What is Autism?

1. Part 1 What is Autism? Presented by Candace Vielma

2. Change Her World Video • Opening Video Five For Fighting (2008)

3. Autism • Not a single unified condition • Several features, signs, and characteristics • Lifelong Disability (Recovered vs Cured) • Neurological, biogenic, and possible environmental factors that come into play • Developmental disability that usually appears in the first 3 years of life (this is the most important part of autism awareness) Vandi Alba (2008)

4. Accompanying Problems • Sensory problems highly attuned or even painfully sensitive to certain sounds, smells, textures, tastes, and smells • Mental Retardation • Seizures Carin Thompson (2007)

5. Autism-continued • Prevalence or Chances of it being an “Epidemic” • Over 2 Centuries ago first documentation… • First Diagnostic tool in 1987 • Categorized in Special Education in 1992 • Broadening in the DSM-IV in 1994 • Diagnosis is based on 3 domains • Communication • Socialization • Repetitive behaviors/routines Dr. K. Callahan (2008)

6. Autism-Under the Umbrella • Pervasive Development Disorders • Autism Spectrum Disorder • Aspergers Syndrome • Pervasive Development Disorder-NOS

7. Impairments in Socialization DSM-IV: 2 • Eye to eye gaze, facial expression, body postures, and gestures to regulate social interaction • Lack of social empathy • Lack of spontaneous seeking to share enjoyment • Failure to develop peer relationship Diane Bitters (2007)

8. Impairments in CommunicationDSM-IV: 1 • Delay or total lack of spoken language • Impairment in the ability to initiate or sustain conversation with others • Stereotype and repetitive use of language • Lack of varied, spontaneous make-believe play Diane Bitters (2007)

9. Restricted Repetitive and Stereotyped BehaviorsDSM-IV: 1 • Preoccupation with one or more interests that is abnormal either in intensity or focus • Inflexible: difficult to make a change in daily routine or breaking rituals • Persistent preoccupation with objects or parts Diane Bitters (2007)

10. Part 2 Techniques to Know When Educating Those with Autism/Aspergers

11. Functions of Behaivor • Foundations • All behavior is learned • Behavior serves a function • Environments impact behavior • Skill deficits impact problem behavior • Team approach is critical • The student-teacher relationship matters Susan Nichols (2007)

12. ABC’s of Behavior • Antecedent-What happens before the behavior? • Behavior-What does the student do? • Consequences-What happens after the behavior? • All ABC’s need to be “documented” to help reduce or increase the specific behavior………. Susan Nichols (2007)

13. These are pocket cards, one will be passed around to make copies…..or you can go to the web and access it. Very handy! www.behaviorconcepts.com

14. Types of Behaviors • Socially Mediated Positive (To Gain) • Something that is delivered by another person after behavior that makes the behavior more likely to occur. • Attention, Activities, Tangible items…. • They want these items listed above but do it inappropriately! • Tips: Give lots of attention, never give attention for problem behavior, and teach a replacement behavior. Easier said then done but always refer to these tips. Susan Nichols (2007)

15. Continued…. • Socially Mediated Negative (To Escape) • The withdrawal of something that is aversive by another person after a behavior that makes the behavior more likely to occur. • Escape/Removal of unperformed demand • Avoid or Postpone unperformed demand • You place a demand (to follow specific instructions) and they are non-compliant. • Tips: Reduce the demands (meet you halfway), decrease the effort, quicken the pace of instruction, let them feel successful, and give choices. Never allow the child to escape or avoid the demand (but do try to lessen the demand), and teach a replacement behavior. Susan Nichols (2007)

16. Continued…. • There can be a combination at times, however, try to find the behavior that occurs first and begin to brainstorm on the tips I listed in more detail…… • If you chart these behaviors you have a better chance of extinction and increasing appropriate behaviors. • Always start with a baseline chart to see if interventions you use work after baseline data is collected. • Immediate, immediate, immediate Consequences! • Reinforcement procedures for doing correct behavior and extinction (ignoring) for inappropriate behaviors.

17. Use Excel or the Sheet I am handing out. • If you use Excel your data starts out like this……and then you click on the chart wizard icon, then select line charts.

