Students With Autism Spectrum Disorder

Students With Autism Spectrum Disorder

Presenters: Sonya, Lindsey, Paola, Tania, and Amy

Misconceptions About Autism Spectrum Disorders (ASDs)ASDs are a kind of mental illness There are no known psychiatric causes even

though ASD appears in the list of mental disorders presented by the Diagnostic and Statistic Manual of the American Psychiatric Association

ASDs are untreatable Intensive intervention at a young age can

often make a significant impact on an individual’s development

Misconceptions About Autism Spectrum Disorder (ASDs)Preoccupied, career-oriented parents are most at

risk for causing ASDsThere is no concrete evidence to support this

misconception

ASDs are the result of our socially disconnected urban culture

the family dynamics and structure have not been connected to causing ASDs

ASDS can be caused by vaccinationThere is no evidence to indicate that vaccination

cause ASDs

You Tube Clip:http//

www.youtube.com/watch?v=fn_9f5x0f1Q

Characteristics of Autism Spectrum Disorder

Students who have ASD generally present with certain characteristics, however these characteristics vary in how they present and intensity .

Social Interactions Communications

Echolalia Behaviours Response to stimuli Transitions

Diagnosis of ASDASD is difficult to diagnose Doctors or psychologists make diagnoses by

matching behavior to criteria in the DSM There are three areas

Communication impairment Social impairment Repetitive interests or activities

Assessment instruments Autism behavior checklist

Used by teachers and parents for screening Autism diagnostic Interview Revised

A doctor uses this to ask parents questions Assessments should be done by a multidisciplinary

team after an extensive observation

Treatment of ASD

There are four categories of treatment: biochemical – vitamins, medications and food

allergies neurosensory – patterning, sensory integration

techniques, facilitated communication and auditory training

psychodynamic – holding the body contact therapy, psychotherapy

behavioural – intensive behavioural intervention, aversive therapy and behavioural modification

Treatment Continued Autism Society Canada has four

guidelines for treatment: treatment needs to happen early and focus on

learning new skills should be behavior based structured, consistent, and individualized family should be involved

Treatment: ABAFive principles on which ABA operates:

Treatment needs to be in the context of the students community. New behaviours should improve quality of life for everyone.

Technologies and reinforcements need to be appropriate and effective

Teachers, parents and clinicians should try to understand the function of a particular behavior and try to make interventions or changes in the environment that help a child behave appropriately

Programs need to have accountability built in The skills taught should be able to apply to

more than one situation

Issues in the FieldIBI Treatment in Schools

There has been a large bandwagon effect around the IBI treatment

Due to the fact that there has been such a high success rate with IBI, this led parents to advocate for its extension beyond the time that this program has typically ended (5-6 years)

This will lead the program into school years, however the Supreme Court of Canada states that schools do not have to provide this treatment

There are still cases challenging this

Issues in the FieldCost

Due to the fact that ASD requires a response of equal intensity, the cost of this is huge

A program like IBI which requires 20 to 40 hours of service a week including qualified personnel, training, travelling, etc., is way beyond the income of most Canadian families

Many provinces, including Ontario have government funding, however parents are demanding for greater finding

This has led to an increase in litigation and human rights appeals

Issues in the FieldMedia

Has a powerful impact on public impression over the past decade or so

A popular example includes film “Rain Man” with Dustin Hoffman and created awareness about autism, however there were many savant characteristics that were portrayed that are only known in about 10% of the population with autism

Issues in the Field Inclusion

One of the biggest issues that is still ongoing is whether to or not to include these students in a regular classroom.

Classroom Strategies Special Placement

Students manifesting severe characteristics of ASD are likely placed in special classrooms for at least part of their school day. Typically teachers/assistants in this setting will implement a pre-determined program.

Intuition There is less commonality from case to case in regard

to students with ASD. What may work in one situation may not translate to another. Therefore in the regular classroom two very helpful strategies are required from the teacher/assistant; intuition with trial and error along with good record keeping.

Classroom Strategies Teach Essential Skills

Be prepared to offer instruction for basic skills, e.g. paying attention to name being called, following simple instructions, etc.

Essential Skills A student with ASD usually requires more

time to process information, switch focus or attach meaning to words or requests.

Classroom Strategies Understanding the Ordinary

The student has difficulty understanding/accepting ordinary occurring phenomenon in a classroom, e.g. when a peer walks near him/her and understanding they are not trying to invade their space. The teacher/assistant must realize that these aversive behaviours are real and not to be punished but teach the student alternative solutions to cope with the environment.

Classroom Strategies Provide a Safe Haven

A high noise/stimulus level may overwhelm the student. It is a great strategy to develop a routine response (e.g provide a quiet place to go to or pair student with a calm classmate).

Anticipate and watch for signs the student is approaching a meltdown or teach the student to recognize the signs within themselves so they are able to redirect their behaviour in a positive manner, e.g. listening to music.

Prepare for Changes in Routine  Until the student has the appropriate skills to handle

transitions it may be necessary for the teacher/assistant to quietly coach the student through them.

Classroom Strategies Seating Plans are Useful

In regard to intense reactions to stimuli and unusual behaviours, attention to where the students sits relative to the entrance, work areas, etc… must be considered. 

Using the InternetThe internet can be the ideal medium of

communication for interaction, cognition and language without the impact of nearby human presence. The key though is to use this tool selectively so it does not become an escape.

Classroom StrategiesBe a Positive Interlocutor

The teacher or EA may be the only ones that understands, especially in the beginning the student with ASD and their lack of intuition for successful social and intellectual exchange. It probably will be necessary to coach both the student with ASD but also his/her classmates to promote understanding all around.

Capitalize on Special Interests Having a student with ASD especially Asperger’s may

mean you have a child who has become an ‘expert’ on a specific topic. This could be a wonderful opportunity for the student to educate others based on this personal intense interest.

Classroom Strategies A Caring Community 

A classroom where understanding, accommodation and forgiveness prevails. 

Increase Your AwarenessTry to determine what may have triggered an

inappropriate behaviour and design environment to decrease the likelihood of the event occurring again. For example if sharpening a pencil triggers an unwanted reaction- sharpen pencils in another room.

ResourcesBennet, Dworet, and Weber. 2008. Special

Education in Ontario Schools (Edition 6). Ontario: Highland Press

Greenspan and Wieder. 2006. Engaging Autism. Philadelphia: Da Capo Press

Ministry of Education. 2007. Effective Educational Practices for Students with Autism Spectrum Disorders: A Resource Guide. Ontario

Yack¸ Aquilla, and Sutton. 2002. Building Bridges through Sensory Integration. Canada: Future Horizons Incorporated