ABSTRACT
This chapter provides guidelines for support staff who working with children and young people with Autistic Spectrum Disorders (ASD). It suggests that support staff should give short instructions at the pupils level of development, with visual prompts. They should provide a clear, predictable learning environment. The staffs should observe the pupil to determine reasons for behaviour and to consider if changes can be made. They should give the opportunities to pupil for developing choice-making skills by providing structure and restricted choices. The staffs should encourage pupil to work and behave independently in a class room. And, they should ensure instructions are at the appropriate level and the goals are achievable.
