A U T I S M

1. A U T I S M

2. A U T I S M WHAT IS AUTISM? Autism is a life-long developmental disability that prevents individuals from properly understanding what they see, hear, and otherwise sense. This may result in severe problems with social relationships, communication, and behavior. Individuals with autism have to learn normal patterns of speech and communication and appropriate ways to relate to people, objects, and events.

3. A U T I S M This brain disorder may cause problems in; learning, communication, social relationships, sensory processing and behavior. It affects the way individuals eat, dress, spend leisure time, work and understand their world. It is a spectrum disorder – symptoms range from very mild to severe and can occur in different combinations from one individual to the next.

4. A U T I S M Usually becomes apparent in the first three year of life but can be identified at any point in life. About 10%-15% of individuals with autism have average to above average intelligence. 25%-35% function in the borderline to mild mental retardation range. While the remaining % are moderately to severely mentally retarded. It does not prevent learning. People withautism grow, change, learn, and acquire new skills throughout their lives.

5. A U T I S M HOW IS AUTISM DIAGNOSED? There is no medical test for diagnosing autism. Thediagnosis is made based on observations of the child’s behavior, communication, and developmental levels by a multi-disciplinary team which may include: • Licensed psychiatrist or psychologist • Certified speech pathologist • Educational diagnostician • Other student evaluation specialist skilled in screening and assessment of autism

6. A U T I S M

7. A U T I S M Asperger syndrome is applied to the mildest of the autism spectrum. • Characterized by severe problems in three areas-communication skills, behavior skills, social skills. • Occurs mostly in males: ratio is 10:1 • Usually no developmental delays • Diagnosis is make typically after age 4-can be made in adulthood • Found throughout the world in families of all racial, ethnic and social backgrounds

8. A U T I S M • Little is known about the cause of Asperger syndrome • High cognitive ability-normal IQ to superior range • Can include a sensory disorder • Can be very compulsive, rigid, obsessive • Usually socially awkward or timid • No cure, but lots of research occurring

9. A U T I S M • Can have sleeping problems • Can have eating problems • Remains throughout the individual’s lifetime. • Lots of treatments- Best treatment is education!!!!!

10. A U T I S M Characteristics • Social impairment with extreme egocentricity, “ME” • Limited interests and preoccupations • Repetitive routines and rituals • Speech and language peculiarities • Non-verbal communication problems • Motor clumsiness

11. A U T I S M Characteristics seen in elementary schools • Limited social interactions • Problems sustaining simple conversations • Odd verbal responses • Preference for a set routine • Difficulty with transitions • Behavioral concerns of hyperactivity, inattentiveness, aggression, outbursts • Appearing “in one’s own world” • Over focus on specific objects or subjects Supported in general education classrooms!

12. A U T I S M Characteristics in secondary schools • Socialization and behavioral adjustments still very difficult • Often misunderstood by teachers and other students • May be left-out, teased, bullied • They want to make friends, but don’t know how • Depression can occur • Misinterpret information, particularly abstract or figurative language • Learning difficulties due to poor attention and organizational skills Supported in general education classrooms!

13. A U T I S M Social Behaviors • Inability to interact with peers • Lack of understanding of social cues • Limited use of gestures • Clumsy body language • Limited facial expression • Inappropriate expression • Peculiar, stiff gaze

14. A U T I S M • Does not play appropriately- wants to be the boss of every part of the activity • More self-centered than selfish • Does not usually join in and can become panicked if forced • Does not see themselves as a member of a group • Not usually interested in playing team sports • Unaware of unwritten rules of social conduct and may say or do things that offend or annoy others. • May appear ill-mannered

15. A U T I S M Interests and behavior • Can become fascinated with: trains, dinosaurs, electronics, science, manufactures, models, art, animals, vacuum cleaners…to the exclusion of other activities • With repetitive adherence and more rote than meaning • Accumulate or collect objects or information • Tend to ask the same questions over and over about their interest • Fascinated with order, predictability, consistency and symmetry • Appear to be routine oriented- a need to make life predictable and ordered

16. A U T I S M • Chaos or uncertainty is not tolerated • Research states that routines will become more dominant and elaborate when the child experiences stress or change

17. A U T I S M Use of language for communication • Communication appears odd • Inability to use language for social communication purposes • Language can become “formal” during adolescence • Speech patterns are flat, lacking social cadence • May talk too much or too little • Impairments in comprehension, including misinterpretations of literal and implied meanings

18. A U T I S M Individuals with autism will not understand idioms! Cat got your tongue? You’re pulling my leg! He’s down in the dumps. I’m walking on air!

19. A U T I S M Everything is either…. Black White or There is no gray

20. A U T I S M So …because we now know • Autism is an organically-based problem that to date is not reversible, we do not take “being normal” as the goal of our educational efforts. • The long-term goal should be to educate these individuals to fit into society as best possible by respecting their differences and working within their culture to teach skills needed to function in society. • We must increase their understanding. • We must make the environment more comprehensible.

