Students With Autism Spectrum Disorder

1. Students With Autism Spectrum Disorder Presenters: Sonya, Lindsey, Paola, Tania, and Amy

2. Misconceptions About Autism Spectrum Disorders (ASDs) ASDs are a kind of mental illness • There are no known psychiatric causes even though ASD appears in the list of mental disorders presented by the Diagnostic and Statistic Manual of the American Psychiatric Association ASDs are untreatable • Intensive intervention at a young age can often make a significant impact on an individual’s development

3. Misconceptions About Autism Spectrum Disorder (ASDs) Preoccupied, career-oriented parents are most at risk for causing ASDs • There is no concrete evidence to support this misconception ASDs are the result of our socially disconnected urban culture • the family dynamics and structure have not been connected to causing ASDs ASDS can be caused by vaccination • There is no evidence to indicate that vaccination cause ASDs

4. You Tube Clip • :http//www.youtube.com/watch?v=fn_9f5x0f1Q

5. Characteristics of Autism Spectrum Disorder Students who have ASD generally present with certain characteristics, however these characteristics vary in how they present and intensity . • Social Interactions • Communications • Echolalia • Behaviours • Response to stimuli • Transitions

6. Diagnosis of ASD • ASD is difficult to diagnose • Doctors or psychologists make diagnoses by matching behavior to criteria in the DSM • There are three areas • Communication impairment • Social impairment • Repetitive interests or activities • Assessment instruments • Autism behavior checklist • Used by teachers and parents for screening • Autism diagnostic Interview Revised • A doctor uses this to ask parents questions • Assessments should be done by a multidisciplinary team after an extensive observation

7. Treatment of ASD There are four categories of treatment: • biochemical – vitamins, medications and food allergies • neurosensory – patterning, sensory integration techniques, facilitated communication and auditory training • psychodynamic – holding the body contact therapy, psychotherapy • behavioural – intensive behavioural intervention, aversive therapy and behavioural modification

8. Treatment Continued • Autism Society Canada has four guidelines for treatment: • treatment needs to happen early and focus on learning new skills • should be behavior based • structured, consistent, and individualized • family should be involved

9. Treatment: ABA • Five principles on which ABA operates: • Treatment needs to be in the context of the students community. New behaviours should improve quality of life for everyone. • Technologies and reinforcements need to be appropriate and effective • Teachers, parents and clinicians should try to understand the function of a particular behavior and try to make interventions or changes in the environment that help a child behave appropriately • Programs need to have accountability built in • The skills taught should be able to apply to more than one situation

10. Issues in the Field • IBI Treatment in Schools • There has been a large bandwagon effect around the IBI treatment • Due to the fact that there has been such a high success rate with IBI, this led parents to advocate for its extension beyond the time that this program has typically ended (5-6 years) • This will lead the program into school years, however the Supreme Court of Canada states that schools do not have to provide this treatment • There are still cases challenging this

11. Issues in the Field • Cost • Due to the fact that ASD requires a response of equal intensity, the cost of this is huge • A program like IBI which requires 20 to 40 hours of service a week including qualified personnel, training, travelling, etc., is way beyond the income of most Canadian families • Many provinces, including Ontario have government funding, however parents are demanding for greater finding • This has led to an increase in litigation and human rights appeals

12. Issues in the Field • Media • Has a powerful impact on public impression over the past decade or so • A popular example includes film “Rain Man” with Dustin Hoffman and created awareness about autism, however there were many savant characteristics that were portrayed that are only known in about 10% of the population with autism

13. Issues in the Field • Inclusion • One of the biggest issues that is still ongoing is whether to or not to include these students in a regular classroom.

14. Classroom Strategies • Special Placement • Students manifesting severe characteristics of ASD are likely placed in special classrooms for at least part of their school day. Typically teachers/assistants in this setting will implement a pre-determined program. • Intuition • There is less commonality from case to case in regard to students with ASD. What may work in one situation may not translate to another. Therefore in the regular classroom two very helpful strategies are required from the teacher/assistant; intuition with trial and error along with good record keeping.

15. Classroom Strategies • Teach Essential Skills • Be prepared to offer instruction for basic skills, e.g. paying attention to name being called, following simple instructions, etc. • Essential Skills • A student with ASD usually requires more time to process information, switch focus or attach meaning to words or requests.

16. Classroom Strategies • Understanding the Ordinary • The student has difficulty understanding/accepting ordinary occurring phenomenon in a classroom, e.g. when a peer walks near him/her and understanding they are not trying to invade their space. The teacher/assistant must realize that these aversive behaviours are real and not to be punished but teach the student alternative solutions to cope with the environment.

17. Classroom Strategies • Provide a Safe Haven • A high noise/stimulus level may overwhelm the student. It is a great strategy to develop a routine response (e.g provide a quiet place to go to or pair student with a calm classmate). • Anticipate and watch for signs the student is approaching a meltdown or teach the student to recognize the signs within themselves so they are able to redirect their behaviour in a positive manner, e.g. listening to music. • Prepare for Changes in Routine • Until the student has the appropriate skills to handle transitions it may be necessary for the teacher/assistant to quietly coach the student through them.

18. Classroom Strategies • Seating Plans are Useful • In regard to intense reactions to stimuli and unusual behaviours, attention to where the students sits relative to the entrance, work areas, etc… must be considered. • Using the Internet • The internet can be the ideal medium of communication for interaction, cognition and language without the impact of nearby human presence. The key though is to use this tool selectively so it does not become an escape.

19. Classroom Strategies • Be a Positive Interlocutor • The teacher or EA may be the only ones that understands, especially in the beginning the student with ASD and their lack of intuition for successful social and intellectual exchange. It probably will be necessary to coach both the student with ASD but also his/her classmates to promote understanding all around. • Capitalize on Special Interests • Having a student with ASD especially Asperger’s may mean you have a child who has become an ‘expert’ on a specific topic. This could be a wonderful opportunity for the student to educate others based on this personal intense interest.

20. Classroom Strategies • A Caring Community • A classroom where understanding, accommodation and forgiveness prevails. • Increase Your Awareness • Try to determine what may have triggered an inappropriate behaviour and design environment to decrease the likelihood of the event occurring again. For example if sharpening a pencil triggers an unwanted reaction- sharpen pencils in another room.

21. Resources • Bennet, Dworet, and Weber. 2008. Special Education in Ontario Schools (Edition 6). Ontario: Highland Press • Greenspan and Wieder. 2006. Engaging Autism. Philadelphia: Da Capo Press • Ministry of Education. 2007. Effective Educational Practices for Students with Autism Spectrum Disorders: A Resource Guide. Ontario • Yack¸ Aquilla, and Sutton. 2002. Building Bridges through Sensory Integration. Canada: Future Horizons Incorporated