Action For Autism. What is Autism? Autism is a brain disorder that typically affects a person’s ability to communicate, form relationships with others,

Action For AutismAction For Autism

What is Autism?What is Autism?

Autism is a brain disorder that Autism is a brain disorder that typically affects a person’s ability typically affects a person’s ability to communicate, form to communicate, form relationships with others, and relationships with others, and respond appropriately to the respond appropriately to the environmentenvironment

What is Autism?What is Autism? Cont.Cont.

Some people with autism are relatively high Some people with autism are relatively high functioning with speech and intelligence intactfunctioning with speech and intelligence intact

Some people are developmentally delayed Some people are developmentally delayed non-verbal, or have serious language delaysnon-verbal, or have serious language delays

Some people seem closed off and shut down, Some people seem closed off and shut down, while other seem locked into repetitive while other seem locked into repetitive behaviors and rigid patters of thinkingbehaviors and rigid patters of thinking

What is Autism?What is Autism? ContCont

Although people with autism do not Although people with autism do not

have exactly the same symptoms and deficits, have exactly the same symptoms and deficits, they tend to share certain social, they tend to share certain social, communication, motor, and sensory problems communication, motor, and sensory problems that affect their behavior in predictable ways.that affect their behavior in predictable ways.

Who Are The Kids With Who Are The Kids With Autism Spectrum Disorders ?Autism Spectrum Disorders ?

Three core areas of concern or Three core areas of concern or cardinal features for ASDcardinal features for ASDSocial impairment Social impairment Communication impairmentCommunication impairmentRestricted, repetitive behaviors and Restricted, repetitive behaviors and

interestsinterests

Autism is a Spectrum Disorder

Severe

Mild

Communication / Language

Social / Emotional

Cognitive /Intellectual ability

Perception /Sensory Regulation

Response to Stress

Rigidity / Inflexibility

Areas of concern

Other domains...

Look Again an Inside View Look Again an Inside View of Autism Spectrum of Autism Spectrum DisorderDisorder

We experience things holistically: We experience things holistically: The The sight, sound, smell, feel and emotional tone of a sight, sound, smell, feel and emotional tone of a situation hit us all at once. It’s hard to filter anything situation hit us all at once. It’s hard to filter anything out. Sometimes one sensation seems to trigger all our out. Sometimes one sensation seems to trigger all our other senses, making it difficult to tell where the real other senses, making it difficult to tell where the real signal came from. We may be alert to information signal came from. We may be alert to information others miss, but the task of processing and dealing others miss, but the task of processing and dealing with it can be overwhelming.with it can be overwhelming.

Look Again Cont.Look Again Cont.

We are visual learners with good We are visual learners with good memories.memories. We tend to notice and remember We tend to notice and remember visual details. Often this is very useful, but we visual details. Often this is very useful, but we may need help to separate what’s important may need help to separate what’s important from what is not. While others see larger from what is not. While others see larger patterns emerge from details, for us these are patterns emerge from details, for us these are like hidden pictures that stay hidden. The like hidden pictures that stay hidden. The unseen future is difficult to grasp.unseen future is difficult to grasp.

Look Again Cont.Look Again Cont.

We are straightforward and honest. We are straightforward and honest. We expect We expect people’s words and behavior to mean exactly what they seem, and not to people’s words and behavior to mean exactly what they seem, and not to have multiple or covert meanings. The language of emotions can prove have multiple or covert meanings. The language of emotions can prove especially tricky.especially tricky.

We have specialized interests. We have specialized interests. We avidly pursue and We avidly pursue and thoroughly enjoy what appeals to US, not just the latest style or fad.thoroughly enjoy what appeals to US, not just the latest style or fad.

We prefer routines. We prefer routines. Sudden changes are too unnerving. You Sudden changes are too unnerving. You

might say we’re traditionalistsmight say we’re traditionalists Our friends are very important to us. Our friends are very important to us. Being a friend Being a friend

takes a lot of effort and energy. Some people think we don’t care about takes a lot of effort and energy. Some people think we don’t care about

having a social life, but we do.having a social life, but we do.

