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Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew
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Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew.

Dec 13, 2015

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Merry Barber
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Page 1: Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew.

Autism Spectrum Disorder

What Every Young Child With Autism Wished You Knew

Page 2: Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew.
Page 3: Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew.

Individuals with autism are visual learners.

Page 4: Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew.

What is autism spectrum disorder?

A neurobiological disorder of development that causes differences in the way information is processed. This difference affects the ability to:

Understand and use language to communicate Understand and relate to people, events and

objects Understand and respond to sensory stimuli Learn and think in the same way as typically

developing children

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Autism is a Spectrum Disorder

Individuals range from high functioning to low functioning

From verbal to non-verbalFrom enjoying social interactions to

avoiding social interactions

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How many people have autism spectrum disorder?

The current definition predicts that up to 1 of every 110 children born today will be diagnosed with autism spectrum disorder. *

1 in 73 students in CMS have a diagnosisof autism .

Autism affects boys 4 times more often than girls.

(*Centers for Disease Control & Prevention)

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Four Primary Areas of Difference

Communication

Socialization/Social Skills

Behavior and Sensory Responses

Thinking and Learning

Children with ASD always exhibit varying degrees of difficulties in two or more of these areas.

Page 8: Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew.

Communication/Language

May have little or no speech; but may be quite verbal

Flat or limited facial expressions Limited use of gestures Fails to imitate actions or sounds Repeats words or phrases/Echolalia Uses unusual vocal intonation/rhythm Understands and uses language literally Asks repetitive questions

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Social Interactions

May lack social motivation Seems content when left alone Seeks social contact in unusual ways Difficulty with turn-taking and other “play” Difficulty reading social cues Difficulty with joint attention (communicating

to share interest in an object or an event) Difficulty with facial recognition

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Behavior/Sensory

Relating to the environment: Play is repetitive

• Using an object/toys for their intended use• May lack imaginary play

Upset by or resists changes; transitions difficult Develops rigid routines Drifts aimlessly about Exhibits strong and inflexible interests Exhibits narrow/odd interests Easily overwhelmed May react impulsively

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Behavior/Sensory (cont.)

Responses to sensory stimuli: Sometimes seems deaf Over-sensitive to some sounds, sights, tastes

and odors; difficulty with modulating input Attracted to certain textures, patterns, odors Exhibits unusual motor movements Exhibits unusual response to pain

(Note: Usually involved in sensory seeking or avoidance behavior.)

Page 12: Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew.

Fear and Anxiety are Primary

“You have to understand that fear is the emotion that people with autism

experience most often.”

Temple Grandin

Page 13: Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew.

Thinking and Learning

Uneven pattern of skill development Learns developmental skills out of normal

sequence Concrete thinking; abstract concepts difficult May not recognize danger

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Thinking and Learning (cont.)

Decreased ability to scan environment and identify important elements

Concept of time is impaired Language is understood and used literally May have difficulty processing multiple

directions

Page 15: Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew.

Why are children with autism spectrum disorder so different from each other?

Interrelationship of the severity of autism and intellectual ability

Impact of additional disabilities Inherited traits, personality, family culture,

family interests, past experiences

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Strengths

Use visual information meaningfully Understand and use concrete rules Concentrate on topics of specific interests Children learn best through play

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What kind of support is helpful?

PECS – Picture Exchange Communication System Visual Cues/Prompts Schedules Routines made visual Timers Social Stories Daily calendar Sensory outlets

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Object Schedules

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Picture Schedules

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Variations of Picture Schedules

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Choice Boards—Object Level

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Blocks

Dinosaurs

Trains

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Quantify

Timers

Tokens

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Charlotte Area Advocacy Office

Nancy Popkin and Kim Tizzard, Parent Advocates

704-894-9678 / 1-877-869-2762

209 Delburg St., Suite 109 Davidson. NC 28036