Autism 101 A general overview of the characteristics of a student on the autism spectrum An introduction to strategies for teaching autistic students.

Autism 101

A general overview of the characteristics of a student on the autism spectrum

An introduction to strategies for teaching autistic students

Learning Outcomes

Participants will become aware of the three areas of development affected by autism

Participants will become aware of strategies to address a variety of autistic characteristics

What is Autism

Complex neurological disorder affecting individuals in three areas:

Social interaction Sensory integration Social communication

Autism is a Spectrum Disorder(ASD)

The symptoms can occur in any combination

The symptoms can occur with varying degrees of severity

What do we know about autism?

Developmental disability, the result of a neurological disorder affecting the ability to communicate, socialize, and process sensory information

Identification at an early age can help children cope with their disability

Sometimes autism occurs in association with other disorders which affect brain functions, such as epilepsy or cerebral palsy. Autism is not caused by these disorders

Autism is diagnosed by observed behaviors

Onset is during the first three years

Facts about ASD

At present there is no cureTo date no research to prove a cause of autism Estimated 1 in 166Four times more prevalent in boys than girlsStandardized or norm referenced instruments may not always be reliable or valid

DPI criteria(Must meet criteria for A & B)

A. Social relations: The child displays difficulties or differences in interacting with people and events

B. Communication: The child displays problem beyond speech and language to other aspects of social communication

Must meet criteria for 1 or more of C through F

C. Developmental rates and sequences: The child may exhibit inconsistent skills development

D. Cognition: The child exhibits abnormalities in the thinking process and in generalization

E. Sensory processing: The child exhibits unusual, inconsistent , repetitive, or unconventional responses to stimuli

F. Behavioral Repertoire: The child displays marked distress over changes, insistence on following routines, and a persistence or preoccupation with or attachment to objects

What is Aspergers?

People on the higher functioning end of the spectrum

Autistic child will demonstrate the following

An impairment with verbal and nonverbal language communication

An impairment in social relationships

Possible abnormal responses to sensory input

Autism impacts

Communication skillsSocial skillsAbstract reasoning skillsBehaviorAuditory processingSensory systemVisual perception skills

Observable behaviors

Possible poor motor control and/or physical developmentPoor imitation skillsResistance to changeAbsorption in topicsRepetitive behaviorSocially immature behavior

Lack of spontaneous creative playTend to spend more time aloneShows little interest in making friendsSkill development may varyMay possess excellent rote memory or read at a high level without comprehension

Difficulty transitioning from one activity to another

Unusual reactions to physical sensations (touch, sight, hearing, taste, and smell)

Strategies for Teaching Autistic Students

Communication StrategiesSocial Interaction StrategiesSensory/Organizational StrategiesBehavior Strategies

Lice

More Bang for your Buck

Student has more time to be autistic than you have time to change them

Separate things of which you have control from those of which you have no control

Communication Strategies

Teach an alternate means of communication

Picture exchange systemCommunication board/voice out put systemSign languageVisual for receptive communication even if student is verbalUse technology and appropriate software

When speaking to student with autism

Encourage eye contact…but don’t insist on it

Say their name first

Allow response time of at least 10 seconds

Speak slowly

Keep your sentences clear and simple

Be aware of literal meanings

Provide additional cues if needed

Visual cues---pictures, pointing, gestures

Written language---have message written out, or write down key words

State the message another way

Be consistent when giving directions or asking questions

Talk to parents to find out how commands are phrased and what works at home.Use the same phrases /words at school (stop vs. no)Ask “What do you want?” and offer choices on a consistent basis

AVOID VERBAL OVERLOAD

Social Strategies

Nonverbal communication

Most students with autism have difficulty reading:

body language, intonations of verbalizations facial expressions other social cues

Environments/ routines

Prepare the autistic student for changes in routines such as assembly, substitute teachers and rescheduling

Use visual or written schedules to prepare him for the change

Down time

Teach choices for downtime (free play, recess etc.)

Pairing off or choosing partners

Draw numbers or use some other arbitrary means of pairingAsk a “kind” student if he or she would agree to choose the individual with autism as a partnerAutistic student may need to practice working with others

Generalization of social skills

Student may learn social interaction in a specific setting under a certain condition, but not understand other environments or circumstancesPlan to teach generalization across individuals and settingsWithout generalization, instruction and practice, skills will be applied narrowly

Maintain Social Skills

Previously learned skills must be reviewed, to enable students to remember

If not reviewed, student will need new instruction on previously learned

skills

Sensory and Organizational Strategies

Behavior and sensory perceptions

Each student is uniqueSenses involved are:Auditory---hearingVestibular---gravity and movementProprioceptive---muscles and jointsTactile ---touch Visual---seeing

Organizational skills

Help needed in the least restrictive way possibleVisual cues will helpHarping will not helpPurpose is to make student as independent as possible

Environment

Provide an organized and structured environmentStudent needs to know what is expected of them (visual for beginning, middle, end) Where are things locatedWhat is happening next

Provide a predictable and consistent activity classroom schedule Provide a quiet place and frequent times for relaxationAvoid over stimulating activitiesRemove visual “clutter”

Instruction

Small sequential stepsPresent in several ways (visually, verbally, physically)Use concrete materials when presenting new materialKeep “visual translation” in mind

Behavior Strategies

Behavior is communication

Difficulties with abstract and conceptual thinking

Avoid asking vague questions (Why did you do that?)“I did not like it when you slammed your book down when I said it was time for gym. Next time……….”Provide choices Were you showing me---or---?Be as concrete as possible

Be consistent

Everyone deals with students behavior the same wayDon’t get involved in verbal disagreementInconsistent responses will add to the anxiety of the student

Increase in unusual behavior

May indicate an increase in anxiety

Stress can be caused by a feeling of a loss of control.

Stress will only be alleviated when the student physically leaves the stressful event or situation

Don’t take behavior personally

Usually behavior is the result of efforts to survive experiences which may be confusing, disorienting or frightening

Autistic people can by virtue of their disability be egocentric.

They have difficulty reading others reactions

Motivation

Find out what really interests the child and use this to motivate him

Preventing behavior

ANTICIPATE

Self understanding must be taught before the “rumbling stage”

Positive approach to behavior

Don’t think of behavior as “bad.” Think of it as a message that needs to be decoded.

Observe the situation in which the behavior usually occurs. Problem behavior can be avoided by avoiding problem environments

Shape behavior by accenting the positive

Consistency is the key

Take as your motto: “This too shall pass.”

Summary

TO HELP THE AUTISTIC CHILD LEARN AND GROW

Talk to the child

Talk even if child seems to be listening or notKeep explanations brief and conciseToo much verbal communication may make the student uncomfortableAvoid talking about the students as if they are there

Be clear and literal

Avoid “figures of speech”

Give directions firmly and completely

Don’t assume that anything goes without saying

Organize and structure environment

Need to know exactly what is expected of them.Need to know where things areNeed to know what is happening and what will happen nextPrepare the child for new situations to minimize surprises

Help the child participate

Children may need someone to coach them to pick up on social cues

Down times

Teach choices for down time

Lack of structure and activity could be disturbing to the child

Team attitude

Be positive

Be creative

Be flexible