Accommodations for Autism Spectrum Disorder

ASD Behavior/Symptom	General Accommodation	Drama Accommodation
Easily over-stimulated by too much sensory input. Result: can shut down, self-stimulate, or melt-down/ tantrum.	Keep clutter in room to a minimum. Do not design a “busy” environment with lots of colors, movement, etc. Provide information through one sensory learning channel at a time (verbal or visual or kinesthetic). Provide a quiet spot in the room with few visual and auditory distractions for student to go to for a break, when necessary.	Keep games simple at first, building complexity as you get to know your students. Avoid games with lots of simultaneous movement from all group members. Avoid games with lots of simultaneous vocalizations from all group members. To refocus, try hand pattern games with one other partner.
Aversive to loud, sudden noises.	Find a quiet location for your classroom.	Avoid games with balloons. Avoid games with sudden loud sounds.
May have difficulties with boundaries, such as where his physical body ends or where the socio-emotional and physical boundaries are between self and others.	Provide clearly designated spaces for sitting (i.e., chairs, carpet squares, X’s on rug). Create clear classroom rules, particularly regarding hands and legs to self, and post rules in a place where all can see them.	Play movement games which teach boundaries (for example, hula-hoop space walk; play with stretchy bands, cooperabands, parachutes). Delineate acting and audience areas clearly and keep them the same each class.
Tactile Defensiveness (Does not like light touch).	Use deep touch. Give high-fives for praise. Provide heavy/weighted blanket, mat, bean-bag chair, or heavy pillows for student to wrap self in or burrow under.	Do not play games that involve touching or tagging. Use isometric exercises in warm-ups (student presses against self, wall, object, or another person).
Typically does not easily handle changes in routine.	Stay in the same space from week to week. Follow the same order of activities in each lesson plan. Post lesson plan where it is easy to see. Try to stick to the scheduled lesson plan.	When playing a game, remind students several rounds before the end of a game so they are prepared to stop. Keep arrangement of the room the same from week to week: audience area and stage always in the same place, circles always in the same place, etc. Open and close class with the same ritual drama activity.
Typically are concrete, literal, and visual thinkers versus abstract thinkers.	Avoid using figures of speech: “It’s raining cats and dogs.” Be concise and concrete with instructions. Say what you want students to do instead of what not to do: instead of saying, “Stop fooling around!” say “Come over here and sit down.”)	Use lots of props and costumes. At first, play games that involve concrete objects and later move to abstract, “invisible,” pantomimed objects. Remind students that drama class is where we use our imaginations and anything can happen: we are not bound by the laws of physics when we pretend.
Might have sensitivity to certain smells.	Do not wear perfume, after-shave lotion, scented lotion when teaching. Ask if janitor can use scent-free cleaning materials. Avoid room deodorizers and incense.	Avoid using fog machines in productions.
Difficulty making eye contact.	Do not force eye contact, but do encourage students to turn towards each other while communicating.	Avoid playing games where eye contact is necessary, such as mirroring. If two actors must look at each other in a scene, suggest they look at the other’s nose or another part of the other’s face instead of directly in the eyes.
Can obsess about certain topics and not want to talk about or work on others.	Set clear guidelines about what is OK and not OK to talk about. Set limits (perhaps use a timer) for the amount of time to discuss any one subject. Insist that everyone must have the opportunity to share their own ideas and listen to/respect others’ ideas. When sharing in a circle, use an object like a feather or fake microphone to designate the “official speaker.”	Try to incorporate your students’ interests into improvs and stories, while encouraging them to branch out to new areas.Add small changes into repetitive routines or stories to create variety and encourage flexibility. Stress the need for an actor to “be in the moment” and respond to all offers with “Yes, and….” Practice this.
Has a tendency to be rigidly honest and, therefore, may say inappropriate or impolite things to other people.	Discuss the importance of demonstrating respect to others.Define constructive criticism and why it is important.	Role play “constructive” and “destructive” criticism before anyone needs to be critiqued. Role play “appropriate” and “inappropriate” topics of conversation or comments to others.

