Autism Spectrum Disorders

Autism Spectrum Disorders+ the classroom

by: Racheal Campbell + Ryan Benetz

www.educationinc.us • [email protected]

The Autism Awareness Ribbon

The puzzle pattern of this ribbon reflects the mystery and complexity of autism. The different colors and shapes represent the diversity of people and families living with this disorder. The brightness of the ribbon signals hope – hope through research and increasing awareness.


Education, Inc. + Autism

As a leader in providing K-12 education programs for patients in hospitals, home bound programs and behavioral health centers, it is our mission to educate all students regardless of their situation.

In 2013, we were able to educate and provide support for 13,364 students. Based on the statistic that 1 in 68 children are autistic, we can roughly estimate that over 190 of our students were autistic.

We hope to add to the ribbon’s brightness, the hope, by raising awareness for ASD and autism in the classroom.


AUTISM SPECTRUM DISORDERS

What are Autism Spectrum Disorders?ASD DefinitionChildren with Autism Spectrum DisordersRett SyndromeChildhood Disintegrative DisorderAspergerAutismThe Facts

AUTISM + DIAGNOSTIC CRITERIA

What are the diagnostic criteria for autism?Early signs of AutismCharacteristicsPrevalence CausesVaccines and Autism

AUTISM + THE CLASSROOM

What can we do as teachers?Research ProgramsCurriculum of ProgramsRecommendations for Education InterventionAccommodations in the Lesson PlansAccommodations in the ClassroomTeaching Strategies Assessment Practices

Presentation Overview

I. III.

II.


What are the Autism Spectrum Disorders?


Autism Spectrum Disorders (ASD) definition:

Disorders that are characterized by varying degrees of impairment in:

1. communication,

2. social interactions,

3. repetitive and stereotyped patterns of behavior.

Persons who display behaviors typical of autism but to a lesser degree and/or with an onset later than three years of age.


What are Autism Spectrum Disorders (ASD)?

Autism Spectrum Disorders, also known as pervasive development disorders (or atypical autism) includes:

Rett Syndrome

Childhood Disintegrative Disorder

Asperger Syndrome

Autism



Rett Syndrome

Normal development for five months to four years, followed by regression and intellectual disabilities.

This is the only ASD that is more common in females than males and it is very rare.


Childhood Disintegrative Disorder

Normal development for at least two, and up to ten years, followed by significant loss of skills.

Much more prevalent in males.


Aspergers

Similar to mild autism, but without significant impairments in cognition and language.


Autism (definition from IDEA)

A developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that affects a child’s performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected primarily because the child has serious emotional disturbance.


Autism: the facts

Approximately 1 in 68 children are diagnosed with autism.

Over the last 30 to 40 years there has been great increase in the number of diagnosed cases, and is currently increasing 10-17%, annually.

Autism is the fastest-growing serious developmental disability in the U.S., currently affecting more than 2 million individuals.

Sometimes students can be identified as LD or DCD, when if fact they have autism.

Autism is more prevalent in boys than girls*APPROXIMATELY 5 TIMES MORE LIKELY


Autism: the facts continued

Autism is more prevalent in siblings of those with ASD

Autism is more prevalent in those with other developmental disorders such as Fragile X syndrome, Developmental Cognitive De-layed, or Tuberculosis.

Autism can cost a family an average of $60,000 per year.

Autism receives less than 5% of the research funding of many less prevalent childhood diseases.


What are the diagnostic criteria for autism?


Early Signs of Autism:

6 months :

9 months :

12 months :

16 months :

24 months :

No big smiles or warm, joyful expressions

No back and forth sharing of sounds, smiles, etc

No consistent response to his/her name, babbling, back and forth gestures, such as pointing showing, reaching, waving, or three-pronged gaze.

No words

No two-word meaningful phrases (without imitation or repeating)


Autism: characteristics

Impaired social interaction

Picked up/cuddled

Smile/laugh

Objects vs. people

Impaired communication

50% thought to be mute

Robotic, parroting or reverse pronouns


Autism: characteristics continued

Repetitive and stereotyped patterns of behavior

Twirling, flapping of hands, rocking

Restricted range of interest

Impaired cognition

Remember location in space rather than concept comprehension ie. “shopping”Autistic savant: splinter skills: ie. Rain Man


Autism: characteristics continued

Abnormal Sensory Perceptions

Hyperresponsive or hyporresponsive

Synaesthesia: the stimulation of one sensory or cognitive system results in the stimulation of another


Autism is the most prevalent of the ASD’s and the second most common is PDD-NOS which is a less severe form and/or later onset.


