Describing Autism

HIGH SCHOOL AUTISM POINT PERSON TRAINING

9/6 /12

SABRINA BEAUDRY & PAM LEONARD

Describing Autism

WELCOME!

HOW DID WE GET HERE?

History of Point Person Trainings

Elementary School training began in 2009-2010. They are in their 4th year of training.

Middle School training began in 2010-2011. They are in their 3rd year of training.

High School & Transition begins today!

Outcomes of Year #1 for you:

1. Ability to expand building staffs’ knowledge relative to unique characteristics of a learner with ASD.

2. Ability to share latest research/evidence based practices for programming and supporting students with ASD with building staff.

3. Will provide leadership in your building in regard to creative planning for students with ASD.

Today’s Outcomes:

Will be able to describe the unique characteristics & thinking style of individual students on the autism spectrum.

Will be able to assist staff in your building to better understand the “behaviors” demonstrated by students on the autism spectrum.

Will use a functional observation tool in order to help create a detailed description of a students’ autism.

Myths PSA

www.childnett.tv

What is Autism Spectrum Disorder (ASD)?

What is it?

Difficult question!

Many ways to answer & describe.

Here are a few ways to help us and the staff in your buildings understand it…

Describing Autism

We know much more now than we did 10 years ago.

It is not as helpful to think of our students with ASD as high functioning or low functioning but rather how they think.

As we broaden our knowledge about ASD, it helps us understand the incredible variability of how our students’ autism is manifested.

Let’s begin to observe our students more closely and describe their individual

characteristics of ASD.

Different Ways To Describe Autism:

1. Traditional Medical Model-DSMIV-TR

2. Information from people on the spectrum themselves

3. Psychological Model/ Brain Based Theories

Tool for Observing & DescribingCommunication

Social Cognitive EmotionalRegulation

Sensory

Traditional Diagnostic Model

DSM-IV-TR – soon to be DSM-V ( May of 2013)

Most introductions to autism cite the DSM-IV-TR diagnostic criteria as a description of autism, but that is misleading because it is a diagnostic tool and not a descriptive tool. That means it doesn't really tell us what autism is, just how to decide if a person has autism or not.

(OCALI module Employee with Autism).

DSMIV – Pervasive Developmental Disorders

AutismDisorder

Rett’sDisorder

Disintegrative

Disorder

Asperger’sDisorder

PDD-NOS

Presently to receive a medical diagnosis of Autism or Asperger’s Syndrome, one must meet certain criteria in the following three areas:

AUTISM

Communication

Social Interaction

Restricted Interest/Repetiti

ve Behaviors

The DSM V has changed the diagnostic criteria and it will be called Autism Spectrum Disorders

The original three domains will become twoSocial/Communication DisorderFixated Interests and Repetitive

Behaviors

There will be three levels of severity

This will be changing in 2013

To have more consistency and clarity of diagnosis

Autism is defined by a common set of behaviors and so it makes sense to have a single diagnostic category

It is better to look at Autism as a spectrum rather than as an umbrella term related to several distinct diagnosis

Why Change?

Catherine Lord, Ph.D. looks at the change in the following manner during an interview with CBS:

“ The intention of changing the DSM …is not to exclude those that already have been diagnosed, but to better define the condition.”

What does this change mean?

More Info on DSMV:

http://www.socialthinking.com/index.php?option=com_content&view=article&id=559:dsm-5-my-thoughts&catid=76:michelles-blog&Itemid=121&utm_source=april+-+providers&utm_campaign=Newsletter&utm_medium=email

Power point Presentation from Little Friends on wiki

Another way to Describe ASD…Personal Accounts

Ask individuals with Autism:

How they feel about their autism

How autism impacts them individually

What helps them

What they wish other people understood

What People with Autism Told Olney in 2000

Primary Areas of Challenge:

Sensation

Attention

Emotion

Time and Place

Coping

(Adult Autism & Employment, Scott Standifer Ph.D)

Some Quotes:

