1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC SWO)
(RAAC-SWO)
Adults with Autism Spectrum Disorders
Task Force

2. Adult Training Series
Modules
M d l
Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
Module Two: Physical Characteristics of Autism
Module Three Cognition and Learning in Autism
Three:
Module Four: Autism and Sensory Differences
Module Five: Communication and Autism

3. Adult Training Series
Modules
Module Six: Behavior Challenges and Autism
Module Seven: Understanding Behavior in Persons
with Autism
Module Eight: Functional Behavior Assessment
Module N
d l Nine: Autism and Leisure Skills to Teach
dL k ll h
Module Ten: Special Issues of Adolescence and
Adulthood
Ad lth d
Module Eleven: Safety and Autism

4. Autism and Sensory
Differences
ff
The brain needs sensory information to operate.
y f p
It needs sound, vision, smell, taste, touch and
movement.
The way our brain organizes this information
affects the way we learn and our behavior.
People with ASD usually have differences in how
they react to sensory input. They can be:
Sensory Seekers Sensory Avoiders

5. Autism and Sensory
Differences
Possible difficulty with one or all sensory systems
systems.
A person’s reaction is not always the same. They can
over react at one time and und react at another.
v ct t n tim nd under ct t n th
Be a detective to figure out the reason for the
reaction (ex. avoiding a certain food could b h
ti ( x idi t i f d ld be how
the food feels, looks, smells, tastes or sounds when
chewing).

6. Big
Bi Idea
Suspect s s
S s t sensory diffi lti s when
difficulties h
the person’s behaviors seem
“illogical” or “extreme”.

7. Reactions to Sounds
Puts hands over ears
Tries to escape from noises
Becomes upset by sirens or other loud noises
Hears sounds you do not even notice like buzz from a light.
Or
Makes sounds, like humming, to block out other sounds
Seeks noises
Does not respond to certain sounds or their name being called

8. Strategies for Sound
Sensitivity
Talk more softly and slow down.
Use short direct sentences and do not chatter on and on
on.
Don’t repeat what you just said, give time to think it through.
Use soft music or other “good” sounds to block out “bad” sound
(consider some thing like an iPOD).
Have a quiet place where the person with ASD can go
go.
Have sound blocking headphones available in places where you
can’t avoid stressful sounds.

9. Strategies for Sound
Sensitivity
Know that unexpected sounds can be frightening.
Be aware of crowd sounds For example you may need to
sounds. example,
help the person be ready for applause or help them move
to a quieter area.
Be aware of acoustics that may be irritating (theaters,
gyms, churches, cafeterias). Make plans for possible
behavior problems in these settings.
Be ready in case an individual bolts from distressing
sounds. Be prepared for dangerous situations such as
p p g
traffic.

10. Big
Bi Idea
Prepare the person for what is
going to happen. Anything
unexpected is more likely to be
negative or scary.

11. Reactions to Visual Input
Person with ASD may look off to the side.
May be upset around bright lights or sunshine.
May be upset around fluorescent lighting.
May be upset in busy or cluttered places.
Or
May stare at bright lights or moving objects like fans.
May seek bright colors and movement.
May finger flick or spin objects in front of eyes.

12. Strategies for Visual
Sensitivity
Allow the person with ASD to use peripheral
vision (look out the corner of their eyes).
Do not insist on eye contact, but do require
the person to look in your direction.
Keep the environment as neutral as needed if
the person gets over-stimulated. Consider
p g
keeping one wall or area more plain.

13. Strategies for Visual
Sensitivity
If possible, do not use fluorescent lights.
Do not hold instructional materials close to your
face.
face It may be difficult for the person with
ASD to concentrate on two things at the same
time.
For those seeking visual input, look for
appropriate activities (i.e. kaleidoscope, fish
pp p ( p ,
tank).

14. Strategies for Visual
g
Seekers
Provide visually interesting materials for
leisure time
time.
Use visual schedules, calendars and lists
Use photo albums to talk about family or
past events

15. Reactions to Smells
Avoids cooking smells.
Gets upset around noticeable smells, such as cleaning
smells.
Breathes through mouth.
Covers nose.
Or
Seeks strong aromas.
Sniffs objects and people.
Holds things up to nose.

16. Reactions to Smells
For a person with a strong reaction to smells, any
environment can be too much.
Smells may be the cause of behaviors.
Human odors may be a problem. The person may be
uncomfortable with the smell of their own urine and
bowel movements. This may explain why some
individuals put off going to the bathroom as long as
possible.

