Case Studies on Using Strengths and Interests to Address the Needs of Students With Autism Spectrum Disorders

Abstract

Students on the autism spectrum present with difficulties in a variety of areas, including social understanding, emotional regulation, academics, and behavior. Professionals working in the field of autism must identify and address these areas of need given each individual child’s specific cognitive profiles. In this article the authors highlight not only the importance of addressing these areas of difficulty but also the significance and power of recognizing and incorporating each child’s unique strengths, interests, and talents to accomplish this. The authors present strategies created for individual students with autism spectrum disorders in upper elementary classes that capitalized on the students’ authentic interests and strengths as a way of meeting their school-based challenges. Through these passions, the authors were able to tap into students’ own motivation and true abilities, laying the foundation for success.

Neurodivergent Themed Neighbourhoods as A Strategy to Enhance the Liveability of Cities: The Blueprint of an Autism Village, Its Benefits to Neurotypical Environments

“…However, these talents are viewed by some as deficits because of the chances that ASD individuals can become obsessed with it. Regardless, present therapies particularly in the school setting, notice that children have better participation when the activities are in accordance with their interests [24]. Students with ASD present a variety of academic, social, and behavioural challenges in the school setting, but strategies need not be deficit focused [24].…”

“…Regardless, present therapies particularly in the school setting, notice that children have better participation when the activities are in accordance with their interests [24]. Students with ASD present a variety of academic, social, and behavioural challenges in the school setting, but strategies need not be deficit focused [24]. Interventions can be more motivating and effective-when teachers remember the importance of considering individuality and choose to channel the power of each student's natural strengths [24].…”

“…Students with ASD present a variety of academic, social, and behavioural challenges in the school setting, but strategies need not be deficit focused [24]. Interventions can be more motivating and effective-when teachers remember the importance of considering individuality and choose to channel the power of each student's natural strengths [24]. The parents indicated that their children showed greater-than-expected learning when that learning was interest-based [25].…”

“…The survey was done in the form of a questionnaire which was sent through electronic mail, the preferred mode of communication by the interested participants. The questions were derived from a review of existing literatures that established the 'common' attributes of ASD individuals [6,8,11,[16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34] and 'appropriate' environments for ASD individuals [3][4][5][12][13][14][15][35][36][37][38][39][40][41][42][43]. Since qualitative data is most relevant and significant for this study, most of the questions are intentionally subjective (see Appendix A).…”

Mathematical Abilities in Elementary School Children with Autism Spectrum Disorder

“…Despite the growing trend to include children with autism spectrum disorder (ASD) in general education settings (Harrower & Dunlap, 2001;Whitby & Mancil, 2009), the academic trajectory of these children does not always seem to run smoothly (Balfe, 2001;Lanou, Hough, & Powell, 2012). Within clinical practice, teachers and therapists often consider mathematics as one of the difficult subject matters for children with ASD (Department for Education and Skills, 2001; van Luit, Caspers, & Karelse, 2006).…”