“I loved repetition. Every time I turned on a light I knew what would happen. When I flipped the switch, the light went on. It gave me a wonderful feeling of security because it was exactly the same each time.” –Sean Barron

“I learned to talk at 4. I didn’t learn to communicate until 11 or 12.”-Bill Donovan

“I wanted to understand emotions. I had dictionary definitions for most of them and cartoon caricatures of others…I also had trouble reading what other people felt.”-Donna Williams

“I was never quite sure how to handle certain situations. It is very difficult…to know exactly when to say something when to ask for help, or when to remain quiet…Life is a game in which the rules are constantly changing without rhyme or reason.”-Anne Carpenter

What Would Your Student Say?

How does autism impact you in the following ways?

Sensation

Attention

Emotion

Time and Place

Coping

Another voice…

http://www.youtube.com/watch?list=UUab5MK_e_XquIDrGzT6_F9A&v=WwROzAiKS2w&feature=player_detailpagehttp://www.youtube.com/watch?list=UUab5MK_e_XquIDrGzT6_F9A&v=WwROzAiKS2w&feature=player_detailpage

BREAK

Psychological/ Brain Based Theories

Theory of mind

Executive Functioning

Central Coherence

Theory of Mind:

Refers to a person’s ability to think about people’s thinking

This typically is developed by the age of four

This is the ability that allows us to take the perspective of others and adjust our behavior according to that perspective

Challenges related to Theory of Mind:

Social communicationLanguage comprehensionPerspective takingLiteral interpretation of languageIntensive interests in topicEngaging in shared experiencesPredicting difficultiesUnderstanding how/why a character behavesAffects listening comprehension

Executive Functioning:

This is the ability to use problem solving skills for:

Planning/organization

Self monitoring

Controlling our impulses

Being flexible thinkers

Organizing our thoughts

Challenges related to Executive Function

Repetitive behaviorsRestricted patterns & interestsAttention issuesMemory for detailsOrganization challengesPlanningDifficulty inhibiting responses/impulsesDifficulty applying relevant knowledge across textsMonitoring and self-correcting comprehension is

difficult

Central Coherence:

This allows us to take various pieces of information and put it together to create the “whole picture”

It is the skill that allows us make sense of information from the context

Challenges related to Central Coherence:

Focus on specific details vs. big pictureStudents with ASD may prefer their perspective over

othersMakes students like to keep things the sameResults in trouble making connections and generalizingDifficulty making meaning from text using important

detailsDifficulty making connections (between words,

concepts, experiences)As text becomes longer, becomes more difficult to

make meaning

Functional Model

Applying information from DSM-IV

Applying information from individuals on the spectrum

Applying information from Psychological/ Brain Based Model

This functional model of autism does not make any attempt to explain the causes of autism or link the features together. It simply lists various features of autism that any particular person may or may not experience. With this list in hand, support staff and service providers can begin mapping the specific features of a particular purpose and move on to planning supports and options.

(OCALI module Employee with Autism)

We will cover the following domains for a functional model:

Communication

Social

Cognition

Emotional Regulation

Sensory

Tool for Observing & DescribingCommunication

Social Cognitive EmotionalRegulation

Sensory

To help us describe challenges in our students with ASD in a more functional way…

Let’s first briefly review important characteristics that we expect from our

typical students in our High School culture!

Expected communication abilities for a typical high schooler:

Raise hand to participate in class Navigate face bookSend emailExpress needsTextingFollow directions- written & auditory/multiple

stepAnswer on-the-spot questions in classMake friends/clicksClubsAsk for help

Expected communication skills

Follow non-verbalsProtestSelf-advocacyHumor/sarcasmCode switching- how to comm with different

people

Expected communication abilities for a typical high schooler:

Articulates need for help with school work

Agrees with teachers assignments, or complains about them away from them

Follows complex directions

Comprehends higher level/abstract language

Expresses when not feeling well/sick

Expresses when something is bothering them (at least to a friend)

Communicates appropriately to a wide variety of people and in various contexts

Ability to relate experiences

How does communication look for our students with ASD?

