Autism - What to do (and what to avoid) - Primary school

Teacher Training aims to make teachers understand the cognitive function of children and young people with some type of disorder (developmental, behavioural, psychiatric), so that they can apply specific and therefore more effective teaching techniques and develop a common language with clinicians who treat the child. Because the child with autism exhibits problematic behaviours but is NOT a problematic child.

The book is divided into 15 chapters grouped into three main sections (the most frequent behaviours in children with autism aged 6 to 11):

• Social interaction;
• Communication;
• Behaviours, interests, activities.

Each problematic behaviour is introduced with a few concise explanatory sentences (Why do they act this way?), followed by clear and simple guidance for teachers on appropriate attitudes to adopt and those to avoid (What to do, What not to do). This is followed by an in-depth section (Behaviour analysis) and practical tools and strategies on how to intervene in relation to key areas, such as:

• Behavioural rules directed at the child;
• Structuring of classroom activities and work;
• Monitoring problematic behaviours;
• Reinforcing positive behaviours;
• Establishing an educational agreement with the family.

At the end of each macro-area, observation checklists are provided to help better understand the child’s overall functioning, strengths, and emerging potential, and to support the formulation of objectives in the Individual Education Plan. These checklists include a range of aspects for which it is helpful to gather as much information as possible, both directly through observation and indirectly through discussions with family members and professionals.

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