Autism Spectrum Disorder What Every Young Child With Autism Wished You Knew
Dec 13, 2015
Autism Spectrum Disorder
What Every Young Child With Autism Wished You Knew
Individuals with autism are visual learners.
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
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
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)
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.
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
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
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
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.)
Fear and Anxiety are Primary
“You have to understand that fear is the emotion that people with autism
experience most often.”
Temple Grandin
Thinking and Learning
Uneven pattern of skill development Learns developmental skills out of normal
sequence Concrete thinking; abstract concepts difficult May not recognize danger
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
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
Strengths
Use visual information meaningfully Understand and use concrete rules Concentrate on topics of specific interests Children learn best through play
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
Object Schedules
Picture Schedules
Variations of Picture Schedules
Choice Boards—Object Level
Blocks
Dinosaurs
Trains
Quantify
Timers
Tokens
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