Perseverates on topics

Doesn’t seek out personalinformation about others

Poor timing of interactionsand in conversations

Does not expressempathy for others

May not appear tobe listening but reallyis

May appear to be bossy

Difficulty with nonverbal communication

Can’t explain what needhelp with

Speaks in the same way to everyone

Needs complex directionsbroken down

How would a teacher or employer describe the communication characteristics?

CreepyIsolatedRudeOdd/weirdAnnoyingFrustratingSelf-centeredDisrespectful“I need him to do……..”/ non-compliant

How would a teacher or employer describe the communication characteristics?

InflexibleAlways off topicPerseverativeWon’t follow directionsJust don’t get itDon’t careArgumentativeNot making connectionsCan’t apply content- generalize knowledge“well, he has autism” (excusing behaviors)

Describe Your Student’s Communication Characteristics

Communication

Social Cognitive EmotionalRegulation

Sensory

Expected Social Behavior for a high schooler

Hand holding plus a little/ hallways/ locker areas- self-monitor PDA according to adults around

FlirtingGossipingManage different levels of friendshipsAttempt different social activitiesSmall talkSocial technologyUse humor with each other- peersNonverbal interactions (hugs, high five/bumps, ect)

Expected Social Behavior for a high schooler

Social interactions outside of school dayFace to faceX-box live/ gamingIndependently plan for outside eventsFollow “in” dress codeAppropriate hygieneAge-appropriate slang/ sarcasmPersonal space knowledgeFollow hidden rulesComfortable in non structured school events/ locationsFind their niche

Expected Social Behavior for a high schooler

Part of a group of friends

Understands the “give and take” to relationships

Makes plans to do things with peers outside of school setting

Able to demonstrate “mature” perspective taking in relation to peers

Able to change social behavior dependent on the environment, context, and people present

Able to interpret & use various forms of non-verbal communication in order to maintain appropriate interactions

How does social behavior look for our students with ASD?

Doesn’t seek out personalinformation about others

Poor timing of interactionsand in conversations/ poor reciprocity

Narrow interests can interfere with relationshipdevelopment

Difficulty understandingthe perspectives of others

Difficulty with nonverbal communication (facial Expressions, gestures, body language,eye contact

Speaks in the same way to everyone

May have 1 “friend”;may inappropriatelyjoin group of peers-doesn’tunderstand concept of “friend”

Limited interactions withpeers outside of school

How would a teacher or employer describe the social characteristics?

AwkwardWeirdEccentricTerrible hygieneRude/ disrespectfulMakes others uncomfortableFrom another planetLoner/ DisconnectedBullied/ target for bullying

How would a teacher or employer describe the social characteristics?

ScaryFreaked outDisturbedComments about odd dress

Describe Your Student’s Social Characteristics

Communication

Social Cognitive EmotionalRegulation

Sensory

Expected cognitive abilities for a typical high schooler:

Ability to organize materials Make inferencesProblem solveAverage intelligenceShift focus easilyAve ACT scoreFlexible thinkingAbility to synthesize infoManage homework

Predict and generalizeListen/ comprehendInfer meaning from group discussion/ teacher lecturePick out main idea- see “big picture” comprehend grade level materialAdapting/ generalizing skill setsAccess resources/ use themIdentify when need to see resourcesAbility to complete smaller projects without much assistanceMonitor understanding of thingsActively involved in learningThink about a future for themselves

Expected cognitive abilities for a typical high schooler:

Average intelligenceFlexible thinkingGenerally even skill sets across academic areasIncreasing ability to think abstractly and infer

information (academically & socially)Ability to “see the big picture”Ability to generalize skillsAble to complete long term projects with some guidanceHandle organization of homework (for the most part)Ability to transition and shift attention from task to task

How do cognitive skills look for our students with ASD?

Difficulty in problem solvingor planning projects

May not have any fearor be overly cautious

Can’t organize homeworkInferred meaning is not understood

Can’t go from parts to whole

Doesn’t pick up oncues that attention should be on something else

May show impulsivebehavior or thoughts

Fixates on topic/routine

Can’t transfer skills acrosscontexts

Hard time multi-tasking

How would a teacher or employer describe the cognitive characteristics?