Theory of MindTheory of Mind

Refers to the notion that persons with ASD do Refers to the notion that persons with ASD do not understand that others have their own not understand that others have their own plans, thoughts and points of viewplans, thoughts and points of view

People with ASD have difficultyPeople with ASD have difficulty

comprehending when others don’t know comprehending when others don’t know something.something.

People with ASD appear to be self centered, People with ASD appear to be self centered, eccentric, or uncaring eccentric, or uncaring

Theory of Mind Cont.Theory of Mind Cont.

Implications of lacking a theory of mindImplications of lacking a theory of mind Social skills are one of the most debilitating Social skills are one of the most debilitating

parts of the ASDparts of the ASD People have preferences for the knownPeople have preferences for the known People have difficulty choosing and prioritizingPeople have difficulty choosing and prioritizing People have a lack of compliancePeople have a lack of compliance People have difficulty with the hidden People have difficulty with the hidden

curriculumcurriculum

Hidden CurriculumHidden Curriculum

The things that……….The things that………. We shouldn’t have to be toldWe shouldn’t have to be told Are obvious to everyoneAre obvious to everyone Repeatedly get persons with autism in troubleRepeatedly get persons with autism in trouble Consists almost entirely of unwritten rules whose Consists almost entirely of unwritten rules whose

violations can make the child an outcastviolations can make the child an outcast Examples:Examples:

Getting into another person’s personal spaceGetting into another person’s personal space Swearing at the PrincipalSwearing at the Principal Talking about bathroom hygiene publiclyTalking about bathroom hygiene publicly

Strategies for Those Who Strategies for Those Who Lack a Theory of MindLack a Theory of Mind

Social StoriesSocial Stories Comic Strip ConversationsComic Strip Conversations Relaxation techniquesRelaxation techniques Visual CuesVisual Cues

Listing social rulesListing social rules Cue CardsCue Cards

Strategies for Those Who Strategies for Those Who Lack a Theory of Mind Cont.Lack a Theory of Mind Cont.

Break CardsBreak Cards

•• Teach Social ConventionsTeach Social Conventions

-appropriate conversations-appropriate conversations

-appropriate topics-appropriate topics

-appropriate sexual behaviors-appropriate sexual behaviors

Note:Note:

Do not expect “shaming, reasoning, or Do not expect “shaming, reasoning, or retributions” strategies to workretributions” strategies to work

The person will/may not understand the The person will/may not understand the consequences of their actions prior to the consequences of their actions prior to the action so they must learn through other waysaction so they must learn through other ways

““Theory of Mind” issues should be priority. Theory of Mind” issues should be priority. Without this basic understanding, the person is Without this basic understanding, the person is likely to continue to fail in social , community, likely to continue to fail in social , community, and family. and family.

How Does Autism Impact How Does Autism Impact Learning?Learning?

Limited social skillsLimited social skills Sensory over stimulation Sensory over stimulation Deficit in deciding what is relevant informationDeficit in deciding what is relevant information Struggle with transitionsStruggle with transitions InflexibleInflexible Poor organizational skillsPoor organizational skills

How Does Autism Impact How Does Autism Impact Learning? (cont.)Learning? (cont.)

Poor sequencing skillsPoor sequencing skills Poor generalization skillsPoor generalization skills Deficits in communicationDeficits in communication

How Do We Help?How Do We Help?

Arranging the Physical EnvironmentArranging the Physical Environment Providing Visual StructureProviding Visual Structure Utilizing SchedulesUtilizing Schedules Developing Personal Work SystemsDeveloping Personal Work Systems Recognizing Personalized Recognizing Personalized

Communication NeedsCommunication Needs

Visuals are nice for Visuals are nice for all children. all children.

For the person with ASDFor the person with ASD they are essential! they are essential!

What are Visual Supports?What are Visual Supports?

