Transcript Autism 101 - Part One

Autism 101
Part 1 – The Diagnosis
Each Student with Autism is Unique
Differences in the areas of strengths,
needs, and challenges.
The most successful programs use a team
approach that ensures each student is
considered as an individual.
What is Autism
Autism Spectrum Disorder (ASD) is a disorder
characterized, in varying degrees, by difficulties
in social interaction, communication , and
repetitive behaviours.
Old Terminology (DSM-IV)
Pervasive Developmental
Disorder (PDD)
Autism Spectrum
Disorder (ASD)
Autistic
Disorder
Asperger’s
Syndrome
Pervasive
Developmen
tal Disorder
– Not
otherwise
specified
Rett
Disorder
Childhood
Disintegrative
Disorder
Current Terminology (DSM5)
Autism Spectrum Disorder
(ASD)
Diagnostic Criteria
1) Deficits in social communication and social
interaction:
• deficits in social-emotional reciprocity
• deficits in nonverbal communicative
behaviours used for social interaction
• deficits in developing, maintaining, and
understanding relationships
Diagnostic Criteria
2) Restricted, repetitive patterns of behaviour,
interests, or activities:
• Stereotyped or repetitive motor movements,
use of objects, or speech
• Insistence on sameness, inflexible thinking,
ritualized patterns of behaviour
• Highly restricted, fixated interests
• Hyper-reactivity to sensory input or unusual
interest
Autism Spectrum Disorder (ASD)
Symptoms must be present in early
developmental period and are cause significant
impairment in functioning.
With severity specifies used to describe
current symptomatology:
• Level 1 – mild
• Level 2 – moderate
• Level 3 - severe
Autism Spectrum Disorder (ASD)
The cause of Autism Spectrum Disorders is
unknown and most likely results from many
factors.
Prevalence
As of March 2014, the CDC estimates 1 in 68
children has been identified with autism
spectrum disorder (in the US)
More common in boys than girls
What Autism Spectrum
Disorder may look like in
your school or classroom……
Autism Spectrum Disorder in the Classroom
Social Symptoms :
• Difficulty learning to engage in the give-and –
take of everyday human interaction
• Tend to avoid or have unusual eye contact
• Seem indifferent to other people and prefer
being alone
• Seldom seek comfort or respond to anger or
affection in typical ways
Autism Spectrum Disorder in the Classroom
Social Symptoms (Con’t)
• Slower to learn and interpret what others are
thinking and feeling.
• Do not understand subtle social cues and
unable to interpret gestures and facial
expressions
• Difficulty seeing things form another person’s
perspective
• Difficulty regulating their emotions
• Disruptive and aggressive at times
Symptoms of Autism Spectrum Disorder
Communication Difficulties:
• May remain mute, start with coos and
babbling but soon stop, be delayed at
developing language, need to use
communication systems such as pictures or
sign language
• Of those who do speak, often use language
in unusual ways. Use same phrase over and
over, parrot what they hear (echolalia),
speak only in single words
• Some have slight delays in language, have
precocious language and unusually large
vocabularies
Symptoms of Autism Spectrum Disorder
Communication Difficulties (Con’t):
• Have difficulty with the give and take of normal
conversation although can carry on a monologue
on their favourite subject.
• Unable to understand body language or tone of
voice.
• Facial expressions, movements and gestures rarely
match what they are saying and tone of voice is
‘odd’ (high pitched, sing song, flat, or robot-like
• Experience difficulty letting others know what they
need sometimes leading to screaming or grabbing
until taught better ways to express themselves.
Symptoms of Autism Spectrum Disorder
Repetitive Behaviours:
- May have odd repetitive motions or might freeze
- May engage in repeatedly flapping arms or walking
on toes
- Line up toys in a certain way rather than use them
for pretend play
- If their toys are moved they may become overly
upset
- Need and demand absolute consistency
- Slight changes in routine can be extremely disturbing
- May have persistent, intense preoccupations
(vacuum cleaners, train schedules, toilets)
Accompanying Physical and Medical
Issues
• Seizure Disorder
• Genetic Disorders
• Allergies, Gastrointestinal Disorders and
Pain
• Sleep Dysfunction
• Pica
Additional Challenges that may
Accompany ASD
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Sensory Processing
Organization and Attention
Cognitive Impairment
Motor Challenges
Emotional Issues, including Anxiety & Stress
Unique Abilities
Instructional Methods
• Picture Exchange Communication Systems
(PECS)
• Social Communication/Emotional
Regulation/Transactional Support (SCERTS)
• Training and Education of Autistic and Related
Communication Handicapped Children
(TEACCH)
• Applied Behaviour Analysis (ABA)
Specialists Commonly Supporting
Students with ASD
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Occupational Therapy (OT)
Physical Therapy (PT)
Speech and Language Pathology (SLP)
Psychologist
Sensory Integration Therapy (often OT)
Assistive Technologies Used for
Students with ASD
Assistive Technology (AT) is any item, piece of
equipment, or product system that is used by a
person with a disability to perform specific
tasks, improve functional capabilities and
become more independent.
Beyond simply a distraction or calming device,
technology has application in teaching skills.