Autism vs. Fragile X

Although I love the movie Forrest Gump, I chose to compare teaching strategies for autism and fragile X disabilities.

Autism and Fragile X have many similarities and therefore many of the teaching strategies are similar as well. The most important is to create a safe, non-threatening classroom environment. This is most successful by the teacher researching themselves about the disability and also by informing the students about the disability so that everyone understands the behaviour and is respectful of the student with autism or fragile X. Children with autism and fragile X are sensitive to stimuli, therefore it is important to minimize the external stimuli by seating the students in a place within the classroom with little distractions. Arranging a safe zone for the students is also key for students so they know where they can retreat when overwhelmed. Teaching communication for students with fragile X and autism is especially critical for success in their future. Providing an alternate means of communicating through visual is a highly used strategy. Using pictures or hand signals to represent a prompt or command is very effective. Both students with autism and fragile x can be very determined about a specific topic, therefore it is a good idea to make subject matter relevant to their interests. When giving instruction, it is important to use concrete terms or examples as students take things very literal. ie. raining cats and dogs. Finally it is important to be patient when asking questions; students require longer times to process the question, answer it and then process an accurate response.

Although autism and fragile x are very similar, there are a few differences in strategy for each. Students with fragile x process information simultaneously and therefore do not learn in a step by step manner. Thus using visual cues to describe an entire concept or process is ideal. Children with autism learn best through step by step instruction and can not process more than two thoughts at once. Therefore having concrete steps for children with autism is a more appropriate manner of instruction. Children with fragile x often require help to remain on task whereas children with autism may focus on a single task (that is meaningful to them) for long periods of time. However, the use of timers can benefit both as they provide a means of structure for the day and help the students in transitions. Also children with autism usually solve a problem or issue in a very unusual or unorthodox way which is to be encouraged. Children with fragile X often only require additional time to complete similar task as others in the class. Finally, children with autism differ in the regard of social expression. It is very difficult for children with autism to understand facial expression or others feelings and therefore providing additional support to these social contexts is important for children with autism. Students with fragile X also require additional support for social interactions but do not have the same concerns when it comes to reading social cues.