17. Reactions to Smells
What is a good smell to one person can be an
unpleasant smell for another person.
Strong food smells may affect behavior.
Certain petroleum products such as diesel engines
may cause problems.
Cleaning odors room deodorizers, scented lotions or
odors, deodorizers
soaps can all change behavior.

18. Reactions to Smells
People with ASD may continue to be bothered by
the smell after others would have gotten used to
the
th smell and no longer be bothered.
ll d l b b th d
This may be why changing environments is so
difficult for
diffi lt f some i di id l with ASD
individuals ith ASD.

19. Strategies for Smell
g
Sensitivity
Try not to use scented products.
Keep the environment clean and dry.
K h l dd
If something smells bad to us, it is likely that it
smells even worse to the person with ASD.
ll h h

20. Strategies for a Smell
Sensitivity
If you smell something unpleasant, let the person
know that you smell it too. It may be reassuring for
the individual to know that they aren’t the only one
affected by the odor.
Sometimes you can cover up an unavoidable bad
smell with a positive smell on a handkerchief or with
a food item such as a tic tac.

21. Strategies for a Smell
g f
Seeker
Some people may seek smells. For them a variety of
S l k ll F th i t f
scents may be helpful. Examples: lotions, spices, air
fresheners.
Scents can be used to help people with ASD be more
alert or calm down.
A good scent can be added to an activity such as
scented markers or pencils when drawing.
p g

22. Reactions to Taste
The person with ASD eats only a few kinds of food.
p y
They may prefer bland foods.
They
Th may prefer keeping foods separated not mixed.
f k i f ds s t d t i d
Therefore they may not like food such as casseroles.
Or
They may prefer strong flavors and spices.
They may like to dip food in sauces.
They may lick or chew non-food items.

23. Strategies for Sensitivity
to Taste
Try to know what foods that the person likes.
Don t
Don’t force the person to eat food they do not like
like.
Offer a variety of foods.
Think about how smells in the room may make it hard
to eat, even if the food tastes okay.

24. Strategies for a Taste
g
Seeker
Know what spices and sauces can be used to increase
K h t i d b dt i
taste.
Think b
Thi k about the texture or temperature of favorite
h ff i
foods (for example-crunchy, cold, hot).
Watch h
W h what the person puts into their mouth for
h i h i hf
safety and cleanliness.
Sometimes a person with ASD cannot tell when food
h D ll h f d
is too hot. Make sure food or drink is not too hot.

25. Reactions to Touch
The person with ASD may not like to be touched
touched.
They may strike out or withdraw when touched unexpectedly.
They may have problems with hair cuts combing hair.
cuts, hair
They may dislike getting hands dirty.
Or
Or
The person with ASD may not feel pain easily.
They
Th may seek out rough surfaces.
k t h f
They may put non-food items in their mouth or lick them.

26. Strategies for Sensitivity to
Touch
Give the person space.
Don’t touch the person without warning them that
you are going to touch them.
Firm but gentle touch is often better than light
touch.

27. Strategies for Sensitivity to
g y
Touch
Never tickle the person with ASD, even if they
laugh.
l h
It may be helpful to wash new clothes before they
wear them to make the clothes softer
softer.
Be aware that problems can be caused by new shoes,
textured socks or tags in clothes.
socks, clothes

28. Reactions to Movement
The
Th person with ASD may be scared when balance is
ith b d h b l i
needed, like going down stairs or when walking on
uneven ground.
g
They may avoid physical activity, preferring to sit.
Or
Or
The person may jump, bounce, pace, rock, twirl.
They may be more active than others.

29. Strategies for Movement
g
Sensitivity
Let the person know that you understand it is scary
and you are there to help.
Give extra support if needed.
If possible, do not push the person with ASD to try
p p p y
something when they are afraid. You may need to
practice the activity with them when they are calm.
Expect the person to run off if you are putting them
into a situation that is scary to them.

30. Big Idea
Offer a variety of sensory
experiences but do not force the
person to participate if th
t ti i t the
person is uncomfortable or seems
afraid.

31. Strategies for a Movement
g
Seeker
Provide opportunities for the person with ASD to move
pp p
around, clearing space in living areas as needed.
Give movement breaks during a task.
Choose chores that give movement and physical work as
part of the task.
Provide opportunities for exercise with an understanding
of any physical limitations.
Challenging behaviors can happen if the person is not
getting enough movement.

32. Big
Bi Idea
Prepare the person for what is
P th s f h t
going to happen. Anything
unexpected is more likely to be
negative or scary.
g y