Autism Spectrum Disorder: Educational Strategies for Empowerment

Introduction

Autism and Autism Disorder Spectrum (ADS) are general terms for a cluster of neurological disorders which affect brain development. Autism Spectrum Disorders are categorized based the degree of severity inflicted upon an individual’s repetitive behaviours, social interaction, and communication domains. This study intends to explore Autism Disorder Spectrum, and how an educational setting can effectively influence or address the condition in quest to elevate autistics towards realizing their full potentials as members of our societies. The study will look into secondary literature to inspire the identification of best values in relation to autism and education. Since autism is a condition signifying a state of being, this study on its beginning will seek identifying its pioneers and how it has definitively developed alongside the spinning wheel of time. It is paramount that the study also identifies key features which define Autism Spectrum Disorder; and storm into how to handle those with this condition, while looking into potential challenges that may hinder redress efforts. Persons living with this condition exhibit certain characteristics which can be tapped to maximize their potentials and help them lead normal life. Based on the unique strengths and weaknesses of autistics, the study will adopt a relevant treatment strategy as far as influencing communication is concerned. Towards the end, the work will thus identify the best approach which will respond to the needs of autistics in addressing their challenges. In the very end, the study will conclude the study by reviewing and giving the summary of this work in totality.

My Values in Relation to Autism and Education

Autism as a neurological condition has developed affinity to various theories explaining its main intrigues and prepositions which have motivated not only diagnosis but also teaching values and frameworks in provide solutions (Ackovska et al., 2017). This research espouses to Attwood, (2008); that a collective responsibility from parents, peers and educators is necessary in adopting the autistic way of thinking, and in reorienting stereotyped notions against autism. As a teacher, I feel I wear the glorious badge of hope to young children and adults alike, struggling with autism. My interest into the subject ascends from the trajectory that autism is becoming a rampant disorder, and can invade anyone in the young age. The in-depth understanding of the disorder breathes into me awareness on how to handle autistics in educational setting as a teacher.

I believe in three impeccable values when approaching autistic learners namely; sharing, respect and value. I conceive the incorporation of these three values into pedagogical curriculums as one of the milestone to uplift the wellbeing of autistics regardless of the severity of their condition. By valuing, it would be paramount to work with victims rather than working against them, while underpinning the various challenges these individuals undergo, and help them progress and contribute as autistics. As Bogdashina, (2003) observed; so I do that valuing these individuals, accrues them motivation and positive energies to do more amazing contributions to their lives and society at large.

Boucher, (2017) noted that interacting with autism learners made him perceive autism as a way of being; which consequently ignited a sense of respect to the condition. Similarly, there is a need for all to respect the general autistics’ styles including their way of learning. The value of sharing on the trajectory of autism also becomes critical by reducing us as non-autistics into thinking of what we can share into the betterment of autistics as far as their learning is concerned. Developing a sense of respect to autistic learning style and re-inventing our preconceptions about the condition will foster successful interactions and learning amongst autistic population.

The report carried out by the Party Parliamentary Group on Autism (APPGA) in 2017 investigated how education system of the day worked for young learners within autism spectrum. Earlier in 2012, the report had concluded that autism was not well understood in schools, and related training and specialist support was rare in the country. The report inspired the Children and Families Act of 2014 to induce major reforms to the sector through the Special Educational Needs and Disability.

Party Parliamentary Group on Autism report presented autism as “an invisible disability” because most of the autistics needs are not well known (Long, and Roberts, 2019). The report collected sentiments from parents, local authorities, expert witnesses, education providers, advocates, professionals, and young people in pursuit to present best ways for initiating education and support which autistics need. The report promoted awareness and understanding concerning what autism entails and the sort of support proponents need.

What is Autism Spectrum Disorder?

