Which statement best reflects important considerations for a new teacher working with students with autism spectrum disorder?

Which statement best reflects important considerations for a new teacher working with students with autism spectrum disorder?

• A. Students who have ASD are likely to have difficulty communicating their needs and wants.
• B. Students who have ASD are likely to be picky eaters and will only eat certain foods.
• C. Students who have ASD are likely to have trouble with numbers and basic operations.
• D. Students who have ASD are likely to need help with daily living skills related to personal hygiene.

Answer: (A)

Communication differences are a central consideration when planning instruction for students with autism. Many students with ASD experience challenges with expressing needs and understanding others, including nonverbal cues. Because clear communication is essential for engagement, behavior, and learning, a new teacher should prioritize supports that help students express their needs and comprehend instructions. Use plain language, concrete directions, and plenty of visual supports such as schedules, picture icons, and other AAC options when appropriate. Provide regular opportunities to request help, allow adequate wait time, and check for understanding to reduce frustration and promote participation across activities. While some students may exhibit selective eating, need help with daily living skills, or have math difficulties, these vary widely and aren’t universal; focusing on building reliable communication lays the groundwork for addressing those other needs effectively.

Communication differences are a central consideration when planning instruction for students with autism. Many students with ASD experience challenges with expressing needs and understanding others, including nonverbal cues. Because clear communication is essential for engagement, behavior, and learning, a new teacher should prioritize supports that help students express their needs and comprehend instructions. Use plain language, concrete directions, and plenty of visual supports such as schedules, picture icons, and other AAC options when appropriate. Provide regular opportunities to request help, allow adequate wait time, and check for understanding to reduce frustration and promote participation across activities. While some students may exhibit selective eating, need help with daily living skills, or have math difficulties, these vary widely and aren’t universal; focusing on building reliable communication lays the groundwork for addressing those other needs effectively.