A teacher must understand the students in a class
A teacher must understand the students in a class, especially those with conditions like autism and other pervasive developmental disorders. Identification of these children is simple since their behaviors begin to differ from those of other children in early childhood. However, they have repetitive behaviors like echolalia, where they repeat words or phrases and have extreme reliance on schedules. Autistic children use non-verbal formalities, are extremely circumscribed, and have fixated interests on the intensity and have restricted feedback to physical input, unnecessary touching, or smelling of items. Additionally, these children are insistent on sameness, have an aversive response to environmental sounds, among other behaviors. This paper discusses repetitive behavior in autistic children like excessive touching, difficulty in communication where they are non-verbal, have an intensity to sameness, among others. It also addresses how they can one can explain to them since the teachers and the caregivers should expose them to uninstructed environments and try to increase their sensory stimulation.
Autistic children’s behaviors mostly occur in uninstructed environments for caregivers and teachers to regulate and increase sensory stimulation. Secondly, these children tend to have different responses when they are unable to communicate in usual ways; thus, they replace repetitive behavior with other behavioral flexibility. From the research, their behavioral flexibility gets influenced by age, mostly during early intervention when brain development takes place. Also, cognitive and language ability in different children increases with the children’s flexibility. The restricted and repetitive behaviors also differ where some children have more than others. The teacher should then understand when to introduce new practices to these children, focus on what they do best, and make it practical and increase interactions when communicating to help them understand.