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Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD). Quote. When you have met one student with Autism, you have met one student with Autism. What does this imply??. Statistics. Autism now affects 1 in 88 children Boys are nearly 5 times more likely than girls to have autism. 1 in 54 boys

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Autism Spectrum Disorder (ASD)

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  1. Autism Spectrum Disorder (ASD)

  2. Quote • When you have met one student with Autism, you have met one student with Autism. • What does this imply??

  3. Statistics • Autism now affects 1 in 88 children • Boys are nearly 5 times more likely than girls to have autism. 1 in 54 boys • There is no medical detection or cure for autism • The prevalence rate has increased by 78% in the last 6 years. Over 1.5 million people in the US.

  4. Definition Autism Spectrum Disorders are developmental neurological conditions characterized by: • Delays in social interaction • Delays in the development of expressive and receptive language • Restrictive interests (dinosaurs, computers) • Repetitive or stereotypical behaviors (rocking, hand flapping, pacing, echolalia) • May have difficulty with the acquisition of motor skills. What is the result??

  5. Characteristics lead to: • Resistance to environmental change. • Resistance to changes in routine. • Unusual response to sensory stimuli, hypersensitive or hyposensitive. • Transition difficulty from one activity to the next. • Few friendships with peers. • Difficulty taking turns. • Takes statement literally.

  6. General Teaching Strategies • Develop a clear consistent structure and routine for every class. Define the beginning and ending of the lesson. • Use visual information. • Establish clear spatial boundaries. • Create a quiet area free from distractions. • Know the student’s likes and dislikes. • Know the student’s sensory needs and issues. • Plan for transitions

  7. In the gym • Begin and end every lesson in the same way • Reduce waiting time – keep student active • Keep verbal directions brief • Use demonstration • Use pictures to illustrate concepts, skills and sequences. • Use individual, partner and small group activities

  8. Clear Consistent Routines • Beginning class. What do students do and where do they go? Provides clear expectations reduces anxiety. • Assigned spot for attendance, warm-ups and listening to directions. • How does the lesson end? Same procedure each class. Helps with transitions to next part of the day. • Verbal Review, stretching, put equipment away, announce activities for the next class.

  9. Use Visual schedules and cues • Personal folder – check off activities • Visual schedule – pictures and words • Task Cards - with activity times • Cues – Verbal, Written Words and Pictures. • Social Stories – before class • Flip Books – show activities

  10. Difficulty in motor skill acquisition • This leads to: • Non participation in recreational and leisure activities such as bike riding, bowling, swimming. • Limited success in sports, games, dance and fitness. • Low fitness level, can lead to obesity • Limited social interaction

  11. Motor Planning • Motor Planning – being able to perform a sequence of actions or movement combination. Obstacle course, bowling. • Use closed skill – predictable constraints • Reduce amount of movements in the sequence • Add more time to perform • Use cues for a prompt.

  12. Imitation of Movements • Observe an action by others and then doing the action themselves. • Inaccuracies in timing, force and form. • Get student’s attention. “look at my hand.” • Present a clear goal. “Throw to the red spot.” • Focus on one aspect of the skill. • Repetition, Repetition, Repetition • Use specific positive feedback. Great your hands were up to catch. • Use mirroring and shadowing.

  13. Social Story • The following story was created by Kieran Walsh a Health and Physical Education Rowan graduate who was working as an aide for children with Autism. • Social stories describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format.

  14. How Do I Deal with Winning or Losing a Game?

  15. My name is (INSERT YOUR NAME), and today I have Physical Education class. During Physical Education class I play games. I like playing games.

  16. The goal to playing games is to win.Winning is fun, and it can make me feel happy, proud and special. FUN HAPPY PROUD

  17. Unfortunately only one person or one team can usually be the winner. WINNING TEAM LOSING TEAM

  18. When I play games there will be times when I win and times when I lose.

  19. Losing isn’t fun but I can still feel good if I try my best, follow the rules and accept my losing with courage and good sportsmanship.

  20. Courage means congratulating the winner, not blaming or being mad at myself or teammates for making mistakes. I keep my emotions calm.

  21. To stay calm I can take 10 deep breathes or I can think about all the facts I know about (INSERT YOUR NAME).

  22. I can request a break from my teacher or coach, by going to the restroom or getting a drink.

  23. I can still be a winner to myself, friends, teachers and family if I accept losing with courage.

  24. How Do I Handle the Outcome of a Game?

  25. I have four choices of how I can handle the outcome of games. Choice One: Politely Winning Choice Two: Rudely Winning Choice Three: Politely LosingChoice Four: Rudely Losing

  26. Politely WinningSay “Yes!” one timeSay “Good Game” to teammates and opponentsComment “It was a close game”Shake HandsSmileBe happy but stay calm, don’t overdo itDo not brag

  27. Rudely WinningBraggingExtreme celebrating that goes on and onSaying things like “We Won! You Lost!” or “Losers”, “We are the winners!!!”Complaining about poor performanceComplaining because things may have been done my way

  28. Politely WinningSay “Congratulations”,”Good Job”, “Good game”Smile and walk away

  29. Rudely LosingPoutingAnger at winner and teammatesAggressive behaviorsGive a frown or mad lookName calling

  30. Communication • Get the student’s attention • Simplify verbal directions Use cues. • Minimize jargon, “Keep your eye on the target.” “Steal second.” • Use alternative forms of communication • Sign language, pictures, real objects, demonstrations, assistive technology. • PECS Picture Exchange Communication System

  31. Preventing Behaviors • Wandering, making loud noises, crying, laughing, aggressive or self-abusive behavior. • Use positive reinforcement that is unique to the student. Words, stickers, high five, music, favorite activity or follow classroom behavior reward system. • Be consistent with reinforcement. • Be positive, use “hands down” instead of “don’t touch”.

  32. Other Helpful Hints • Collaborate with other faculty and staff • Access the student’s IEP and include goals in your program. • Use peer buddies • Collaborate with the paraeducator about how to be helpful in your class and ask for information about the student’s needs.

  33. What does not work • Using facial and gestures to indicate something negative. • Slang phrases. • Ignoring disruptive behaviors. • Negative comments. • Spontaneous changes in the lesson. • Sensory overload environments

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