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AUTISM SPECTRUM DISORDER

AUTISM SPECTRUM DISORDER. AUTISM SPECTRUM DISORDER. Rett’s Syndrome – Affects girls only Childhood Disintegrative Disorder – Development normal to 3 – 4 years, then decline. Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS ) Autism Asperger's. ASD.

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AUTISM SPECTRUM DISORDER

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  1. AUTISM SPECTRUM DISORDER

  2. AUTISM SPECTRUM DISORDER • Rett’s Syndrome – Affects girls only • Childhood Disintegrative Disorder – Development normal to 3 – 4 years, then decline. • Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS) • Autism • Asperger's

  3. ASD • Neurological disorder that affects social interaction and communication • Fastest growing developmental disability in the United States • 1 in 88 children • 1 in 55 boys

  4. ACTIVITY COMMUNICATION / SOCIALIZAITON RIGHT vs. WRONG

  5. CORE FEATURES • Significant Communication Delays – Understanding and use of language • Resistance to Change • Repetitive Behaviors • Delayed Development of Social Interactions • Caregivers • Others

  6. CausesCharacteristics • 80% Family Genetics • 10-20% Underlying medical disorder • Genetic Risk/Environmental Factors • Possible Causes (No Proof) • Vaccines (MMR) • Prenatal Stress • Vitamin D Deficiency • Extreme Prematurity • Pesticides • Older Parents, Especially Fathers • Self-Stimulate: • Flapping of Arms • Scripting • Resistant to daily routine changes • Sensory Issues • High Interest Area • Self Injury • No Fear • Transition Problems • Behavior Issues

  7. Therapy • Early Intervention • Communication & Behaviors • Speech Therapy • Communication • Socialization • Occupational Therapy • Fine Motor • Physical Therapy • Gross Motor

  8. PARENTS/GUARDIANS • Stages of Grief • Denial/Isolation, Anger, Bargaining, Depression, Acceptance • Education • Health Care – Expense & Waiting Lists • Financial Responsibility • High Levels of Stress & Anxiety • Lack of Personal Time • Sleep Deprivation • Isolation • All may lead to................. Depression

  9. Engaging Instruction • Very structured organized, environment • Lighting • Stimuli • Posters • Noise • Windows, Doors (Seating, Quiet Time Areas) • Plan day – utilize 80/20 Rule • 80% Successful Activities • 20% Challenging/Stressful Activities

  10. Schedules Tasks • Visual & Check-Off Reduces Behavior Issues • Provides Predictability • Promotes Independence • Clear Expectations • Reduces Anxiety • Establishes Trust • Portable & Easy to Use • Pictures, Words, Objects • Work Systems Builds Independence • Increases engagement • Supports Independence • Practice Skills • Academic • Daily Living Skills • Leisure • Routine

  11. Challenging BehaviorAggression * Non-Compliant * Self-Injury Communication - Expressing needs/wants - Don’t understand directions - How to get help - Task too difficult - Lack of Sleep - Physical Discomfort Social - Rules & Interactions - Viewpoints of others - Processing Time - Out of routine - Sensory Overload

  12. Behavior Strategies • Understand the Reason (i.e. Environment, new task) • Provide way to communicate: Dry Erase Board, iPad, Pictures • Use clear directions and allow processing time • Applied Behavior Analysis • Use Positive Reinforcement • Behavior with reward = More likely to be repeated • Penny Chart • Time Out with Timer & Social Story • Time Out with Timer & If, Then Chart • Calming Techniques – Pressure: Weighted Vests, Weighted Blankets • Social Stories • Quiet Place with High Interest Area Books, Easy Tasks • Crisis Prevention Methods to Safe Area (Sensory Room)

  13. Thoughts Just as with any other “ability,” a child with autism should be thought of as a child first. “I grieve a little bit every day.” -- Lisa, Parent “I know of nobody who is purely autistic, or purely neurotypical. Even God has some autistic moments, which is why the planets spin.” -- Jerry Newport

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