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Autism 101
A general overview of the characteristics of a student on the autism spectrum
An introduction to strategies for teaching autistic students
Learning Outcomes
Participants will become aware of the three areas of development affected by autism
Participants will become aware of strategies to address a variety of autistic characteristics
What is Autism
Complex neurological disorder affecting individuals in three areas:
Social interaction Sensory integration Social communication
Autism is a Spectrum Disorder(ASD)
The symptoms can occur in any combination
The symptoms can occur with varying degrees of severity
What do we know about autism?
Developmental disability, the result of a neurological disorder affecting the ability to communicate, socialize, and process sensory information
Identification at an early age can help children cope with their disability
Sometimes autism occurs in association with other disorders which affect brain functions, such as epilepsy or cerebral palsy. Autism is not caused by these disorders
Autism is diagnosed by observed behaviors
Onset is during the first three years
Facts about ASD
At present there is no cureTo date no research to prove a cause of autism Estimated 1 in 166Four times more prevalent in boys than girlsStandardized or norm referenced instruments may not always be reliable or valid
DPI criteria(Must meet criteria for A & B)
A. Social relations: The child displays difficulties or differences in interacting with people and events
B. Communication: The child displays problem beyond speech and language to other aspects of social communication
Must meet criteria for 1 or more of C through F
C. Developmental rates and sequences: The child may exhibit inconsistent skills development
D. Cognition: The child exhibits abnormalities in the thinking process and in generalization
E. Sensory processing: The child exhibits unusual, inconsistent , repetitive, or unconventional responses to stimuli
F. Behavioral Repertoire: The child displays marked distress over changes, insistence on following routines, and a persistence or preoccupation with or attachment to objects
Autistic child will demonstrate the following
An impairment with verbal and nonverbal language communication
An impairment in social relationships
Possible abnormal responses to sensory input
Autism impacts
Communication skillsSocial skillsAbstract reasoning skillsBehaviorAuditory processingSensory systemVisual perception skills
Observable behaviors
Possible poor motor control and/or physical developmentPoor imitation skillsResistance to changeAbsorption in topicsRepetitive behaviorSocially immature behavior
Lack of spontaneous creative playTend to spend more time aloneShows little interest in making friendsSkill development may varyMay possess excellent rote memory or read at a high level without comprehension
Difficulty transitioning from one activity to another
Unusual reactions to physical sensations (touch, sight, hearing, taste, and smell)
Strategies for Teaching Autistic Students
Communication StrategiesSocial Interaction StrategiesSensory/Organizational StrategiesBehavior Strategies
More Bang for your Buck
Student has more time to be autistic than you have time to change them
Separate things of which you have control from those of which you have no control
Teach an alternate means of communication
Picture exchange systemCommunication board/voice out put systemSign languageVisual for receptive communication even if student is verbalUse technology and appropriate software
When speaking to student with autism
Encourage eye contact…but don’t insist on it
Say their name first
Allow response time of at least 10 seconds
Provide additional cues if needed
Visual cues---pictures, pointing, gestures
Written language---have message written out, or write down key words
State the message another way
Be consistent when giving directions or asking questions
Talk to parents to find out how commands are phrased and what works at home.Use the same phrases /words at school (stop vs. no)Ask “What do you want?” and offer choices on a consistent basis
Nonverbal communication
Most students with autism have difficulty reading:
body language, intonations of verbalizations facial expressions other social cues
Environments/ routines
Prepare the autistic student for changes in routines such as assembly, substitute teachers and rescheduling
Use visual or written schedules to prepare him for the change
Pairing off or choosing partners
Draw numbers or use some other arbitrary means of pairingAsk a “kind” student if he or she would agree to choose the individual with autism as a partnerAutistic student may need to practice working with others
Generalization of social skills
Student may learn social interaction in a specific setting under a certain condition, but not understand other environments or circumstancesPlan to teach generalization across individuals and settingsWithout generalization, instruction and practice, skills will be applied narrowly
Maintain Social Skills
Previously learned skills must be reviewed, to enable students to remember
If not reviewed, student will need new instruction on previously learned
skills
Behavior and sensory perceptions
Each student is uniqueSenses involved are:Auditory---hearingVestibular---gravity and movementProprioceptive---muscles and jointsTactile ---touch Visual---seeing
Organizational skills
Help needed in the least restrictive way possibleVisual cues will helpHarping will not helpPurpose is to make student as independent as possible
Environment
Provide an organized and structured environmentStudent needs to know what is expected of them (visual for beginning, middle, end) Where are things locatedWhat is happening next
Provide a predictable and consistent activity classroom schedule Provide a quiet place and frequent times for relaxationAvoid over stimulating activitiesRemove visual “clutter”
Instruction
Small sequential stepsPresent in several ways (visually, verbally, physically)Use concrete materials when presenting new materialKeep “visual translation” in mind
Difficulties with abstract and conceptual thinking
Avoid asking vague questions (Why did you do that?)“I did not like it when you slammed your book down when I said it was time for gym. Next time……….”Provide choices Were you showing me---or---?Be as concrete as possible
Be consistent
Everyone deals with students behavior the same wayDon’t get involved in verbal disagreementInconsistent responses will add to the anxiety of the student
Increase in unusual behavior
May indicate an increase in anxiety
Stress can be caused by a feeling of a loss of control.
Stress will only be alleviated when the student physically leaves the stressful event or situation
Don’t take behavior personally
Usually behavior is the result of efforts to survive experiences which may be confusing, disorienting or frightening
Autistic people can by virtue of their disability be egocentric.
They have difficulty reading others reactions
Positive approach to behavior
Don’t think of behavior as “bad.” Think of it as a message that needs to be decoded.
Observe the situation in which the behavior usually occurs. Problem behavior can be avoided by avoiding problem environments
Shape behavior by accenting the positive
Consistency is the key
Take as your motto: “This too shall pass.”
Talk to the child
Talk even if child seems to be listening or notKeep explanations brief and conciseToo much verbal communication may make the student uncomfortableAvoid talking about the students as if they are there
Be clear and literal
Avoid “figures of speech”
Give directions firmly and completely
Don’t assume that anything goes without saying
Organize and structure environment
Need to know exactly what is expected of them.Need to know where things areNeed to know what is happening and what will happen nextPrepare the child for new situations to minimize surprises
Down times
Teach choices for down time
Lack of structure and activity could be disturbing to the child