AUTISM SPECTRUM

DISORDERSHAMILTON PARK UCC

OCTOBER 16, 2014

PRESENTED BY BETH MULL, PSY.D.

LICENSED PSYCHOLOGIST

What are autism spectrum disorders?

Neurodevelopmental disorders (delays in normal development due to

brain functioning )

Disorders of social communication/interaction, restricted interests,

repetitive behaviors

Severity ranges from mild to severe, requiring various levels of support

Previously terms included classic autism, high functioning autism, Asperger’s

1,8% boys (2008) cdc.gov

.4% girls (2008) cdc.gov; ranges vary greatly between regions

Early signs that may reflect ASD

Not respond to his or her name by 12

months of age (e.g., appear to not hear).

Not point at objects to show interest by 14

months of age (e.g., not point at an

airplane flying over).

Not play “pretend” games by 18 months of

age (e.g., pretend to “feed” a doll).

Avoid eye contact and want to be alone.

Have trouble understanding other people’s

feelings or talking about his or her own

feelings.

Have delayed speech and language skills

(e.g., use words much later than siblings

or peers).

Get upset by minor changes in routine (e.g.,

getting a new toothbrush).

Repeat words or phrases over and over.

Give unrelated answers to questions

Have obsessive interests (e.g., get “stuck”

on ideas).

Flap his or her hands, rock his or her body,

or spin in circles.

Have unusual reactions to the way things

sound, smell, taste, look, or feel.

Adapted from www.CDC.gov

The Anatomy

of Autism

http://www.nature.com/scientificamerican/journal/v

295/n5/box/scientificamerican1106-62_BX2.html

How is a diagnosis made?

Behavioral observations for diagnosis in DSM-5

Social Communication problems – difficulty using or understanding language.

Some children with autism focus their attention and conversation on a few topic

areas, some frequently repeat phrases, and some have very limited speech

Difficulty relating to people, things and events – trouble making friends and

interacting with people, difficulty reading facial expressions, may not make eye

contact

Repetitive body movements or behaviors – hand flapping or repeating sounds

or phrases

DIAGNOSIS (cont’d)

Neuropsychological testing to look for patterns consistent with ASD

Slow processing speed

Weaknesses in either verbal or non-verbal abilities

Language deficits, especially pragmatics (social communication)

Visual-Spatial deficits

Social comprehension deficits

Other associated features

Language delay

Motor clumsiness

Head-banging; tip-toe walking; wrist-biting

What are the treatments?

GOAL: To reduce symptoms and accommodate disabilities; there is no

current cure.

According to reports by the American Academy of Pediatrics and the

National Research Council, educational interventions that provide

structure, direction, and organization for children are thought to help those

with ASDs.

Early intervention is important, but intervention at any age can be life changing.

WHAT CAN FAMILIES DO TO HELP?

Get an accurate diagnosis

Be an advocate for your child at school and in the community

Treatments can include intensive skill-building and teaching educational

sessions (applied behavior analysis or ABA). Treatment may also involve

special training and support for parents, speech and language therapy,

occupational therapy, and/or social skills training.—www.psychiatry.org

Provide consistent structure and routine

Connect with other parents of children with autism

Take time for yourself and other family members

HOW CAN CHURCHES SUPPORT

FAMILIES?

Raise awareness in your congregation (educational opportunities, pamphlets)

Offer assistance with completing Medical Assistance applications

Keep a list of resources (included at end of presentation hand-out)

Include children with ASD in Sunday School, Youth Groups, etc. These are great social skills opportunities (with supervision) Allow support person to be present to assist in redirection.

Provide an alternative to attending services with the congregation (e.g., nursery, Sunday School, 1:1 or small group time with a religious educator.

Provide support during a crises/aggressive behavior (e.g., childcare for siblings to remove them from the situation)

HOW CAN CHURCHES SUPPORT

FAMILIES? (CONT’D)

Respite care

For parents’ night out - date night or weekend

For parents’ night IN - sometimes parents just need some catch-up time at

home without interruptions or SLEEPING would be real treats for families living

with Autism.

Errand or chore assistance

shopping, ironing, cooking, house and garden maintenance,

transportation, accompanying the mother or caregiver to doctor’s

appointments or therapy appointments,

HOW CAN CHURCHES SUPPORT

FAMILIES? (cont’d)

An autism-friendly Sunday School Environment

Check the lights in each room, especially fluorescent ones – any flickering ones?

Please replace them

A tent, under the table

Floor play/learning

Transition objects and advance notice of transitions

Learning with pictures

Extra staff for support.

Teaching the order of service – where to sit, stand and sit, what to say at each

point?

HOW CAN CHURCHES SUPPORT

FAMILIES? (cont’d)

An Autism-friendly worship service

Recognize that noise levels of music may be over-stimulating. Persons with ASD

may benefit from wearing ear plugs to attend the full service.

Understand that shaking hands (greeting or sign of peace) may be physically

painful.

Provide permission (formally or informally) to step out of church during service.

WHAT IS THE ROLE OF THE SCHOOL?

Once informed of an ASD diagnosis, the child’s education team can develop an

IEP (Individualized Education Plan), which can include:

Accommodations for learning

Behavioral interventions

Protections from disciplinary action for disability-related behavior.

Placement in “least restrictive setting”

Community resources

Lancaster County MH/MR (717) 393-0421 (OT/PT/speech services up to age 3 years)

Lancaster-Lebanon IU-13 (717-606-1600 (OT/PT/speech services over age 3)

http://www.autismspeaks.org/ See Family Support Toolkits

Office of Vocational Rehabilitation (OVR) 717-771-4407 (employment

readiness/placement)

Schreiber Pediatric 717-393-0425 (private OT, PT, speech therapy, social skills group)

Philhaven’s CADD program 717-735-1920 (diagnostics, psychiatric evaluations,

psychotherapy)

Aaron’s Acres 717-917-6101(recreational programs)

Lancaster County Assistance Office 717-299-7411 (for Medical Assistance/Medicaid

application)

Samaritan Counseling Center 717-560-9969 (psychotherapy, neuropsychological

evaluations)

Grisalano Center for Neurodevelopment (neuropsychological evaluations)

References

http://www.cdc.gov/ncbddd/autism/documents/addm-2012-community-

report.pdf

http://www.psychiatry.org/autism

http://www.autismspeaks.org/

http://www.nature.com/scientificamerican/journal/v295/n5/box/scientific

american1106-62_BX2.html