Davidson, and Orsini, (2013) define autism as a condition characterized by pervasive and severe impairments is various vital areas of development including; communication, reciprocal social interaction, imagination and behaviour. According to Cumine, Leach, and Stevenson, (2010), an individual is diagnosed with autism if his/her behavioural symptoms appear at the age of three years. Autism symptoms are hard to identify in infants below eighteen months, based on the conception that behavioural symptoms have not clearly emerged developmentally until eighteen months.

Autism is a behaviourally-defined condition, but is induced by various known and unknown biological brain dysfunction which impact the children’ brain capacity to process information. The various anomalous ways by which the brain processes information, including perceiving, interpreting behaving and leaning in a well-coordinated manner brings about anomalous behavioural patterns which are noticeable (Di Nuovo et al., 2018). These anomalous ways have been studied in the Theory of Mind.

Autism Spectrum Disorder is an umbrella term which engulfs conditions such as autism, Asperger syndrome, pervasive developmental disorder and children disintegrative behaviour (Baxter et al., 2015). These conditions share core similar symptoms such as mental redundancy, impaired abilities for reciprocal social communicative interactions and stereotyped repetition of activities and interests. Asperger’s syndrome is referred to as autism in individuals with above average or average intelligence without critical communication challenges as witnessed in autism. Pervasive development disorder victims do not bound within autism or Asperger’s syndrome symptoms but yet have similar difficulties. Children disintegrative disorder develops at the age of two to three years and is very rare. The child develops normally until this age (Baxter et al., 2015).

The idea of autism was initiated by Kanner and Asperger who examined and noted huge behavioural and intellectual discrepancies in children. Their description of this heterogeneity became vital for both researchers and clinicians in diagnosis of the condition. Modern research in the realm of biological sciences contributed to bringing forth impeccable approach for defining Autism Spectrum Disorder, and influenced the application of dimensional assessments to key and associated characteristics of Autism Spectrum Disorder, an approach which was adopted in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorder (DSM-5). Besides the advent of this new focus on dimensional assessment, the unravelling of subgroups based on occurrence of co-occurring psychiatric or genetic risk condition still is of huge positive implications in clinical and research practice (Lai, and Baron-Cohen, 2015).

Initial publications defined autism based on the quality of social interactions autistics had and included the aspect of repetitive use of objects and insistence on sameness. Kanner in his article “Autistic disturbances of affective contact” publishes a series of cases studies describing three girls and eight boys aged between two and eleven years who were manifesting a cluster of common symptoms including common way of relating with people, delayed echolia, literalness, excellent rote memory, and sameness in naming objects (Baxter et al., 2015). Additionally, Kanner noted the “children’s inability to relate themselves in the ordinary way to people and situations from the beginning of life” (Baxter et al., 2015). Asperger also provides a related description by Kanner emphasizing the elements of social deficits, eccentric behavior, attention and learning difficulties and emotional impairments and proposed the symptoms represented a personality disorder (Mandy and Lai 2016).

The international Classification of Diseases (8th edition) first identified autism as “infantile autism” and grouped it under schizophrenia (Mandy, and Lai, 2016). The newly published DSM-5 overarching term “pervasive developmental disorder” is substituted by “autism developmental disorder” which is also widely used by the ICD-11. This definition presumes that the core symptoms of Autism Spectrum Disorder are measurable dimensionally and that they befall under the continuum of severity (Mandy, and Lai, 2016). The definition provides specifiers indicating the presence of language or intellectual impairment and severity extents of the core ASD symptoms. Severity is constructed on social communication impairments and hindered behavioral patterns. Moreover, the prospects of genetic, medical, mental, neurodevelopmental and behavioral disorder are given preference in the contemporary definition of autism (Fleming, & Hurley, 2015).

Altogether, Autism Spectrum Disorder refers to persistent deficits in social interaction and communication across various contexts as revealed in any given time. Deficits in social emotional reciprocity may vary from anomalous social approach, failures in normal communication, reduced morale in sharing, emotions, and failure to propagate normal responses to social interactions. Deficits in nonverbal communication may be manifested through poorly integrated nonverbal and verbal communication, abnormalities in eye contact and overall body languages. Deficits in initiating, maintaining and comprehending relationship may be exemplified through difficulties in in adjusting social behavior, make friends, or absence of interest in social groups.

