Top Banner
February 13, 2013 www.beaconcollege.edu
40
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Autism spectrum disorders presentation

February 13, 2013

www.beaconcollege.edu

Page 2: Autism spectrum disorders presentation

1. Old and New Classifications

2. Verbal vs. Performance Abilities

3. Executive function

4. Recent research in the news – is it accurate?

5. Tips for working with students

www.beaconcollege.edu

Page 3: Autism spectrum disorders presentation

Autistic Disorder

Nonverbal Learning Disabilities (NLD)

Rett’s Disorder (rare)

Childhood Disintegrative Disorder (rare)

Asperger’s Disorder

Pervasive Developmental Disorder (somewhat rare)

www.beaconcollege.edu

Page 4: Autism spectrum disorders presentation

MORE LESS SEVERE SEVERE

www.beaconcollege.edu

Page 5: Autism spectrum disorders presentation

*Disturbances in social relationships

*Difficulties with communication

*Unusual and repetitive interests and behaviors

*Deficient in executive functioning: trouble with

prioritization, impulse control, attention,

retention, organization

www.beaconcollege.edu

Page 6: Autism spectrum disorders presentation

6

Frontal

Posterior

Systems or object orientated not people orientated

www.beaconcollege.edu

Page 7: Autism spectrum disorders presentation

www.beaconcollege.edu

Baron-Cohen – Autism Research Centre Cambridge University

Page 8: Autism spectrum disorders presentation

Autistic Disorder Asperger’s Disorder Nonverbal Learning Disabilities

Strong in performance abilities

Weak in performance abilities

Weak in performance abilities

Weak in verbal tasks Strong in verbal tasks Strong in verbal tasks

Content to be loners Seek out social interaction, little success

Seek out social interaction, little success

www.beaconcollege.edu

Page 9: Autism spectrum disorders presentation

Subtests of Wechsler Adult Intelligence Scale

Purpose: illustrate the testing our students endure

Help understand performance vs. verbal abilities

www.beaconcollege.edu

Page 10: Autism spectrum disorders presentation

29 Questions

Measures: general information one has acquired

in his/her culture

www.beaconcollege.edu

Page 11: Autism spectrum disorders presentation

Part 1: 3-7 digits are reproduced

Part 2: 3-7 digits are reproduced backwards

Measures: attention, concentration, mental control

www.beaconcollege.edu

Page 12: Autism spectrum disorders presentation

35 words

Measures: degree of learning, comprehension,

expression

www.beaconcollege.edu

Page 13: Autism spectrum disorders presentation

14 problems

Measures: concentration, mental math ability

www.beaconcollege.edu

Page 14: Autism spectrum disorders presentation

14 items that ask what way 2 things are alike

Measures: Abstract verbal reasoning

www.beaconcollege.edu

Page 15: Autism spectrum disorders presentation

www.beaconcollege.edu

Page 16: Autism spectrum disorders presentation

20 cards

Measures: ability to perceive visual details

www.beaconcollege.edu

Page 17: Autism spectrum disorders presentation

9 tasks

Measures: nonverbal abstract processing,

problem solving

www.beaconcollege.edu

Page 18: Autism spectrum disorders presentation

26 items

Measures: inductive reasoning, nonverbal

abstract problem solving

www.beaconcollege.edu

Page 19: Autism spectrum disorders presentation

26 items

Measures: spatial reasoning

www.beaconcollege.edu

Page 20: Autism spectrum disorders presentation

27 items

Measures: Quantitative and logical reasoning

www.beaconcollege.edu

Page 21: Autism spectrum disorders presentation

Summary

www.beaconcollege.edu

Page 22: Autism spectrum disorders presentation

No 2 people display the same problems to the same degree or in the same way

www.beaconcollege.edu

Page 23: Autism spectrum disorders presentation

EXECUTIVE FUNCTIONING

www.beaconcollege.edu

Page 24: Autism spectrum disorders presentation

Called context blindness

Have social skills but cannot use them in all situations

www.beaconcollege.edu

Page 25: Autism spectrum disorders presentation

Not one single thing

Believed to be an element of executive dysfunction

Low energy and being out of touch with one’s body and emotions

Difficulty in changing gears

www.beaconcollege.edu

Page 26: Autism spectrum disorders presentation

Difficulty starting things if stopped

Difficulty in stopping things started

www.beaconcollege.edu

Page 27: Autism spectrum disorders presentation

Might be able to do something easily one day but run up against severe inertia with the same task the next day

www.beaconcollege.edu

Page 28: Autism spectrum disorders presentation

Autism isn’t something constant like blindness or deafness but rather something variable, more like multiple sclerosis, fibromyalgia, or lupus. What we can do one day, we can’t do every day. What we can’t do one day, we might be able to do on another.

www.unstrangemind.wordpress.com

www.beaconcollege.edu

Page 29: Autism spectrum disorders presentation

Journal of Child Psychology and Psychiatry, January 2013

News media reporting children can “recover”

Behavioral therapy early in life

Deborah Fein of University of Connecticut

n= 34

www.beaconcollege.edu

Page 30: Autism spectrum disorders presentation

“Higher cognitive functioning and somewhat milder initial symptoms”

Parent reports that participants “had typically developed friends”

20% reported impairment in nonverbal social interaction

www.beaconcollege.edu

Page 31: Autism spectrum disorders presentation

3 - parent completion surveys

1 - clinician observing and scoring

1 - IQ test

1 - handedness test (left handedness is more common in ASD)

2 - facial recognition and language

www.beaconcollege.edu

Page 32: Autism spectrum disorders presentation

Statement from the Autistic Self Advocacy Network (ASAN)

Autism is a natural part of the human condition and not something to recover from or eliminate. The goal of autism research should be to create happy Autistic people, not to encourage ‘passing for non-Autistic’ without regard to the impact on our quality of life.

www.beaconcollege.edu

Page 33: Autism spectrum disorders presentation

Every difficulty or issue cannot be “fixed”

Most important interventions are patience and being positive

www.beaconcollege.edu

Page 34: Autism spectrum disorders presentation

Reinforce turn-taking when speaking with others

Reinforce cues for when to reply, interrupt, listen, change the topic, and end the conversation

Wait longer than you usually would for an answer

Make the same point several different ways

www.beaconcollege.edu

Page 35: Autism spectrum disorders presentation

Provide oral material in written form as well

Explain and point out the signals and clues when a person is using sarcasm

When showing movies use closed captioning

www.beaconcollege.edu

Page 36: Autism spectrum disorders presentation

Remind often of assignments and due dates

If frequently forgetting materials, encourage student to use peer assistance

www.beaconcollege.edu

Page 37: Autism spectrum disorders presentation

Do not give false praise

Provide positive, explicit, appropriate, accurate, and specific praise

www.beaconcollege.edu

Page 38: Autism spectrum disorders presentation

Normal levels of auditory and visual input can be perceived as too much or too little

Keep the level of sensory stimulation within the student’s ability to cope

Consider developing a crash room for students with sensory overload

www.beaconcollege.edu

Page 39: Autism spectrum disorders presentation

Resistance to change is usually an indication of stress

Explain fully what the change entails

Be as consistent as possible

www.beaconcollege.edu

Page 40: Autism spectrum disorders presentation

Accept, support and understand autism as diversity

www.beaconcollege.edu