Those things that we see that enhance Those things that we see that enhance the communication processthe communication process

Visual supports capitalize on a person’s Visual supports capitalize on a person’s ability to gain information from their ability to gain information from their sense of sightsense of sight

Visuals are critical part of communicationVisuals are critical part of communication

Visual SupportsVisual Supports

Provide an opportunity for the child to Provide an opportunity for the child to engage his attention before the message engage his attention before the message disappearsdisappears

Build on the student’s strengths rather Build on the student’s strengths rather than place demands on weaknessthan place demands on weakness

Increase comprehension significantlyIncrease comprehension significantly

Benefits of Visual SupportsBenefits of Visual Supports

Create an orderliness to the environment which Create an orderliness to the environment which gives a sense of stabilitygives a sense of stability

Provide greater structure and predictabilityProvide greater structure and predictability Increase IndependenceIncrease Independence Cue behavior controlCue behavior control Increase student reliabilityIncrease student reliability Make it easier for everyone to find or Make it easier for everyone to find or

remember what they needremember what they need

Why Use Visual Supports?Why Use Visual Supports?

Students with ASD mayStudents with ASD may Hear information in bits, therefore not receiving the Hear information in bits, therefore not receiving the

whole messagewhole message May have a delayed response for processing May have a delayed response for processing

informationinformation May have difficulty filtering out extraneous noise and May have difficulty filtering out extraneous noise and

therefore have difficulty attendingtherefore have difficulty attending Visual information can exist for any length of timeVisual information can exist for any length of time

It is easier to focus when there is something at which to It is easier to focus when there is something at which to look.look.

“….my response to what people said to me would

often be delayed as my mind had to take time to

sort out what they had said.

The more stress I was under, the worse it became.”

Donna Williams

Nobody Nowhere

Individual Individual ScheduleSchedule

Individual SchedulesIndividual Schedules

The individual’s schedule visually tells The individual’s schedule visually tells the student:the student: Where am I to be?Where am I to be? What activity?What activity? What sequence?What sequence? What’s next?What’s next?

Benefits of a ScheduleBenefits of a Schedule

To provide a sequence of eventsTo provide a sequence of events To provide predictabilityTo provide predictability To support student understandingTo support student understanding To build flexibilityTo build flexibility To promote independence To promote independence To ease transitionsTo ease transitions To prepare for changeTo prepare for change

Schedules CanSchedules Can

Give information about their dayGive information about their day Help students see logic and order in their Help students see logic and order in their

environmentenvironment Serve as a tool to discuss and share daily Serve as a tool to discuss and share daily

eventsevents Help develop time conceptsHelp develop time concepts Teach sequences; first, thenTeach sequences; first, then Reduce or eliminate anxiety or stress related to Reduce or eliminate anxiety or stress related to

transition or changetransition or change Teach flexibilityTeach flexibility

Types of SchedulesTypes of Schedules

Transition objectTransition object Object SequenceObject Sequence Single Picture/PhotoSingle Picture/Photo Picture Cards with Written WordsPicture Cards with Written Words WrittenWritten

Creating Daily SchedulesCreating Daily Schedules

Identify and name each segment of the day Identify and name each segment of the day (lunch, seatwork, library, etc…)(lunch, seatwork, library, etc…)

Determine the level of communication (objects, Determine the level of communication (objects, photos, line drawings, written word)photos, line drawings, written word)

Define what the schedule need to convey, how Define what the schedule need to convey, how much information, details (does it need to tell much information, details (does it need to tell time, place, staff, materials?)time, place, staff, materials?)

Determine the formatDetermine the format Stationary (wall chart, mounted)Stationary (wall chart, mounted) Portable (folder, wallet, paper, clipboard)Portable (folder, wallet, paper, clipboard)

Remember in the World Remember in the World of Autism Spectrum of Autism Spectrum Disorders: “If I didn’t Disorders: “If I didn’t see it, you didn’t say see it, you didn’t say it.”it.”

Thank You Thank You

Have a great rest of the year!!!Have a great rest of the year!!!