Characteristics of Autism Spectrum Disorder

All individuals within the autism spectrum are substantially affected in three main dimensions namely social communication, social interaction and social imagination (see figure 1). Autism is a lifelong developmental condition characterized by sensory sensitivities. The condition affects one’s ability to understand non-verbal cues such as body languages. Autistics have difficulties in interpreting other people’s feelings and thoughts, making them unable to understand social cues such as smile, grimace or a smile on the face. The victims may find it difficulty managing emotions, which may take spontaneous outburst into tears, or crying overwhelmingly (Reilly et al., 2015). Additionally, speech may be tampered with in unusual way.

According to Grapel, Cicchetti, and Volkmar, (2015), an uncommon repetitive tendency to indulge in restricted activities is yet another typical symptom of the condition. Common repetitive behavior including jumping, rocking, twirling, hand-flapping and repeating sounds are rampant. Repetitive behaviors may take obsessive passions or interests. Autistic adults or older infants may develop insatiable interest in symbols, numbers or any topic.

Autistic people’s social spectrum may be affected in a number of ways. Some may want to be social but yet find it difficult doing so. Persons with this disorder struggle to make keep relationships may become withdrawn or may behave inappropriately. The social imagination dimension of autistics is normally limited in the range of imaginative activities, making them unpredictable. Furthermore, autistics may also find it hard to process other peoples' feelings and more often struggle to play pretence games.

In an educational setting, autism spectrum affects many learners in understanding or communicating their various needs to teachers. They may have difficulties in grasping academic content, vocal and facial cues which supplements learning. Uncoordinated social interaction also conceives challenging reputations, ostracizing and bullying. Challenges in creative or imaginative play distract relationships with fellow learners, and typical teaching methodologies may not be convenient (Baxter et al., 2015). Sensory issues may make students unable to adapt with noisy environments, maintaining eye contacts, or being touched by others. Education therefore becomes stressful to learners, with teachers finding it difficulties delivering to meet their needs. It is on this conception that educators ought to master how to identify autism learners, and ought to train in autism education to maximize their abilities to enrich learning in class.

Autism Spectrum Condition and Education

Challenges confronted by autistics have continued being in literature. Since it impacts various socially significant activities especially education; this study suggests broader array of alternative methods to choose from when instructing learners in class on communicative and expressive concerns. In the broader context of education, this study focuses on the aspect of communication in dealing with people of autism spectrum. Baron-Cohen, (1997) emphasize communication deficits as common symptoms of autism spectrum disorders where victims may take long to learn; or not talk at all. Others may develop difficulties in using words to communicate. Language and communication build a crucial role not only in the development of diagnostic measures for autism; but also for general understanding of autism.

Teaching autistics how to communicate is pertinent in inspiring them to exploiting their potentials. Many different approaches have been provided in literature to improve their communication skills. Best attention logistics should be invented early during the preschool age to address the early childhood learners’ behaviour and communication skills. Incorporating treatment arrangements with reinforcements influence rapid responses, besides making such arrangements highly structured and specialized. The family members and caregivers ought to be involved in treatment programs, for ownership and understanding of the condition.

Prizant (2015) argued that functional language during school age has a long-term effect on autism. Flexibility and fluency of a language constitute two major components distinguishing between low functioning and high functioning autism in adolescents. Based on the vitality of communicative deficits in the manifestation of Autism Spectrum Disorder, highlighting communication challenges in children with autism syndrome becomes a critical area of educational service. Clarke, (2015) proposed two classifications of interventions for communication disorders in Autism Spectrum Disorder namely development of early pre-linguistic communicative behaviours which conceive language, and the classification looks at the various interventions applicable for infants in producing language but yet have challenges in effective social interaction.