21. A U T I S M

22. A U T I S M Problem: difficulties with language TIPS: • Teach appropriate opening comments • Teach student to seek assistance when confused • Teach conversational skills using small group instruction, audio tapes and video tapes • Teach rules and cues regarding turn-taking in conversation and when to reply, interrupt or change the topic • Explain phrases and words that have multiple meanings

23. A U T I S M • Encourage the student to ask for an instruction to be repeated, simplified or written down if he does not understand • Pause between instructions and check for understanding • Limit oral questions to a number the student can manage • Use videos or expression cue cards to help the student to identify nonverbal expressions and their meanings

24. A U T I S M • Avoid verbal overload • Simplify language and facial expressions • Give student time to respond • Avoid asking vague questions ( Why did you do that? ) • Chose your words carefully; they tend to be very literal • Give only 1-2 directions at a time • Interpret student’s body language and words (they may not appear to match) • Consider literal interpretation of what was said to explain student responses • Avoid loud, scolding, demanding voice tone

25. A U T I S M Problem: Poor concentration TIPS: • Frequent teacher feedback and redirection • Break down assignments • Change task features • Change task length • Timed work sessions • Reduced homework assignments • Preferential seating • Use nonverbal cues to get attention

26. A U T I S M • Ensure that tasks have a clear beginning and ending • Promote on task time but allow breaks • Teach when to ask for and take breaks • Design materials to encourage independence and understanding • Provide notes and other information in advance • Give more time to perform • Assign a note taker • Alternate tasks (like-dislike)

27. A U T I S M Problem: poor organization skills TIPS: • Use schedules and calendars • Maintain lists of assignments • Help the student to use “to do “ lists and checklists • Use color coded notebooks and folders • Use individual visual supports • Use social stories

28. A U T I S M Problem: poor motor coordination TIPS: • Involve in structured fitness activities with use of visuals • Take slower writing speed into account when giving assignments (length often needs to be reduced) • Provide extra time for tests • Consider the use of a computer for written assignments as some students may be more skilled at using a keyboard than writing • Allow student to copy from notes rather than the board or overhead

29. A U T I S M Problem: Academic Difficulties TIPS: • Don’t assume that the student has understood simply because he/she can re-state the information • Be as concrete as possible in presenting new concepts and abstract material • Use activity-based learning where possible • Use graphic organizers such as semantic maps • Break down tasks into smaller steps or present it another way

30. A U T I S M • Provide direct instruction as well as modeling • Show examples of what is required • Use outlines to help student take notes and organize and categorize information • Avoid verbal overload • Capitalize on student strengths, such as memory • Do not assume that they have understood what they have read-check for comprehension • Supplement instruction with visual supports

31. A U T I S M Problem: Emotional vulnerability TIPS: • Provide positive praise and tell the student what he/she does right or well • Teach the student to ask for help • Teach techniques for coping with difficult situations and for dealing with stress • Use rehearsal strategies-role modeling • Allow to practice behavioral expectation in new situations • Observe for anxiety and confusion

32. A U T I S M • Provide experiences in which the person can make choices • Help the student to understand his/her behaviors and reactions of others • Educate other students about Autism • Use peer supports such as buddy systems and peer support networks to diffuse situations • Teach appropriate social skills and classroom behavior • Teach replacement behaviors • Modify or eliminate triggers • Add prompts and assistance (e.g. social stories, picture guides) • Promote positive peer interactions

33. A U T I S M • Set expectations and routines for each setting • Add visuals to cue appropriate behavior • Explain anticipated changes well in advance • Maintain consistency and predictability

34. A U T I S M Problem: Sensory sensitivities • Be aware that normal levels of auditory and visual input can be perceived by the student as too much or too little • Keep the level of stimulation within the student’s ability to cope • Provide escape from noise (e.g. headphones, ear plugs, quiet place) • Assign seat in non-distracting locations • Avoid wearing fragrances

35. A U T I S M Visual Strategies • Give students information • Give directions • Teach social skills • Organize environment • Establish rules and behavior guidelines • Teach academic skills • Support learning expressive communication skills • Make communication more effective

36. A U T I S M Visual Structures are important because they: • Address child’s difficulty with sequential memory and organization of time. • Assist children with language comprehension problems to understand what is expected of them. • Lessen the anxiety level thus reducing the occurrence of challenging behaviors. • Assist student to transition independently between activities and environments.

37. A U T I S M • Can incorporate social interactions • Can increase student’s motivation • Can teach concept of “change” • Can increase transition successes Visual structure must be directly taught and consistently used. Visual structure must be directly taught with consistency!

38. Strategies

39. A U T I S M Schedules Schedules provide individuals with an understanding of what is to come and what is expected. This knowledge gives the student a sense of understanding and security that leads to success and independence.

40. A U T I S M Schedules and Calendars help us: • Know what is going to happen • Know what is not going to happen • Know when something is going to happen • Know what is changing • Know what I have to remember • Know what I have to look forward to • Know what has already occurred

41. A U T I S M written schedule

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44. A U T I S M Schedule in a binder

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46. A U T I S M Mini Schedule

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48. A U T I S M Calendars

49. A U T I S M Socialization---Power card 1.Games should be fun for everyone. 2. If you win a game, you can: smile, give a high five or say “yea!” 3. If you lose a game you can, take a deep breath, say “good job” to the winner, “maybe next time”.

50. A U T I S M Social Stories