Autism Spectrum Disorder- ASD

1. Autism Spectrum Disorder- ASD Karyn Anspach Lutheran Special Education Ministries

2. What is ASD?? Individuals with Autism Spectrum Disorder have an impairment in their ability to: • Understand and use non-verbal and verbal communication • Understand social behavior • Think and behave flexibly • Made-up of subgroups • Well-known subgroups include • Autism • Aspergers • Many have a mixture of features from different subgroups

4. COMMON FEATURES OF AUTISM SPECTRUM DISORDERS Although these features may be common in ASD, not every child will demonstrate these features: • Generally, well developed gross and fine motor skills • Unique mechanical ability • Special or unusual interests • Rote Memory skills - detailed lists, dates, schedules, scenes from movies, songs, etc. • Cognitive Impairment • Unusual response to sensory stimuli • Distractible or high activity level • Unusual mood swings • Self-injurious behaviors • Insistence on sameness • Limited food preference • Sleep disturbances • Lack of danger awareness • Depression • Seizures • Various levels of anxiety

5. Incidence / prevalence is 1:150 children are being identified Michigan is 4th in the nation with the highest number of students diagnosed with ASD ASD is a lifelong developmental disability Occurs in more males than females (approximately 8/10) It is hereditary with a genetic link May appear within the first 2-3 years of life May have sensory delays Poor short term and working memory 50-80% have a co-existing disability There is no known cure May or may not have a cognitive impairment Atypical functioning in various parts of the brain Speech-language delays Socialization delays May have fine and gross motor delays Current Facts About ASD

6. Three Areas of Development Affected by Autism Spectrum Disorder

7. COMMUNICATION • Delay, loss or lack of verbal language • Difficulties initiating and sustaining conversations • Stereotyped / repetitive language (echolalia, pronoun reversal, jargon, commercials, books, movies) • Poor or limited expressive, receptive and pragmatic language skills • Monotone or limited variability in vocal inflection • Poor, limited or lack of nonverbal communication (point, gesturing) • Difficulty with humor, figurative language or metaphors • Pronoun reversal or speaking in the third person sense

8. SOCIALIZATION • Difficulty with non-verbal social cues (eye contact, facial expressions, body space, body posture, gestures) • Difficulties or lack of social and emotional reciprocity (taking in consideration of the other person’s feelings, may not notice / respond person is losing interest) • Impaired perspective taking (considering another person’s point of view, assume people are interested in what they have to say i.e. “Intricate parts of a space ship or engine”) • Difficulty or lack of spontaneous seeking to share enjoyment or interests with other people • Difficulty initiating and maintaining relationships with peers and sometimes adults. (Better relationships with adults than peers) • Lack of pretend or imaginative play • Limited in the ability to use toys symbolically (baton as a magic wand) • Difficulty with play and games - rote pattern, repetitive, rigid, inflexible • Difficulty with sensory input that interferes with the ability to respond and participate with social interactions (sight, tactile, auditory)

9. BEHAVIOR • All encompassing preoccupation with stereotyped patterns of interest that are intense in focus (color interests, cartoon characters, Sega) • Inflexible adherence to routines or rituals (distress at change, dressing routine, driving rituals, specific path to walk) • Self stimulating behaviors - hand flapping, finger flicking, tapping, whole body movements, repeating phrases • Persistent preoccupation with objects (pipes under a sink, wheels on a toy car, TV Guide books) • Difficulty with play skills - rigid, routine, understanding the rules, not being a winner • Self aggression - picking at skin or hair, causing harm to own body • Aggression towards others - related to sensory and social difficulties • Lack of varied, developmentally appropriate, spontaneous, make believe play or social imitative play (lining up blocks, spinning tires, fixated on certain games, videos, build same Lego structure over and over) • Their strong willfulness may appear to be “lack of compliance” but is not • High anxiety and stress especially when change occurs, unpredictable, new situation, or not enough time to process

10. The Goals of Educational Programming for Students with ASD • Independent Functioning • Socialization Skill Development How do we put it all together? Integrate academic, behavior, social, and communication into the educational plan.

11. Behavior Is Communication Don’t Take it Personally! • Behavior is communication and serves a function! • Watch for times when student appears stressed and anxious • Avoid verbal overload • Use visuals supports/strategies • Avoid Sarcasm • Problem behaviors are not the same as behavior problems • Monitor your own reactions, as your anxiety increases so will theirs • Be direct, tell them what needs to be done and what they need to do • Ultimate goal is to improve independent functioning and socialization skills

12. Anxiety Indicators May include, but not limited to: • Inappropriate laughing • Flush appearance • Changes in breathing patterns • Body Language • Clearing of the throat • Repetitive Language topic focus/litany • Retreating to a fantasy world (character’s, movie, plots, etc.) • Covering face, eyes, ears • Excessive itching or scratching  • Withdrawal or daydreaming • Unusual posturing • Unusual hand / finger movements • Rocking • Chewing motion or sucking on lip • Sweating • Aggression towards self / others

13. STRATEGIES FOR THE CLASSROOM Visual Supports: • pictures • written words • choices • classroom schedule • personal schedule • mini schedules • checklists • rules • prompts • labeling of objects, containers, signs, lists, charts, and messages

14. Visual Schedule

15. Visual Rules and Story

16. Visual Schedule

17. Visual Schedule and Rules

18. Personal Schedule

19. Strategies cont.~ Visual Modalities: • planners • visuals for transitions • organizers for a specific task • visual structure for less structured time • material and desk top organizer • visual display of classroom assignments • file cards with directions for specific tasks and activities or pictographs and written instructions for learning new information

20. Visual Organizer

21. Strategies cont.~ Social-Type Stories: • describes a situation, skill, or concept of relevant social cues • perspectives • social scripts • rules • social coaching • common responses

22. Pre-warn the student of change: use a visual timer, you have 5 minutes until we go to gym, verbal cue Strategies cont.~

23. Strategies cont.~ Written Choices: • use a choice board • offer choices in the form of pictures, words, post-it notes, etc.

24. Strategies cont.~ Auditory: • break down oral instructions into small steps • reduce or warn student of external sounds fans, loudspeakers, fire alarms, several people talking at once, air conditioners, bells, etc. Sensory Activities: • use fidgets, koosh balls, bean bags, etc

25. Strategies cont.~ • Structure unstructured events: provide a clear beginning and end, (Now we will have snack Next we will play a game) including on the playground • Fine Motor: graphic organizers, dictate to scribe, take notes, highlight notes, tape recorder, alpha smart, other low or high tech devices • Break System: allow the student to take a break in order to prevent a melt down or to de-escalate anxiety, protects dignity, let others use area as well

26. What about Peers? • explain what you student with Autism is going through • encourage peer mentoring • involving the student in shared learning arrangements • pairing the student with buddies for walking down the hall, on the playground, and during other unstructured times • varying peer buddies across time and activities, to prevent dependence on one child • arranging cross-age peer supports/buddies by assigning an older student to assist the student with Autism • pairing students while attending special school events such as assemblies and clubs

27. Questions?