Interweaving the values of respect, sharing and value in the drafting of communication interventions actualizes the overall adoption of intended outcomes. Many literatures have focused on communicative features of pre-linguistic children within autism spectrum. Perry, and Nichols, (2014) identified various major characteristics and identified that pre-linguistic children have limited attention to speech, and may not have response to name. Besides, the pre-linguistics are characterized by reduced communication, limited ranges of communicative attentions, deficits in symbolic reputations, and deficits in joint attention skills.

Prizant (2015) invested into finding out interventions for communication in infants with Autism Spectrum Disorders as ways of addressing different challenges the autistics encounter. The scholar proposed three major interventions namely didactic interventions, naturalistic interventions and developmental (pragmatic) interventions.

Didactic methodologies are conceived on the precepts of behaviourist theory and presume the advantages accrued by behavioural technologies including operant conditioning, massed trials, chaining, shaping and prompting. In this docket, positive reinforcement is applied to boost the frequency by which autistics respond to the required target behaviours. In teaching and learning sessions, these approaches are integrated with the values of respect, value and sharing for optimal yielding of intended outcomes. According to Sainsbury, (2009), teaching sessions by these approaches will engage high levels of repetitive period of drills, simulations, adult control, practice, consequent sequences and precise antecedent. The instructor ought to take charge in the leaning process with utmost respect and valuing the respective learners, to effectively control every aspect of the interaction.

Naturalistic approaches seek to integrate behaviourist precepts and principles in a manner which is more concrete, by using appropriate and pragmatically efficient social interactions as opposed to “stimulus-response-reinforcement sequences” (Sainsbury, 2009). Mee (2014) argued naturalistic interventions reflect on the application of intrinsic rather than extrinsic or external reinforcers. Intrinsic motivators may take forms of various aspects which inspires a drive to achieve certain objectives. For instance, the infants may be intrinsically motivated to adopt particular communication traits. Milton, (2017) suggested that naturalistic interventions ought to seek getting infants initiating communication as opposed to casting them in a responder role.

The third orientation of intervention known as pragmatic or developmental emphasizes on functional communication as opposed to speech as a goal. The interventions inspire the adoption and development of multiple elements of communication including vocalization, gestures, and other various body languages; and deem these behaviours as essential precursors of speech development. Pragmatic approaches provide activities offering golden opportunities for development of communication, with educator providing the necessary environment for these pursuits. The infant takes control of the learning process and chooses from the various arrays of materials providing in learning. Educators try to induce an impeccable environment by following the instincts of the child at hand and respond supportively to any response which can be depicted and interpreted as communicative (Boucher, 2017).

In the context which infants with Autism Spectrum Disorder exhibit delayed development of communication based on the above interventions; supplementary methods of communication are employable. Literature presents various methodologies which were specifically developed for individuals with severe motor and sensory impediments to speech development. Ratcliffe et al., 2015 termed these approaches as argumentative and alternative communication and they are outstanding in providing non-vocal options for speech development. Argumentative and alternative communication approaches are founded on the premise that all children have a need to communicate. Infants are taught various ways which they can express intentions. The approach applies interventions such as sign language, picture exchange communication system, and aided argumentative and alternative communication (Boucher, 2017). Manual signs are frequently used as a communication strategy for autistic children with inability to talk.

Powell and Jordan (1997) reported that the acquisition of sign language is associated with fine motor abilities, and proposed that infants with constrained levels of fine motor development are unlikely to effectively to benefit from sign language. Quig, and Rubin, (2011)’ studies concluded that blending manual signs with speech yielded effectiveness in early teaching of vocabulary and expression. Clarke, (2015) maintained that despite signs may influence autistics in their first words; they are not an entry to fully functional communicating language. However, other studies demonstrated the abilities of sign in speeding up speech development.

