Autism Spectrum Disorder: Introduction and Educational Needs

Autism Spectrum Disorder: Introduction and Educational Needs

Dr. Mary Ann Winter-Messiers, Ph.D.

University of Oregon-Laos Inclusive Education ProjectJuly 2015

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ແລະ ລາວ

Autism Spectrum Disorder: Introduction and Educational Needs

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What is Autism?

…a group of disorders that originate in brain development, affecting the brain and the body, and primarily recognized by social difficulties, communication challenges, and narrow, repeated behavior patterns.

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A Few Facts

Autism is A spectrum disorder (ASD)

Wide range of challenges and abilities Brain based, not behavioral at its core Lifelong—but progress can be made

Impacts 1 in 68 children and youth in the United States 1:42 US boys 1:189 US girls (CDC, 2014)

Fastest growing disability in US

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Some Areas of Significant Challenge

Social Deficits Communication Deficits Repeated, Rigid

Behaviors, & Narrow Interests Uncontrolled Emotions Sensory Sensitivity Intellectual Capacity Medical and Health

Issues

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Social Deficits

Impacted by communication deficit Social skills can be learned Imply Theory of Mind deficit Imply range of desire for relationships

“In their own world”

Social skills are not intuitive Require consistent training Manners must be taught

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Communication Deficits

Students with autism may:

Be verbal or non-verbal

Experience language deficits impacting their behavior

Struggle with expressive vs. receptive language

Show delay in language acquisition

Require assistive technology, depending on language skills

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Restricted Repetitive Behaviors & Narrow Interests

Restricted repetitive behaviors Finding security in repeating actionsWanting predictabilityPersonal rules

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ລາວ

Narrow interests (Special Interest Areas)Focus on one or two specific passionsConsume time, attention, thoughts, devotionServe as key motivators

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Theory of Mind (ToM) Deficit

ToM is the ability to: Infer other people’s mental states (thoughts,

desires, opinions, feelings)

Use this information to interpret their words and behavior

Predict what they will do next

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Theory of Mind Deficit

Individuals with autism lack ToM to greater or lesser degrees. Students with autism think: You know what I know and you believe what I believe

Apparent in behaviors, relationships, communication, social interactions, emotional reactions, academic work

A pervasive challenge throughout daily life Must be taught!

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Uncontrolled Emotion

Intertwined with communication and social deficits

Causes intense emotional highs and lows

Students with autism Need to be taught how to respond May experience opposite of expected

response May appear “happy” when someone is

hurt Experience depression and anxiety from

very young age

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Sensory Sensitivity

What feels good, scary, or calming to us may not to them Hearing Touch Taste Smell Sight Balance

More or Less? Each student’s sensory responses/needs are unique

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Sample Sensory Sensitivities

Slimy, gooey, crunchy, sharp Bright sun, neon lights Noisy/crowded rooms Labels, buttons, rivets, fabric Hot food, perfume, flowers

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Intellectual Capacity

Students with autism demonstrate intellectual ability range from severe deficit to genius levels

This is separate from other abilities or deficits May have significant deficits and not have intellectual

disability, e.g., processing

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Medical & Health Issues

Food sensitivities Abdominal and intestinal problems Personal hygiene routines Sleep/night challenges Mental health issues Co-morbid diagnoses, e.g.,

Obsessive-Compulsive Disorder Anxiety Disorders Epilepsy Bi-polar Disorder ADD/ADHD

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Potential Indicators of ASD

Delays and deficits in language/communication

Challenges relating to people/environment

Challenges with transition and change

Overwhelm in responding to sensory stimuli

Difficulties in emotion regulation

Discrepancies in developmental (delays)

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What’s the Difference?

In autism: No single behavior is

sufficient: PATTERN Variable profile: mild to

intense Difference in intensity

and persistence beyond typical development

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What is Most Helpful?

Researchers report that the single most reliable predictor of success later in life for students with autism:

EARLY INTERVENTIONFrom birth to 5 years of age

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Remember…

“These children often show a surprising sensitivity to the personality of the teacher. However

difficult they are even under optimal

conditions, they can be guided and taught…

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…but only by those who give them true understanding and genuine

affection, people who show kindness towards them

and yes, humor.”

Hans Asperger, 1944

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