What nonverbal behaviors do students with ASD typically present?

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Please keep in mind when answering the questions below that I am a 35-year-old Italian- American teaching in a kindergarten ICT class in an elementary school in a predominantly African American neighborhood/school in Brooklyn, NY.
Reflect on what you’ve learned.
What nonverbal behaviors do students with ASD typically present? How are those behaviors often interpreted by their peers and teachers?
What strategies exist to help ASD students improve these behaviors?
Post to the discussion board.
Name two strategies or practices that could be used with a school-aged child that could help improve his/her nonverbal behaviors.

Discuss why you think each strategy could be helpful in a school setting.
How are these strategies different than those you would have expected or suggested prior to now? How has what you’ve learned so far influenced your approach to supporting students with ASD in this area?
Respond to at least one of your colleagues’ postings.
Your response should extend the discussion (i.e. ask a question, provide a similar experience, make a suggestion).
My colleague’s response: shannon d.Tue Sep 27, 2022 at 3:10 pm
As a result of their sometimes being nonverbal, students with ASD tend to engage in aggressive behaviors as a result of being frustrated for their lack of being able to express themselves and get their point across. They can engage in self-stimulatory and stimming behaviors such as hand-flapping, or spinning in circles, or more aggressive behaviors such as head-banging, rocking, hand biting, etc. Other students may be frightened by these behaviors, or not want to approach these children out of fear or due to atypical behaviors and irregularities. Teachers sometimes have diffiuclty managing or interpreting these behaviors amd can also be fearful or want to avoid working with these students, particulary if they are aggressive.

First-then boards can be a good strategy to use with children, both on the spectrum and not, as well as those who exhibit aggressive behaviors due to being nonverbal. First-then boards can help prevent of lessen aggrressive behaviors by anticipating what will be next for the child, and what they have to accomplish before that next step. Often, the ‘then’ portion is desirable and if the child engages in approprate behvaior prior, they will receive the desirable activity or item afterwards. Also, another strategy can be following the child’s lead and engaging in a student-centered approach, rather than a teacher-directed approach. Allowing the child to set the pace, and focusing on a topic of their interest can be good for improving joint attention during certain activities. It can also be beneficial in the sense of connecting words yoou use and model during this activity to their preffered interest.
Previosuly, if a child were too engaged or too stimulated in a task or activity, I might have tried to redirect these behaviors rather than use it as a brdige for communication, language and joint attention. In times past I am guilty of using a tracher-centered approach but have learned to modify that and go off of the child’s interests and follow their lead, rather than expecting them to follow mine.

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