Powell (2013) introduces Picture Exchange Communication System (PECS) as a process which sprouts when teaching single word requests by virtue of exchanging an image picture with the actual object; and then goes further to construct sentence structure. The approach integrates conception of infant communicative abilities by facilitating the autistic learner’s exchange a picture with an educator to attain a particular intended outcome. In this technique, Silberman, (2015) identified the need to avoid use of verbal prompts such as “what do need?” so as to assist increase requests spontaneity. An appealing reinforce is then identified which inspires the autistic into choosing an intended item. PECS approach requires two trainers, one for guiding the child throughout the process of picture exchange while the other one in inspire the child towards the reinforcer.

Aided augmentative and alternative communication approaches work by exposing autistics to high technological communication aid. Studies on these approaches showcased positive expression when a computerized voice output communication device was used on a two-year old infant whereby naturalistic teaching strategies were applied to educate the use of the gadget. Additionally, application of high technology gadgets to influence ability of autistics to express self by communication yielded positive impacts when a voice output communication tool was integrated as an element of a comprehensive communication system.

Learners within autism spectrum face a number of challenges during the process of learning communication and expression. The learners with this condition are known to withdraw from social contact, lack capacities to build and maintain relationships, and prefer social isolation. These social impairments have adversely caused them depression, affective vulnerability, frustrations and stress. These conditions pose teaching challenges by inhibiting smooth conditions for learning to take place, since learners are emotionally distracted form the desires to learn.

The need to effectively train educators is critical since it imparts them new developments in the realm of autism, and introduces new skills; knowledge and correct attitudes to enable them handle autistics effectively and responsibly. Through training, the educators get informed about the actual needs of their learners which consequently increase performances and outcomes.

Another challenge facing learners with autism is lack of adequate physical facilities in schools and homes which limits the accommodation of autistics in inclusive education setting (Boucher, 2017). Communication in autism required trained personnel with particular knowledge on assistive technologies, skills, values and special equipment which may not be readily on disposal. This has greatly paralyzed the group’s capacity to learn communication related skills for the betterment of their lives. Potter, and Whittaker, (2001) maintained autism is a complex disorder and despite being there autism programs, each child is characterized by a unique condition requiring a special attention from other autistics.

Autistics are not always in saturation of disabilities despite their condition. Some characteristics are unique enough to pave a way for their self-advancement and learning in life. Determining what an autistic person is good at is vital in guiding him/her to the pedestal of their potentials. Determining their strengths and working on their challenges improves the parent, caregivers and educators. Some autistics may have impeccable long-term memory skills which will advantage them in learning new communication tricks. Some may be characterized by abilities to observe details of various aspects. Research has found IQ test in learners with autism spectrum disorder being better to perform tasks related to rote memory, physical manipulation, short term memory, and visual spatial skills. Other children have better language skills and do well in verbal thinking, and less in non-verbal activities such as block design and puzzles. Identifying autistics’ capabilities is important in shaping their ability to express themselves better in such areas while working to improve on the weaker areas.

Variations in cognitive impairments associated with autistics continued posing a challenge in developing harmonious theories to inform key weaknesses. Proposed by Simon Baron-Cohen; the Theory of Mind Deficit suggests that impairments in taking other peoples’ perspectives results into most of the deficits characterizing autism. A deficit thus according to the Theory of Mind; results autistic children to struggle in explaining their behaviours, predicting emotions and behaviours of others, inferring others’ intentions, differentiate fiction and facts, and understanding the perspectives of others. The Theory of Mind is elaborate in understanding emotions and how then to solve autism problems; while reminding parents with autism children not to point fingers at them; but instead fully understand their children.

Most autism teaching and learning methodologies are extracted from behaviourist psychologists such as Pavlov, Skinner and Watson. Pavlov maintained that humans and animals adapt to their immediate environment through negative and positive experiences. The introduction of positive reinforcement influences autistics grasp intended communicative and expressive outcomes. On the same vein, Skinner established that a desirable motive or behaviour can be conceived through operant conditioning by rewarding a random behaviour which triggers an anticipated response. The theory suggests that achieving an intended behavioural outcome must be accompanied by an antecedent stimulus which is able to affect the response, and consequently a consequence (Karim, Ali, & O’Reilly, 2014).

