Children with autism require structure. Based on the DSM-IV (Diagnostic Statistical Manual) criteria, children with autism require several things in order to be successful in an environment.Â

They require:

• Â Physical StructureÂ
• Â Behavioral Consistency
• Â Visual Organization
• Â Visual Supports
• Â Concrete Teaching Expectations
• Â Way to Understand Social Environment
• Â Clear, Simple Communication

Let me give you 5 key things to keep in mind as you begin to structure an environment for children with autism. Each of these is based not only on the diagnostic criteria but also current researched best practice.

1.     Visual Supports are vital. Even though the children may be verbal, they also require visuals in order to make sense of the environmental expectations. These visuals may be in the form of photos, picture symbols or words. Supports may be needed as explanations of events, of academic tasks, of behavioral requirement or just as reminders.Â
(example: place a visual picture/symbol/photo next to the posted behavioral expectations of the classroom. This will enhance understanding)
2.     The environment should be set up so that it makes sense to the children. Children on the spectrum do not understand the environment as do typical children. So make sure the layout of the setting helps to give the children clues to the expectations of the setting.
(example: create a work area, leisure area, group area, etc. Include visuals of the expectations in each of the areas)
3.     Structure the environmental setting to encourage independence. Do not do tasks for the children that they can do for themselves. Structure the environment to the point that the children are independent then lessen the structure as they obtain mastery.
(example: label classroom materials so that the children can access the materials independently)
4.     Minimize visual clutter. Stand at the door of the room and look around. Does the room appear cluttered? The room should appear uncluttered and visually organized. Lessen the decoration in the classroom and make better use of visuals primarily for the purpose of teaching.Â
(example:Â use solid color fabric to cover up visual clutter on bookcases.)
5.     Encourage communication of some kind. Even though the child is nonverbal, encourage the use of sign language, picture symbol exchange or even an augmentative communication device. Whatever the form of communication, it should be used in all settings so to promote generalization and independence.
(example: use a picture symbol wallet with children for requesting needs or desires)
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Do you ever wonder if your child is developing typically? It is especially difficult to determine if your child is meeting developmental milestones at a typical rate if this child is your first. You look at that toddler and think that everything they do deserves applause….and it does! But…..do you ever still just wonder if everything is okay?

I do not want you to wonder or worry. But I do want you to be knowledgeable about typical developmental milestones because the earlier that you are able to intervene with problem issues the better. I want to provide you with research based information that may help to alleviate your worries. Too many times, new parents see problems in their child’s development when there aren’t any. But there are other times that I see parents ignore issues when they shouldn’t.

There are a few things that I would like for you to keep in mind:

1. Do not believe everything that you read on the internet. You need to base your information on the knowledge and experience of the experts in the field.

2. Do not look for problems that are not there. Your child will have periods of great progress and periods of no progress. Sometimes a concern for you is just a bump in the road, in terms of your child’s development. But always ask your child’s doctor is you are concerned.

3. Do not ignore the opinions and observations of others close to you. Sometimes you can not see the forest for the trees. Listen to your friends and relatives and do not ignore an issue that comes up as a concern to several different people in several different settings.

4. Always compare your child’s development to a same-age peer group not just one same-age peer. You can not compare your little boy to “little Bobby” in day care. You need to compare your child’s development to the entire 2 year-old group – because all children develop at different rates.

5. Remember that development is not going to be consistent in all areas. Your child may begin talking early but walking late. Your child may have wonderful ability in using crayons to color but have trouble dressing themselves. We all have strengths and weaknesses. But again, if you are concerned always ask.

6. Be observant and concerned if progress stops altogether or if regression occurs. This is a serious red flag in any area of development. This is especially noticeable in toileting skills and communication.

I’m going to use this site to provide you, as parents, good information that will help guide you in helping your child. The Center for Disease Control has a wonderful website with research based information that is perfect for new parents. It has an interactive checklist that can be completed by the parent, printed and kept as a guide to the child’s development. This site is a wealth of information.

Not only are the developmental guides good for determining if the milestones are met but are also good for helping new parents determine when they should give the child some space to become more independent. In addition, it will also help guide them on what skills to encourage at what age.

Check out the CDC’s website for this wonderful video. Don’t worry so much but be very observant and if you ever become concerned with any portion of your child’s development – do not second guess – talk to your child’s pediatrician.

If there is a problem, early intervention is key.