What is Autism? The Autism center defines it as: a complex neurobiological disorder that interferes with normal development in language, social interaction.

What is Autism?The Autism center defines it as:• a complex neurobiological

disorder that interferes with normal development in language, social interaction and behavior.

• A life-long disorder• ASD (autism spectrum

disorder) is group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC estimates that an average of 1 in 110 children in the U.S have an ASD.

http://www.nationalautismassociation.org/diagnosis.php

Casey Payne

History of Autism

Eugen Bleuler• a Swiss psychiatrist, was the

first person to use the term. He started using the word ‘autistic’ around 1911 to refer to one group of symptoms of schizophrenia.

• In the 1940s, researchers in the United States began to use the term "autism" to describe children with emotional or social problems. Leo Kanner, a doctor from Johns Hopkins University, used the word ‘autistic’ to describe the withdrawn behavior of several children he studied. At about the same time, Hans Asperger, a scientist in Germany, identified a similar condition that’s now called Asperger’s syndrome.

http://www.webmd.com/brain/autism/history-of-autism

Types of Autism-• Autistic Disorder- (also called "classic" autism)

• People with autistic disorder usually have significant language delays, social and communication challenges, and unusual behaviors and interests. Many people with autistic disorder also have intellectual disability.

• Asperger Syndrome- • People with Asperger syndrome usually have some milder symptoms of

autistic disorder. They might have social challenges and unusual behaviors and interests. However, they typically do not have problems with language or intellectual disability.

• Pervasive Developmental Disorder-(aka "atypical autism")• People who meet some of the criteria for autistic disorder or Asperger

syndrome, but not all, may be diagnosed with PDD-NOS. People with PDD-NOS usually have fewer and milder symptoms than those with autistic disorder. The symptoms might cause only social and communication challenges.

http://www.autism-resources.com/autismfaq-hist.html

Causes of Autism-There is no one cause for Autism• It is still a mystery disorder• Genetic

• 20 genes may play part in the development

• Mutation or changes to genes

• Pregnancy• Age of the parents (mom

and dad)• Oxygen deprivation to brain

during development• Difficulties during birth• Maternal illness

Diagnosed-• No medical test

performed• Behavioral evaluation• Diagnosed by specially

trained physicians and psychologist• Pediatrician• Psychologist• Speech and Language

Pathologist• Occupational

Therapist

Characteristics of Autism• Visual learners-they are visual

learners but they need time to process what they see. Pictures and other visual aids cannot be shown in rapid succession.

• Modeling-they are very good imitators if they are given enough time.

• Haptic Modality- hands-on style of learning. They are very sensitive to tactile experiences and want to touch everything they see.

• Categorizing- keeping a planner helps them stay on track

http://autism.lovetoknow.com.Learning_Characteristics_of_Autism

Characteristics of Autism• Talking to Self- you can teach them to

talk quietly to themselves. This helps them organize their thoughts and stay focused on assignments.

• One step at a time- instructions and lessons should be direct and concise because they can't process a lot of things at one time.

• Present ideas literally- figurative language can confuse them

• Stay consistent- this gives them a sense of order and security. Loosen structure to make schedule less rigid and make small adjustments to increase the student's tolerance for change

http://autism.lovetoknow.com.Learning_Characteristics_of_Autism

Teaching Strategies• Minimize visual and auditory

distractions.• Create a warm and calm

environment by controlling the amount of light through shades and minimizing the use of fluorescent lighting.

• Place less desired activities right before more desired activities throughout the day.

• Create work systems where the student is given one task at a time and can independently determine what work is to be done, when he or she is finished and what is to be done next. Ex) work cubbies

• Go, Almost Done, and Stop cards can be used as visual cues to help a child transition from something that does not have a clear-cut ending, such as computer or free-reading time.

• Good choices I can make list, helps students remember and utilize simple good choices like raising their hands to ask questions or using “I” statements to share feelings instead of physically reacting, such as hitting.

• Visual Schedules, including picture communication systems (PCS). Always alert the student of any changes that may occur

• This helps the students know what is going to happen in the day and what sequence. These children have a difficult time remembering these things and transitioning on their own

Stokes, S.(1999). “Structured Teaching Strategies for Supporting Students with Autism” Retrieved from http://www.specialed.us/autism/index2.htm.

Teaching Strategies• Have an organizational structure that is

easy to comprehend and is visually defined.– What is to occur in each area– Where each area begins and ends– How to get to a specific area by the most

direct route– Especially for low functioning children,

wide open areas are overwhelming

Stokes, S. (1999). “Assistive Technology for Children with Autism” Retrieved from http://www.specialed.us/autism/index2.htm.

Assistive Technology• Picture Communication Systems such as

Picture This and Boardmaker can help students express themselves or identify specific things on a schedule or sequencing activity.

• Using picture books or cards to teach children how to independently complete a task.

• Picture Exchange Communication Systems are where a child trades a picture of a desired object or activity in exchange for the actual object, such as a break or glass of water. This helps students to initiate communication.

• Create a calendar with all events and a big red circle with a line through it over regularly scheduled events, such as piano lessons, that will not be occurring.

Stokes, S. (1999). “Assistive Technology for Children with Autism” Retrieved from http://www.specialed.us/autism/index2.htm.

Assistive Technology• Students with Autism are adept at decoding but

have poor comprehension skills. Highlighting tape can help students to find or determine which pieces of information are important, such as highlighting all of the people.

• Voice Output Communication Aids can help students with communication skills, comprehension skills, social skills, organizational skills, and academic skills.

• Some students like working on overhead projectors or computers better than paper and can be used as a motivator.

• Touch-screen computers and adapted keyboards can help lower functioning students interact with tutorial programs on the computer.

• A tracker ball can be used instead of a mouse and an enlarged color-coded keyboard can be used to help type.

Assistive Technology• Use concrete visual objects to teach abstract

concepts, especially in math• Some children are comforted by giving them a

padded weighted vest, this is helpful for the ones who NEVER sit still, as in they are literally always moving not just antsy.

• Use the items they love to teach them, such as trains or Dora. Many children become fixated on one subject so integrating that could be key

• Get permission to muffle the intercom or leave before the fire drills to avoid problems from loud noises.

Assistive Technology• Find the sensory input that most relaxes the child, such as swinging, hugs,

being rolled in a mat, etc. This is especially helpful for speech related exercises.– Some children will respond better to singing while others respond better to whispers.

• Irlen Colored glasses can help students who see a flicker on the computer screen or do not like fluorescent lights at all

• Some skills cannot be taught visually or aurally and must be modeled through physical contact. – Ex) a student learns to use the slide by being led up the stairs to the slide and then going down the

slide multiple times. This can be transferred for writing or tying shoes as well.

• Some children use very small details to recognize objects but these details can be transferred to help generalize it.– Ex) a kid could not recognize the toilet without a black seat on it and another would not eat a fruit if

it did not have the Chiquita banana sticker on it.

• This is also a problem with generalizing things such as looking before crossing a street and must be reinforced everywhere.