Book Award Finalist in Autobiographies/Memoirs.

Judy has also received the 2010 Autism Society Media Excellence Award for her DVD The Power of Words: How we talk about people with autism spectrum disorders matters! (AAPC Publishing, 2009). In addition, she has authored the annual Hidden Curriculum Calendar for Older Adolescents and Adults (AAPC Publishing 2009, 2010).

In addition, Judy has authored Outsmarting Explosive Behavior, A Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders (AAPC Publishing, 2009) and Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go (AAPC Publishing, 2011).

Originally published by Autistic Global Initiative of Autism Research Institue

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3 Responses to “Help for Schools: Understanding ASD”

  1. Judy this is so important. Breaking down the myths and misconceptions is an important and inevitable task with anything like this. Autism is going to be affecting almost everyone in some way in the next 20 years at this rate. Sooner or later they will all interact frequently, and they need to be ready for that.

    I wrote a post about 3 Ways To Help A Child Transition Back To School After The Holidays feel free to share it with your readers.
    Thanks!
    -Justin

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  2. Thank you for providing a clear picture to give people that extra education on Aspergers as well as Autism in general- I will forward….

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  3. My son is 21 and has Asperger Syndrome, I can’t even imagine him doing what that man did at Sandy Hook Elementary. In his own words he says “that man is sick, and has nothing to do with Asperger’s, he chose to shot and kill on his own, just like Jack the Ripper or any other killer.” Even my son with Asperger’s knows that it’s not right to kill like that!

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