Causes of Autism

Neurological

No single, known cause

Genetic Problems

Depending on the gene, a child may be more susceptible to the disorder

Can affect the way brain cells communicate

Can affect the severity of the symptoms


Causes of Autism

Environmental Problems

Causes many other health problems

Exploring whether or not trigger autism: ie. air pollutants and viral infections


Vaccines and Autism

No reliable study has shown a link between the MMR vaccine and autism.


What can we do as teachers?


Research Programs

Research does not tell us which types of intervention work best for different children

Decisions made by the team based on needs of individual child

A variety of resources and agencies must collaborate to develop comprehensive programs based on each child’s needs


Curriculum of Programs

The program should teach the child:

Ability to attend

Imitate others

Comprehend and use language

Play appropriately with toys

Socially interact with others


Recommendations for Education Intervention:

Immediate enrollment into intervention programs immediately after diagnosis

Active participation in intensive programming for a minimum of25 hours per week

Planned and repeated teaching opportunities in various settingsAt least 1 adult for every 2 young children

Parent training

Ongoing assessment and evaluation


Accommodations in the Lesson Plans + Sessions

1. Choose or make materials with clear, visual completion criteria.

2. Tasks that have visually clear instructions.

3. Provide students with visual aids for lectures.

4. Prepare students for transitions.

5. Use the student’s interests in lesson planning.

6. Use clear, concise language.

7. Modeling.


Accommodations in the Lesson Plans + Sessions

8. Incorporate the strengths of students with autism in your lessons.

9. If student has difficulty with handwriting, for some assignments, allow alternative ways to respond.

10. Reinforce positive behavior.


Accommodations in the Classroom

1. Close proximity to teacher/teacher’s assistant.

2. Procedures to keep noise levels acceptable.

3. Private location w/o distractions for test taking.

4. Eliminate clutter.

5. Present instructions orally and written.

6. Frequent clarifications/reminders .

7. Refer to agendas.


Accommodations in the Classroom

8. Work is organized into manageable ‘chunks’.

9. Classroom expectations clear and understood, as well as consequences for misbehavior.

10. Extra assistance is provided as needed.


Teaching Strategies

Direct Instruction

Behavior Management

Find ways to support positive behaviors rather than punish negative behaviors

Instruction in Natural Settings– settings and interactions that

non-disabled children enjoy

Teaching one-on-one or in small groups


Assessment Practices

Testing accommodations vary on case to case basis

Extended time and small-group of individual administration are common accommodations


Thank you for reading!

We would not be successful without the right teachers, and their desire for professional development. As our teachers develop, so do our students.

As an ongoing effort we encourage our staff to develop training presentations like the one you are viewing here on Autism Spectrum Disorders. If our development can help our clients and fans develop as well, then we are helping those kids that need it.

Please use this presentation as a training tool, and share it with those people that care for kids on the spectrum.

Enjoy!

Ryan Benetzemail: [email protected]: 508.732.9101


The best thing about Education, Inc. is their individualized attention to the needs of every child.

The teacher(s) from Education, Inc. are warm, flexible, and open to learning about children who have highly specialized academic and emotional needs.

— Rachel Busman, PsyD; Clinical Psychologist & Program Director of Adolescent Inpatient Services at Westchester Medical Center


APA Works Cited:

Autism Spectrum Disorder (ASD): Condition Information. (2013, December 1). Autism Spectrum Disorder (ASD): Condition Information. Retrieved February 8, 2014, from http://www.nichd.nih.gov/health/topics/autism/conditioninfo/Pages/default.aspx

Hallahan, D. P., & Kauffman, J. M. (1120). Exceptional learners: an introduction to special education (12th ed., International ed.). Upper Saddle River, N.J: Pearson Education

Nicole, C. (2007, January 1). Positively Autism ~ Lesson Modifications and Accommodations ~ November, 2007. Positively Autism ~ Lesson Modifications and Accommodations ~ November, 2007. Retrieved February 01, 2014, from http://www.positivelyautism.com/volume2is-sue10/index.html

Promoting Social Development for Students with Autism; Social Skills for Students with Autism. (n.d.). TeacherVision. Retrieved March 2, 2014, from http://www.teachervision.fen.com/autism/teaching-methods/8193.html?detoured=

Ruble, L., & Akshoomoff, N. Autism Spectrum Disorders: Intervention Options for Parents and Educators. National Association of School Psychologists , 38, 1-6.

Staff, M. (2012, October 6). Autism. Mayo Clinic. Retrieved April 29, 2014, from http://www.mayoclinic.com/health/autism/DS00348/DSEC-TION=causes

Teaching Autism Students in Inclusive Classrooms. (n.d.). Teaching Autism Students in Inclusive Classrooms. Retrieved February 1, 2014, from http://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.html

What Is Autism?. (2014, January 1). Autism Speaks. Retrieved March 1, 2014, from http://www.autismspeaks.org/what-autism