Transcript spectrumpowerpoint - The University of Utah

Autism Spectrum
Disorders
Jaime D. Christensen, Ed.D.
Rachel Colledge, M.A.
University of Utah
December 1, 2009
“While we are all in the same
room, we are not all in the
same place.”
Susan M. Bashinski, Ed.D.
What is Autism?
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IDEA : Autism is a developmental
disability that affects children prior to
the age of three in three areas:
 Verbal & nonverbal communication
 Social interaction
 Academic performance
Diagnostic and Statistical Manual of
Mental Disorders: Pervasive
Developmental Disorder (PDD)
Autism is a spectrum disorder,
including Asperger’s Syndrome
Pervasive Development Disorders
(PDD)
Autism
 Asperger’s Syndrome
 Rett Syndrome
 Childhood Disintegrative Disorder
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Prevalence
1 in 100 8 year-olds
1 in 58 boys
CDC - Oct. 2009
Characteristics of
High Functioning Autism
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Difficulty making and keeping friends
Resists change
Inappropriate laughing and giggling
No fear of dangers
Little or no eye contact
Echolalia
Prefers to be alone
Resists physical contact
Tantrums
Not responsive to verbal cues; acts as if deaf
Difficulty in expressing needs
Perseveration
Motor delays
Social deficits
Communication deficits
Obsessive interests
Sensory issues
Characteristics
Asperger’s Syndrome
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Impairment or absence of social skills such as
interaction, etc.
Interest in odd items and interests towards
repetitive, restricted and stereotyped behaviors
Lack of coordination in vital areas of functioning
Despite the impaired social skills, there will not be
any lacuna in language learning
Near normal mental development, self-help skills and
adaptive behaviors (other than social skills)
Majority of the symptoms will be similar to the
symptoms of specific pervasive developmental
disorder or schizophrenia and hence note to
differentiate
Common Challenges
High Functioning Autism/Asperger’s
Friends - social
 Filter - verbal and physical
 “Fake” disability
 Finding their fit
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Classroom Strategies
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Visual schedules (predictability)
Visual instruction
Social stories/Power Cards
Sensory breaks & frequent breaks
Teach social skills
Access to sensory materials (and other OT materials)
Clear, positive behavior supports (school-wide and classroom)
High expectations
Access to keyboard
Work with parents
Establish school-wide
expectations
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Develop rules of behavior
 3 to 5 positively stated rules
 Easy to remember
 Apply to all students, settings, and staff
Develop a matrix of expected behavior in target contexts
 Contexts include: classrooms, hallways, gym, cafeteria, common
areas, bus loading zone, etc.
Teach the expected behaviors using an instructional approach
 Directly teach (tell/explain, model/show, practice, give reminders
and pre-corrections)
 Actively supervise
 Positively reinforce
Expected Behaviors
Classroom PRIDE
Establish an on-going system
of rewards
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Acknowledge expected behavior
Use tangible rewards and acknowledgements
 High 5’s, coupons, gotchas, etc.
Use social recognition
 Assemblies, bulletin boards, names over the intercom
Use guidelines
 Fade tangibles
 Schedule strategically
Maintain 5:1 positive to correction ratio
More
Levels
Level
5. Establish a data system to monitor
progress and aid in decision making
Utilize a data management system
 Develop procedures for ongoing monitoring
and evaluation
 Meet regularly to review data and implement
interventions
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A Parent’s Perspective