19. Brain Facts/Development on ASD • A more severe form is called autism, the milder form is referred to as Aspergers syndrome. • Those with Aspergers syndrome have an average to above average intelligence. • Studies show children with ASD have greater difficulty recalling verbal information. Difficulty in auditory processing. • Many major brain structures are implicated in ASD, faster brain growth (infancy to 14 month) calculates greater impairment. Sousa, D. A. (2001)

20. Continued… • Serotonin (neurotransmitter) has the most empirical evidence for a role in ASD, 25% of people with ASD have elevated levels of serotonin. • Theory of Mind Hypothesis: Failure to construe the mental states of others….”if I’m angry, everyone is angry…..if George is sad it must be because he also had a bad lunch.” • Difficult in predicting other people’s feelings. • Difficult with simple behaviors (i.e. playing games with others). Sousa, D. A. (2001)

21. Continued….. • In reference to Theory of Mind, these mirror neurons are not transmitting to allow re-creation of the experience of others within ourselves. • This starts with imitation skills (i.e. smiling) • Later with emotions and empathizing • Researchers also suspect that mirror neurons play a role in our ability to develop articulate speech. Sousa, D.A. (2001)

22. MRI studies have shown that many major brain structures are implicated in ASD. Sousa, D. A. (2001)

23. Strategies to Consider • Support verbal information with visual aids. • Model the action you want students to use, and maintain the behavior with visual cues. • Avoid using vague questions, ”Why did you do that?” • Avoid using idioms, “Save your breath.” • Use cooperative learning groups, but teach appropriate social responses to use in these activities. Sousa, D. A. (2001)

24. Support & Discipline Strategies • Have a cool off (time-out) area for discipline when needed, and make sure the area is not more appealing than the curricular activity. • Explicitly teach the rules of social conduct (i.e. role play, model, social stories). • Protect them from teasing and being bullied. • Have a strategy ready in case the student cannot cope due to overstimulation or confusion. • Teach them how to meet someone, how to recognize when someone will not talk to them, and to tell when someone is teasing them. Sousa, D. A. (2001)

25. Additional Tips • It helps tremendously if you warn student prior to a transition, an event, or simply having expectations during a particular activity please visually or auditory warn student several times before it occurs. • A finish later folder. • A check list for routines (i.e. morning or packing up). • Written directions (i.e. logging in computer, playing a game, etc..) Sousa, D. A. (2001)

26. Continued….. • A visual calendar for at home and at school regarding up-coming events. • Folder for assignments to be completed and completed assignments. • For repetitive questioning, having a written response. • Incorporate their high interests into their academics. • Allow time for processing, teach them how to say, “Give me a minute please.” Sousa, D. A. (2001)

27. Continued….. • Students who are driven by rule following, teach them that they are in charge of themselves and no one else. • Social Stories (ppt. is a very useful tool) • Click Here for Example of the “Rule Police” • Refer to handout • Comic Strips • Video Modeling • Refer to handout

28. Websites and Up-coming Trainings • http://www.buildingblox.net/teachershare.html • http://www.frsd.k12.nj.us/autistic/Social%20Stories/1social_stories.htm • http://www.polyxo.com/visualsupport/ • Trainings Typically Held at YOUR District • Advanced ppt. for Online Instruction • Camera Education • Movie Maker • Photo Story

29. Autism: Hope After Diagnosis Video • Closing Video Talk About Curing Autism (2008)

30. References • Alba, V. (2008, November). Presentation given at UNT, Denton, Texas. • Bitters, D. (2007, September). Presentation given at UNT, Denton, Texas. • Callahan, K. (2008, March). Presentation given at UNT, Denton, Texas. • Five For Fighting: Change Her World. (2008). Retrieved June 26, 2008 from What Kind of World Do You Want Web site: http://www.whatkindofworlddoyouwant.com/videos/view/id/408214 • Nichols, S. (2007, August). Presentation given at LISD, Lewisville, Texas. • Autism: Hope After Diagnosis. (2008). Retrieved June 26, 2008 from Talk About Curing Autism Web site: http://www.talkaboutcuringautism.org/video/hope-video.htm • Thompson, C. (2007, August). Presentation given at LISD, Lewisville, Texas. • Sousa, D.A. (2001).