Asd ppt alisha

Autism Spectrum Disorder (ASD)

Alisha CancioMallory ClarkJason Noto

ESOL Comparison ChartELL ONLY

Earn a standard diploma

Does not affect functions in daily life

Will test out of their label

Do not have issues with repetitive behavior, problem behavior, and sensory/ movement disruptions

Not a biomedical or environmental/ chemical cause

Trouble understanding is caused by a language barrier

Is not a genetic difference in DNA

Have consistent language abilities, no matter the context

ESOL Comparison ChartELL ONLY

ELL students do not struggle with speech, reading, and writing skills in their native language

Will adapt socially, linguistically, and intellectually over time to fit in with peers

ELL is not a lifelong difference

Normal IQ scores, being about 100. (Maybe score lower due to language/ culture barrier?)

Does not affect memory

Something in common with entire family

May not understand because of cultural context

May be perceived as misbehaving due to different cultural expectations

Given a short term for services

Most are included in general education classrooms

ESOL Comparison ChartASD ONLY

Eligible for special diploma

Creates difficulty with activities in daily life

Will not test out of label

May have visible differences in repetitive behavior, problem behavior, and sensory/ movement disruptions

On the other hand, may not be a noticeable disability

There is a biomedical or environmental/ chemical cause

Does not result from nurturing style in home environment

Is a genetic difference linked to DNA

Will have inconsistent abilities, like performing well in school yet being unable to generalize to home/ school environments, or like savants, who markedly have low ability in all areas besides their super talent

May struggle with speech, reading, and writing skills in their native language.

ESOL Comparison ChartASD ONLY

Can learn strategies to adapt with peers socially, linguistically, and intellectually, but with difficulty

ASD is a life-long disability

Quite commonly (75% of autism) students will have an intellectual disability, meaning IQ scores below 70.

May affect memory

Can be something different than entire family

May not understand because of social, language, or intelligence context

Over-representation of European American children

Can be more likely to cause harm to self, others, or environment

Given services for a long term

About half are included in general education most of the time (54% of students in gen ed 40% or more of the time)

Accommodations vary

ESOL Comparison ChartBOTH ASD and ESOL

Have a label that gets services

Receive accommodations

May be different socially and linguistically

Both might have a difficult time making friends, for different reasons

Both have extra resources at school to accommodate them in learning

Will likely benefit from having extra time to process or express knowledge

May be pulled out of class for extra supports

Describes a large spectrum of students

Can apply to students of different intelligence levels

May be very difficult for the family

Test scores may be inconsistent with abilities, whether due to having more time to process written word, struggling with literacy, sensory distractions, anxiety or differences in intellectual functioning

Benefit from multi-modal teaching

Benefit from having more time

ESOL Comparison ChartBOTH ASD and ESOL

May be withdrawn/ shy

May appear to give up easily, by lacking motivation or by displaying problem behavior

May struggle to follow rules, for different reasons

May have difficulties understanding pragmatics and fitting the cultural norm

Might have difficulties with language, communication, and expression

Might struggle with reading and writing

May use other methods of communication than speech, like hand gestures

Might take more time to learn material

Can be perceived to be misbehaved

Difference may be apparent by irregular speech

May have low standardized test scores

Might avoid eye contact

Might struggle with syntax (order of words)

Visuals help learning

ASD Autism Spectrum Disorder-categorical definition NO SUCH THING AS JUST “AUTISM”

Autism Spectrum Disorder means having one or more of the following:

1. Classic Autism Disorder

2. Rett’s Disorder

3. Childhood disintegrative disorder

4. Asperger’s disorder

5. Pervasive developmental disorder otherwise not specified

Thus, when someone says just “autism” they may mean ASD, or they may mean “classic autism.”

Don’t be embarrassed to ask someone which one they are referring to if they simply say “autism.” Some people will be quite impressed that you even know the difference!

JASON NOTO MEDICATION PG

Explains no cure

BBC - My Autism and Me

http://www.youtube.com/watch?v=FeGaffIJvHM

• Develop and follow a structured daily schedule. Prepare student about any schedule changes in advance.

• Incorporate the use of visuals whenever possible.

• Create visual labels for the classroom.

• Teach interaction skills. Encourage students to cooperate in activities or assign a peer buddy for them to work with.

• Address students by their name. Do not demand eye contact.

• Use concrete language. Keep it simple and straight to the point.

• Avoid the use of sarcasm.

• Teachers, parents and students should all be involved in planning interventions. Communication is key!

• Develop positive behavioral plans.

• Use social stories for behavior management.

• Classroom structure & environment should be predictable.

• Remember that each student with ASD is unique!

Example of Social Story

Facilitating Friendships

JASON NOTO

Using Strengths; abilities > disabilities

Jason NOTO

Career options

“10 things that every child with autism wants you to know”

http://www.youtube.com/watch?v=RlEWEO4cEAo

Additional Resources:

http://theautismhelper.com/

http://www.autismspeaks.org/

http://theadventuresofroom83.blogspot.com/