Recommendations for Practice

Educating people with autism spectrum disorder enriches their understanding the world around them. Communication is a tool of self-expression, and a way of expressing interests, and teaching autistics the intrigues of communication contributes in improving their quality of lives, while benefiting the society at large (Boucher, 2017). An autistic learner may develop rote memory to count but may be incapable of naming things he sees or uses on a daily basis. As this learner advances, he/she may be able to operate electronic devices; but not able to effectively communicate verbally or non-verbally. Contemporary literatures do not propose harmonized interventions with regard to the best ways of supporting persons with Autism Spectrum Disorder learn how to communicate. This section proposes the principles of Treatment and Education of Autistic and related Communication-handicapped Children (TEACCH) as a ways of breathing help to autistics in learning communication.

TEACCH is a concrete and evidence based tool and program for autistics. The program was conceived by Eric Schopler and his colleagues in 1970s, and has continuously worked with autistics throughout families with Autism Spectrum Disorder. TEACCH program seeks to deal with an autistic actively by developing a program around his/her abilities, needs, or interest. Additionally, the program echoes personal assessment in the quest to understand the person’s strengths and weaknesses. Moreover, TEACCH esteems the culture of autism which believes that autistics are part of the unique group with similar traits which are different but not inferior to others (Grandin, 2014). In-depth mastery of the culture of autism based on the natural being of patients will inspire a need to develop a program for every person.

Appreciating the culture of autism is one of the ways through TEACCH work toward improving autistics’ communication and other domains. Accepting this culture works towards reorienting the structural stereotypes and norms underlying autism, and facilitates inclusivity rather than isolating them into an existing cocoon. Based on the conception that neurological issues arising to autism may be irreversible, TEACCH program does not focus on “normalizing” the infants with autism but rather helping them develop into well-functioning adults. Structured teaching is another pillar element of TEACCH program, on the claim that structured teaching appreciates the culture of autism more than any other intervention could.

Goldstein, and Naglieri, (2012) proposed structured teaching as the most suitable approach of teaching especially autistic children. The process permits the formulation and implementation of various instructional methods such as picture exchange communication System (PECS), visual support systems, discrete trials, and sensory integration strategies. The approach rests on the knowledge and awareness of unique traits characterizing autism. Structured teaching also exemplifies the conditions under which autistic learners ought to be taught rather than what and where. The approach organizes environments, develop relevant activities and help the public master autism as a whole. Structured teaching as a way of helping autistics exploit their potentials will also addresses behavioural deficits in a more responsive manner by enacting efficient and relevant ambience which reduce environmental stressors, frustrations and anxieties which otherwise might be bothering autistics (Lawson, 2001).

The application of structural teaching has been pivotal to TEACCH program for about four decades. The components of structural teaching which makes it elemental in handling autistic needs are responsive schedules, physical structure, visual structure and work systems. Schedules are crucial element in structured teaching based on the visual cues applied which informs the infants what to expect. The schedules demonstrate series of activities which world presume a day. Schedules assist learners to understand the distinction between events and how every event connects with the other. According to Hanbury, (2007), visual schedules are advantageous because they elevate the autistics’ memory and receptive language. They also make autistics recall their periodic events, and motivate them accomplish given tasks.

Physical structures constitute the real appearance or environment of an autistic which may constitute classroom, home or a play room. Infants with autism spectrum disorder may have challenges in drawing distinctions between two or more dissimilar events (Lipsky, 2011). The physical boundaries should define with activity labels. The application of visually clear boundaries enables autistics to master their immediate environment and connections between various events around them. Inducing plans for the children will be highly influenced by their needs, and curricular goals. Well-designed physical environments help in reducing anxiety which may ascend from ambiguity and transition.

