Transcript Autism 101 - MAPSDspecialeducation

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 cure
To date no research to prove a cause of
autism
Estimated 1 in 166
Four times more prevalent in boys than
girls
Standardized 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
What is Aspergers?
People on the higher functioning end
of the spectrum
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 skills
Social skills
Abstract reasoning skills
Behavior
Auditory processing
Sensory system
Visual perception skills
Observable behaviors
Possible poor motor control and/or
physical development
Poor imitation skills
Resistance to change
Absorption in topics
Repetitive behavior
Socially immature behavior
Lack of spontaneous creative play
Tend to spend more time alone
Shows little interest in making
friends
Skill development may vary
May 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 Strategies
Social Interaction Strategies
Sensory/Organizational Strategies
Behavior Strategies
Lice
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
Communication Strategies
Teach an alternate means of
communication
Picture exchange system
Communication board/voice out put
system
Sign language
Visual for receptive communication
even if student is verbal
Use 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
Speak slowly
Keep your sentences clear and simple
Be aware of literal meanings
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
AVOID VERBAL OVERLOAD
Social Strategies
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
Down time
Teach choices for downtime (free
play, recess etc.)
Pairing off or choosing partners
Draw numbers or use some other
arbitrary means of pairing
Ask a “kind” student if he or she
would agree to choose the individual
with autism as a partner
Autistic 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
circumstances
Plan to teach generalization across
individuals and settings
Without 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
Sensory and Organizational
Strategies
Behavior and sensory
perceptions
Each student is unique
Senses involved are:
Auditory---hearing
Vestibular---gravity and movement
Proprioceptive---muscles and joints
Tactile ---touch
Visual---seeing
Organizational skills
Help needed in the least restrictive
way possible
Visual cues will help
Harping will not help
Purpose is to make student as
independent as possible
Environment
Provide an organized and structured
environment
Student needs to know what is
expected of them (visual for
beginning, middle, end)
Where are things located
What is happening next
Provide a predictable and consistent
activity classroom schedule
Provide a quiet place and frequent
times for relaxation
Avoid over stimulating activities
Remove visual “clutter”
Instruction
Small sequential steps
Present in several ways (visually,
verbally, physically)
Use concrete materials when
presenting new material
Keep “visual translation” in mind
Behavior Strategies
Behavior is communication
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 way
Don’t get involved in verbal
disagreement
Inconsistent 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
Motivation
Find out what really interests the
child and use this to motivate him
Preventing behavior
ANTICIPATE
Self understanding must be taught
before the “rumbling stage”
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.”
Summary
TO HELP THE AUTISTIC CHILD
LEARN AND GROW
Talk to the child
Talk even if child seems to be
listening or not
Keep explanations brief and concise
Too much verbal communication may
make the student uncomfortable
Avoid 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 are
Need to know what is happening and
what will happen next
Prepare the child for new situations
to minimize surprises
Help the child participate
Children may need someone to coach
them to pick up on social cues
Down times
Teach choices for down time
Lack of structure and activity could
be disturbing to the child
Team attitude
Be positive
Be creative
Be flexible