1. Students with autism, even those who are high functioning, can have difficulty processing language. Supplement orally given instructions with written materials or visual demonstrations.
   
   
2. Students with autism respond well to high expectations for appropriate behavior. If your expectations are in line, misbehavior is usually a sign that the student is confused, stressed, or ill. Investigate misbehavior before punishing it. Also, redirection to the task or to the appropriate behavior is more effective than punishments which the student may have difficulty processing as being related to his behavior.
   
   
3. Some students with autism have auditory sensitivities and have difficulty screening out distracting noises. Use a calm, quiet voice as much as possible, especially if the student is upset. A loud voice will only upset him further. Allow the student to wear ear-plugs or headphones. He’ll still be able to hear your voice but not hear as many distracters. Sirens, bells, pep rallies, and assemblies may all cause stressful reactions in students with auditory sensitivities.
   
   
4. Because students with autism have difficulty processing language and organizing their environment, they prefer stable routines. Stability provides a sense of security and predictability. Changes in routine may be stressful. Prepare the student ahead of time if possible by warning him of upcoming changes. Use visual as well as verbal explanation of the events such as videos, photographs and social stories. Often changes in the school day can be written on the student’s daily schedule. Changes in the classroom, such as a special visitor or a shift in desk location, may only require a verbal warning. The student may be stressed the first few days of any new class or with a new teacher.
   
   
5. Even a high-functioning student, when stressed, may have difficulty asking for help or explaining why he is upset. At these times, it can be helpful to ask the student to write a "conversation" with you. Also, provide options to the student of what he can do when he is upset. Examples include asking to go to a quiet place, going to the bathroom, or going for a walk around the school.
   
   
6. Students with autism can have difficulty generalizing skills from one case to another. It can be helpful to teach the student with practical examples, with activities which use the student’s particular talent or interest, or with "last step"/general case examples.
   
   
7. Some students with autism are tactile defensive—they don’t like to be touched. To be sure, ask for their permission to touch him/her. For example, "I’d like to shake your hand. May I?" Or warn them ahead of time that you need to touch him/her. For example, "We need to hold hands."
   
   
8. Most students with autism have some particular interest or talent which can be a strength in the classroom. For example, a student interested in cars may enjoy doing reports on automobiles or a student good with maps may enjoy geography. Try to build in some opportunity for the student to "shine" in your classroom. Everyone wants to be the star some time.

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