Visual structures are founded on the awareness that autistics are visual learners, who perform their job better when instructions are propagated visually. Visual structure entails the visual clarification, organization and instruction relating to tasks. Clear visually presented tasks ease abilities of autistics to unravel features, and take tasks easily. Visual instructions are equally paramount in defining routines to learners.

Work system as an element of structured teaching encompasses elements which remind autistics that which to do at designated areas (Jordan, 2013). They are eminent in motivating independence and autonomy in children. The children get to learn about expected behaviour out of them. Work systems help in organization and accomplishment of assignments. Work systems are designed to meet autistics needs at individual level, and may be presented pictorially or written forms; to influence independent work behaviour.

Lee, (2015) suggests that TEACCH instructional technique rests on the precepts of applied behaviourists and children psychologists by recommending the breakdown of tasks into segments which are pursued with prompts. Learning behaviours are shaped by the application of positive reinforcers. An instructor uses prompts to mould the young child’s reputation into a desirable form. Various forms of prompts are applied in enabling the child accomplish new tasks. Gestural, verbal, and physical prompts are all administered systematically before the learner responds appropriately (Hendrickx, S. (2015). It is crucial for the educator not to use prompts unintentionally, and also withdraw them when the child has learnt to communicate to avoid prompt dependence.

According to behaviourists, behaviours which are positively reinforced tend to be repeated. Autistics may not lack motivation from any reinforcement, but there are activities and items which motivates them. The teacher identifies their source of motivation and uses these sources immediately whenever the child emits an intended response. Beside behaviourists, child psychologists through the Theory of Mind define the necessary skills for an educator to master the beliefs, desires, inner experiences and intentions of another person (Higashida, 2014). The Theory of Mind suggests the rationales of targeting key areas of support for children with Autism Spectrum Condition in education environment, to enable them develop interaction skills and social communication.

In the jurisdiction of TEACCH teaching model, instructions (directions given to a child concerning the task to be done) are administered either verbally or nonverbally. The selection is based on the autistic’s functional level. When the selected mode is verbal, the instructor limits the usage of many words or complex sentences (Hanbury, 2012). The use of telegraphic phrases and words assist the learner to reflect on main aspect of the instruction. Telegraphic sentences and phrases are easier to comprehend than longer sentences. When instructions are administered nonverbally, they ought to be blended with visual and contextual cues.

TEACCH program subscribes to the values of respect, value and sharing. The program does not work for autistic but rather works with the while respecting their strengths and weaknesses. The strengths are elevated through reinforcement, compelling adoption of desirable expressive behaviour (Grandin, 2006). By the commitment to share quality time and lessons with the autistics, change of behaviour is guaranteed, which may not be quick; but at least there is a step towards the betterment of infants. Additionally, the program values the persons with autism spectrum disorder by virtue of advocating for inclusive education which caters for their needs. Through integrating their families, and peers into their treatment regimen, this shows that their tragedies can be resolved through collaborative efforts.

Conclusion

As discussed above, autism spectrum disorder is a neuropsychiatric disorder which affects an individual’s social communication, social interaction and social imagination dimensions. The study has explored the various definitions of condition and its major characteristics. Whereas autistics may be affected negatively by the condition, it may also contain grains of advantages which ought to be tapped for the betterment of the individuals and society at large. The study extensively covered the subject of autism and its treatment regimen particularly in the expression and communication of persons with the condition. The applications of behaviourists (Skinner, and Pavlov) and psychologists’ theory (Theory of Mind) have been found paramount when integrated in curriculum or interventions for managing the same because they contribute in understanding inner perspectives of autistics and influence how they can learn. Moreover, the study explored the challenges autistics encounter in their struggles to exploit their full potentials and discussed TEACCH model as an impeccable program for addressing their challenges. The study held a view that the principles and structural arrangements of TEACCH programs are responsive to the needs of autistics and indeed demonstrated her abilities in capitalizing the patients’ strengths while working on the weaknesses and how the values of respect, value and sharing are inevitable in the intrigues of nurturing autistics.

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