Transcript Autism
Autism Theresa Knipstein Meyer “How the Special Education Brain Learns” by David Sousa [email protected] Autism Characterized by difficulties in communication, social interaction, imaginative play, and the presence of restricted interests and activities prior to the age of three. Classification within Pervasive Developmental Disorders (PDD) • • • • • Autism Asperger’s Syndrome Rett’s Syndrome Childhood Disintegrated Disorder Pervasive Developmental Disorder-not otherwise specified (PDD-NOS) Autism Spectrum Disorders (ASD) • 1 in 166 children • 4 out of 5 are males • “Are more children developing ASD or are we just getting better at finding those who already have it?” (Both) • Studies rarely target broad populations; focus on defined geographic areas like a state. May not accurately reflect prevalence nationwide. Causes of Autism Spectrum Disorders • • • • • No specific known cause Neurological Disorder Genetic Component Immunizations/mercury levels Perhaps multiple casual factors Asperger’s Syndrome • Clinically significant impairment in social, occupational, or other important areas of functioning. • No clinically significant delay in language. • Same criteria as Autism in the areas of social interactions and restricted or repetitive patterns of behavior. Savant Skills • 10% of ASD display remarkable abilities-read before speak, drawing early in life, play musical instruments • ASD is weak in brain’s ability to process incoming information in its context-put parts together in to a meaningful whole. Focus on the details and only “piecemeal processing of faces, emotions, etc.” • Uneven development of the brain’s hemispheres • Not all ASD have savant skills or do folks with savant skills have ASD Characteristics of Autism Spectrum • Behavioral Difficulties-restrictive, repetitive and stereotyped patterns of behavior-preoccupation with an interest compulsive adherence to routine, motor mannerisms and occupations with parts of objects • Communication difficulties-expressive and receptive, delays in spoken language, inability to initiate or sustain a conversation, repetitive use of language, lack of makebelieve, or imaginative play • Sensory processing difficulties • Social Difficulties-nonverbal behavior, peer relationships, social emotional reciprocity Behavior Difficulties • • • • • • • • • Obsessions and rituals Compulsive Mannerisms Self-Stimulatory Behavior Refusal Withdrawal Self-Injury/Abuse Aggression Anxiety Limited interests and hobbies Expressive and Receptive Communication • Nonverbal • Echolalia-repeating what they hear/or heard earlier • Unable to figure out what others are feeling , thinking , and doing. • Turn taking in conversations difficult • Literal interpretations • Vocalize thoughts Sensory Processing • Difficulties processing and using sensory input in a meaningful and relevant way • Over sensitivity • Under sensitivity • Sensory Integration programs will assist with this area Brain Research • Pervasive developmental disorders appear when several neural networks malfunction early in a child’s life. • The brain seems unable to balance the senses appropriately. Painfully sensitive to certain sounds, textures, tastes, and smells. • Working-memory deficits affect verbal-memory systems more than visual-spatial memory. Brain Research 1. • • • • • • • • • Autism Tissue Program, Autism Treatment Network Looking at how limbic system develops Looking at how brain changes as ages Looking at genetic factors including size of brain structures-under connectivity in language and social behavior genetic mutations levels of neurotransmitters (Serotonin, GABA, acetylcholine) effects of mirror neurons the extreme male theory-x chromosome (Simon Baron-Cohen research on male and female brains) mercury toxicity-fish, vaccinations research Immune system abnormalities-B12 and folic acid Brain Research • Early Intervention, special education support, and medication are helping. Students focus better on learning, communication, and interactions with others. • Parents, therapists, and teachers working better as a team approach. • Applied behavior analysis is reducing inappropriate behavior and increases communication, learning, appropriate behavior. Some research showing rewiring of young brains. What Do WE Do? 1. Early and accurate screening for symptoms • Screening using parent questionnaires and clinical observations of social and communication development Comprehensive evaluation by professionals in fieldlanguage, social behavior, developmental milestones, genetic and neurological problems and hearing tests. Early intervention as soon as possible–by 18 months instead of age three changes the course • 2. “The earlier the disorder is diagnosed, the sooner the child can be helped through treatment interventions.” Strategies • Social Stories-http://www.thegraycenter.org/SocialStories.htm • Role playing • Modeling • Video taping • Focus on strengths • Develop skills for future employment • Mediate social opportunities/Create social opportunities with peers • Environment set up for changes-timers, wild cards • Visual strategies use as often as possible Enhance Learning 1. • • • • • • • Their brain learns differently Use visual aids Give clear instructions Provide stability Establish patterns Provide consistency and predictability Increase independence Give sensory breaks Enhance Social • Remember their brains have difficulty understanding the perceptions of others • Remember their brains use intellect instead of emotion to guide their social interactions • Remember their brains have sensory overload often-give sensory breaks • Use a planned set of conversational scripts • Lots of repetition • Messages linked to what the student is doing • Speech and visual cues simultaneously Support • Http://www.autism-society.org • Indiana Resource Center for Autism-Dr. Cathy Pratt • Behavior Resource Person/Autism Specialist of your school district • Look, Listen, and let the student teach others around him or her. What Questions Do You Have? [email protected]