Transcript Autism

Julie Williams
Special Education Teacher
Autism Specialist for MSD
September 2012
Autism spectrum disorders (ASDs)
are a group of developmental
disabilities that can cause
significant social, communication
and behavioral challenges.
Autistic Disorder (also called "classic"
autism)
This is what most people think of when
hearing the word "autism." People with
autistic disorder usually have significant
language delays, social and
communication challenges, and
unusual behaviors and interests. Many
people with autistic disorder also have
intellectual disability.
Asperger Syndrome
People with Asperger
syndrome usually have some
milder symptoms of autistic
disorder. They might have
social challenges and unusual
behaviors and interests.
However, they typically do
not have problems with
language or intellectual
disability.
Pervasive Developmental Disorder – Not
Otherwise Specified (PDD-NOS; also
called "atypical autism")
People who meet some of the criteria for
autistic disorder or Asperger syndrome,
but not all, may be diagnosed with PDDNOS. People with PDD-NOS usually have
fewer and milder symptoms than those
with autistic disorder. The symptoms
might cause only social and
communication challenges.
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A developmental Disability significantly
affecting a child’s social interaction and
verbal and non-verbal communication,
generally evident before age 3, that
adversely affects learning and
educational performance.
-Wisconsin Eligibility Criteria -IDEA 2004
The Centers for Disease Control
reports that the prevalence for Autism
is 1in 88.
 Boys are 5x more likely to be
diagnosed (1 in 54 for boys)
 The number of children identified with
ASDs ranged from 1 in 210 children in
Alabama to 1 in 47 children in Utah.
 The largest increases were among
Hispanic and black children.
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 Diagnosing
ASDs can be difficult since
there is no medical test, like a blood
test, to diagnose the disorders.
Doctors look at the child’s behavior
and development to make a
diagnosis.
We do not know all of the causes of
ASDs. However, we have learned that
there are likely many causes for multiple
types of ASDs. There may be many
different factors that make a child more
likely to have an ASD, including
environmental, biologic and genetic
factors
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Most scientists agree that genes are one of the risk factors
that can make a person more likely to develop an ASD.
Children who have a sibling or parent with an ASD are at a
higher risk of also having an ASD.
ASDs tend to occur more often in people who have certain
genetic or chromosomal conditions. About 10% of children
with ASDs also have been identified as having Down
syndrome, fragile X syndrome, tuberous sclerosis, or other
genetic and chromosomal disorders.
When taken during pregnancy, the prescription drugs
valproic acid and thalidomide have been linked with a
higher risk of ASDs.
We know that the once common belief that poor parenting
practices cause ASDs is not true.
There is some evidence that the critical period for developing
ASDs occurs before birth
A small percentage of children who are born prematurely or
with low birthweight are at greater risk for having ASDs.
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Lack of or delay in
spoken language
Repetitive use of
language and/or
motor mannerisms
(e.g., hand-flapping,
twirling objects)
Little or no eye
contact
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Lack of interest in
peer relationships
Lack of spontaneous
or make-believe play
Persistent fixation on
parts of objects
Resistance to
change or change
in daily routine
-Autism Society of America
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Transitioning
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Changes in routine.
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Small range of interest
› Level of fixation on one object or activity.
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Communication
Increase predictability of the day
 Increase independence
 Decrease inappropriate behavior
 Decrease anxiety and frustrations
 Follow Rules
 Clear beginnings and Clear endings
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Understand concrete concepts well.
 Think in a visual way
 Recall visual images and memories
easily.**
 Understand better when see it vs. hear it.
 Understands concrete rules and
sequences.
 Be extremely focused if it is a desired
task.
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Most ASD individuals either under react
or overreact to sensory stimuli(sight,
sound, touch, taste, smell).
Under react
Not realizing how hot/cold something is.
Overreact
Humming of lights sounds like a freight
train.
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Natural lighting, lamp lighting.
Green is one of the most calming colors.
Allow the use of headphones when music is
playing or the volume of the room is too loud.
Be aware of smells in your home(cologne,
perfume, air fresheners, etc.)
Have a variety of different types of seating (bean
bags, rocking chairs, balls, single leg stools, wiggle
seats, pompazon chairs, etc.)
 Use
communication that is less direct
(e.g. puppets, funny voice,
microphone, video yourself giving
directions)
 Be clear and precise (e.g. “pick your
clothes up off the floor.” Instead of
“Go clean your room.”
Incorporate visual supports (e.g., sign
language, written language, visual
timers)
 Give as many communication
opportunities as possible
 Teach Alternative Communication to all
individuals who have contact with the
person with ASD. (e.g., yes/no cards, sign
language ,picture cues, writing down
communication etc..)
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Questions
Video:
The Power of
Words by Judy Endow
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http://par.marinette.k12.wi.us/
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