Won’t show his work…can’t give full credit if I don’t see the work

ObstinateDoesn’t careI worry about his academic abilities/ Won’t use assignment notebookUnorganizedManipulativeImpulsive

Describe Your Student’s Cognitive Characteristics

Communication

Social Cognitive EmotionalRegulation

Sensory

Expected emotional regulation in a typical high schooler

Scream and cry (at school sometimes)- with peersResponse does not match severity of problemCan hide emotions if need toWill talk to friends about problemsHave an adult to go to with problemsUse filter while in class when upset or have difference

of opinionCan problem solve differences of opinion/ perspectivesParticipate in class discussions – differences of opinionMay take a walk to blow off steam- have some coping

strategies to use when upset

Swearing among peers when madEmpathetic with each other (peers)Able to prioritize work when overwhelmedAble to differentiate emotional feelingsControl emotional impulses according to

environment/ context

Expected emotional regulation for a typical high schooler:

Attempts to keep emotional outbursts to an environment with friends.

Screams and yells when angry in the privacy of their homes or with friends.

Yells or cries vs. any aggressive behavior toward adults or peers.

Uses coping strategies independently

How does emotional regulation look for a student with ASD?

Unable to recognize&/or express emotions

May keep head down/fall asleep/ shut down

May not give anyemotional feedback

May leave area

May pace

May avoid any work presented

May demonstrate physicalaggression when overwhelmed

May see increase in obsessivetype characteristics

How would a teacher or employer describe the emotional regulation characteristics?

UnacceptableInsubordinateImmatureToo loud UnstableThey must be EDDistracting (to teacher & other students)ScaryQuirkyInconsolable

Describe Your Student’s emotional regulation

Communication

Social Cognitive EmotionalRegulation

Sensory

Expected Sensory Regulation for a typical high schooler:

Play with cell phonePick nail polishDraw on selves/ desks /Go to the bathroom/ get drinksFiddle with clothingFall asleepEat/ drinkMove around

Expected Sensory Regulation for a typical high schooler:

Can filter distractions from the various sensory systems.

Can independently implement strategies to compensate for any unique sensory needs.

When distracted it is not overwhelming to the point of not maintaining attention to activities/tasks/interactions, etc.

Can move through space without thinking about it.

How does a sensory system look for a student with ASD?

Hyposensitive Hypersensitive

SomatosensoryVestibular

ProprioceptionVisual

AuditoryOlfactory/gustatory

Bothered by neon lights,distracted by visual stimuliin room

Picky eater

“Don’t touch me!”;Needs to touch things

Covering ears, maynoises that otherseasily filter out

Loudly commentingon smells; headachesdue to smells

In your face; difficultywith personal boundaries

Fidgety; moves a lot;Paces; rocks

Atypical motormovements

How would a teacher or employer describe sensory system characteristics?

Describe Your Student’s Sensory System

Communication

Social Cognitive EmotionalRegulation

Sensory

One Last Way of Describing Autism…A Different “Culture”:

Culture refers to the characteristics of a particular group of people.

Cultural norms affect the ways people think, dress, talk, spend their leisure time, and other fundamental aspects of human behavior.

Autism as a Culture

Autism is not truly a culture, it is a developmental disability caused by a neurological dysfunction.

However for individuals with Autism, this dysfunction affects the ways that they think, talk, eat, spend leisure time, etc.

So what if we acted like Cross-Cultural Interpreters for our students with ASD??????

We understand

both cultures and interpret the non-autistic environment

s

What do I do?

How should I act?

Why is something important?

What do I say?

How do others think?

Assignment

1. Chose a student to observe & fill out the observation tool in order to describe the student’s autism.

2. Ask a teacher to prepare a list of concerns/questions related to the same student.

3. Meet with the teacher to listen to their concerns. Share your description of the student (from observation tool) to help the teacher understand why student acts the way they do.

4. Share results in November.