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Autism

Autism . Chapter 11. What is autism?. Developmental disability that affects a student verbal and non-verbal communications, social interactions, educational performance by the age of 3. Autism. belongs a broader group of disorder called Pervasive developmental disorders

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Autism

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  1. Autism Chapter 11

  2. What is autism? Developmental disability that affects a student verbal and non-verbal communications, social interactions, educational performance by the age of 3

  3. Autism • belongs a broader group of disorder called Pervasive developmental disorders • five distecte conditions that have onset in childhood • autistic disorder • rett's disorder • childhood disintegrative disorder • asperger disorder • Pervasive developmental disorder

  4. Characteristics atypical language development atypical social development repetitive behavior problem behavior sensory and movement disorders differences in intellectual functioning

  5. Atypical language development • Broad range of language abilities • - no verbal communication to quite complex communication

  6. Atypical social development • Delays in social interaction and social skills • Theory of mind: • do not understand their own beliefs, desires, and intentions differ from those of others • Socially challenged • do not understand verbal and nonverbal cues

  7. Repetitive behavior • repeated movement and verbalizations

  8. problem behavior • self injurious behavior • aggression

  9. sensory and movement disorders • Sensory- related to food selectivity, sleep problems, toe walking, taste/smell, tactile sensitivity, visual/auditory sensitivity • Movement- abnormal posture, abnormal movement of body part, clumsiness

  10. Differences in Intellectual Functioning • occurs in children with all level of intelligence: gifted to intellectual disability • savant syndrome: extraordinary talent in various areas

  11. Causes • genetic • brain structure • environmental factors

  12. Evaluation • Determining the presence of autism • Observtions • Assessment • Pre-referral • Referral • Nondiscrimintory evalution proceures

  13. Functional Behavioural Assessment • Describe the nature of the behaviours • Gather information from teachers, family members, service providers, other children • Determine why the child engages in the problem behaviour • Hypothesis the relationship between the problem behaviour • Incoporate the functional assessment information into the child's IEP • Help the child develop alternative behaviour and new skills

  14. Partnership • Educator, service provider, family members • Implementing postive behaviour suppport • 1. Create a team • 2. Conduct a FBA and develop a PBS plan • 3. Support the family • 4. Embed the plan

  15. Universal Design for Learning • Mnemonic strategies: • Keyword strategy e.g stapes sound like staple, show a picture of stapler • Pegword strategy e.g one bun • Letter strategy e.g My Very Efficient Mother Just Served Us Nine Pizzas

  16. Promoting Friendships Areas which children with Autism need to improve on: • Trustworthiness and loyalty • Conflict resolution • General friendship skills • Positive interaction style • Taking the perspective of others

  17. Using Effective Instructional Strategies • Social Stories • School Wide Positive Behavior Support • Applied Behaviour Analysis

  18. Social Stories • Allows the child to visualize and rehearse the actual situation • Include positive and problem behaviors

  19. School Wide Positive Behavior Support (SWPBS) • For all students not just students with Autism • Decrease problem behavior • Increase opportunity for learning

  20. School Wide Positive Behavior Support (SWPBS) • Group Support • Observe students individually and as a group • Interview those with problem behaviors • Develop hypotheses that deal with the behaviors of all members • Teach specific skills • Universal Support • Clearly define behavioral expectations • Teach behavioral expectations • Frequently acknowledge appropriate behaviors • Evaluate problems and make adaptations on a ongoing basis in a team • Target support to address students who need more intense skill development

  21. Applied Behavior Analysis • Using the principles of Operant Psychology to increase positive behavior • Discrete trial teaching • Discriminative stimulus • Response • Reinforcing stimulus

  22. Including Students with Autism • Refer to graph on page 259

  23. Assessment Tools • Measuring student’s progress in general curriculum across multiple domains • Autism Screening Instrument for Educational Planning • Sample of Vocal Behavior Subscale • Social Interaction Assessment • Multiple means of data collection • School referrals, changes in absenteeism

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