Page 14 - ASD & Anxiety

found heightened anxiety to be linked to aggression and disruptive
behaviours in children with ASD (Pugliese, White, White and
Ollendick, 2012; Storch et al., 2012). Programmes for anxiety use
some form of visual scale system to rate feelings, and connect this
to tools to reduce stress or overwhelming feelings (Reaven, 2009;
Attwood, 2004). These scales can easily be implemented in the
classroom, and some schools use them for all children. Regular
check-ins on where a child is on the scale are needed, so the child
can learn to become sensitive to their own feelings. They need
help to choose tools to calm down.

Rewarding the use of coping strategies and
brave behaviours is an important tool that can be
easily used in school. Children with ASD are more
easily motivated to try out new strategies if they
know it leads to something they like to do. Also, if
a new strategy results in a positive experience, the
chances of the child trying it again are higher (Reaven, 2009).

Best practice for working with children with ASD in school is
similar to adjustments that are made in the CBT programmes
specific for children with ASD (Wong et al., 2014). This is in the
way teaching happens, the kind of materials used, and who
should be involved (Wood, Fujii, Renno, & Van Dyke, 2014; Ung,
Selles, Small, & Storch, 2015; Thomson, Burnham Riosa, & Weiss,
2015; McNally Keehn, Lincoln, Brown, & Chavira, 2013).

• Visual schedules and materials.
• Use of a computer or tablet.
• Break tasks down into smaller parts.
• Involving parents for generalization of strategies.
• Sensory tools such as fidget toys, headphones,
special seating, quiet space.
• One to one support.
• Peer support, or having a buddy.
• More processing time to follow up on instructions.