ASD Behavior/Symptom

General Accommodation

Drama Accommodation

Easily over-stimulated by too much sensory input.

Result: can shut down, self-stimulate, or melt-down/ tantrum.

Keep clutter in room to a minimum.

Do not design a “busy” environment with lots of colors, movement, etc.

Provide information through one sensory learning channel at a time (verbal or visual or kinesthetic).

Provide a quiet spot in the room with few visual and auditory distractions for student to go to for a break, when necessary.

Keep games simple at first, building complexity as you get to know your students.

Avoid games with lots of simultaneous
movement from all group members.

Avoid games with lots of simultaneous
vocalizations from all group members.

To refocus, try hand pattern games with one other partner.

Aversive to loud, sudden noises.

Find a quiet location for your classroom.

Avoid games with balloons.

Avoid games with sudden loud sounds.

May have difficulties with boundaries, such as where his physical body ends or where the socio-emotional and physical boundaries are between self and others.

Provide clearly designated spaces for sitting
(i.e., chairs, carpet squares, X’s on rug).

Create clear classroom rules, particularly regarding hands and legs to self, and post rules in a place where all can see them.

Play movement games which teach boundaries
(for example, hula-hoop space walk; play with stretchy bands, cooperabands,
parachutes).

Delineate acting and audience areas clearly and keep them the same each class.

Tactile Defensiveness (Does not like light touch).

Use deep touch.

Give high-fives for praise.

Provide heavy/weighted blanket, mat, bean-bag chair, or heavy pillows
for student to wrap self in or burrow under.

Do not play games that involve touching or tagging.

Use isometric exercises in warm-ups (student presses against self, wall, object, or another person).

Typically does not easily handle changes in routine.

Stay in the same space from week to week.

Follow the same order of activities in each lesson plan.

Post lesson plan where it is easy to see.

Try to stick to the scheduled lesson plan.

When playing a game, remind students several rounds before the end of a game so they are prepared to stop.

Keep arrangement of the room the same from week to week: audience area and stage always in the same place, circles always in the same place, etc.

Open and close class with the same ritual drama activity.

Typically are concrete, literal, and visual thinkers versus abstract thinkers.

Avoid using figures of speech: “It’s raining cats and dogs.”

Be concise and concrete with instructions.

Say what you want students to do instead of what not to do: instead of saying, “Stop fooling around!” say “Come over here and sit down.”)

Use lots of props and costumes.

At first, play games that involve concrete objects and later move to abstract, “invisible,” pantomimed objects.

Remind students that drama class is where we use our imaginations and anything can happen: we are not bound by the laws of physics when we pretend.

Might have sensitivity to certain smells.

Do not wear perfume, after-shave lotion, scented lotion when teaching.

Ask if janitor can use scent-free cleaning materials.

Avoid room deodorizers and incense.

Avoid using fog machines in productions.

Difficulty making eye contact.

Do not force eye contact, but do encourage students to turn towards each other while communicating.

Avoid playing games where eye contact is necessary, such as mirroring.

If two actors must look at each other in a scene, suggest they look at the other’s nose or another part of the other’s face instead of directly in the eyes.

Can obsess about certain topics and not want to talk about or work on others.

Set clear guidelines about what is OK and not OK to talk about.

Set limits (perhaps use a timer) for the amount of time to discuss any one subject.

Insist that everyone must have the opportunity to share their own ideas and listen to/respect others’ ideas.

When sharing in a circle, use an object like a feather or fake microphone to designate the “official speaker.”

Try to incorporate your students’ interests
into improvs and stories, while encouraging them to branch out to new areas.Add small changes into repetitive routines or stories to create variety and encourage flexibility.

Stress the need for an actor to “be in the moment” and respond to all offers with “Yes, and….” Practice this.

Has a tendency to be rigidly honest and, therefore, may say inappropriate or impolite things to other people.

Discuss the importance of demonstrating
respect to others.Define constructive criticism and why it is important.

Role play “constructive” and “destructive” criticism before anyone needs to be critiqued.

Role play “appropriate” and “inappropriate” topics of conversation or comments to others.