Autism Spectrum Disorder in the Elementary Classroom Terri Drca, M. Ed., Autism Specialist

Objectives Increase the knowledge base of staff and faculty in the underlying characteristics of Autism Spectrum Disorder (ASD) to better understand the root cause of student behavior Help faculty and staff use increased knowledge of the underlying characteristics to plan and implement effective classroom strategies for students with an ASD

Autism Spectrum Disorder Characterized by three core features, Failure to develop normal socialization Disturbances in speech, language and communication (verbal and non-verbal) Abnormal relationships to objects and events As well as Abnormal responses to sensory stimulation

Executive Function Theory of Mind Central Coherence

Pointing/following someone else’s point Joint attention Flexibility Impulse Control Fewer self-calming strategies when presented with anxiety producing situations

Thinking in concrete terms affects the ability to understand jokes, sarcasm or compliments

Eye contact is a social routine, one of the most difficult of all communication, and should be taught in context. Students don’t need to look at you to process what you are saying

Resources for Executive Functioning Executive Function in the Classroom Smart But Scattered Executive Functioning Workbook for Kids Boosting Executive Skills Self Regulation in the Classroom https://www.youtube.com/watch?v=jnWrz1cSw3M https://www.youtube.com/watch?v=sI8GKyekMgo

T H E O R Y F M I N D The ability to understand the mental state of others, such as, beliefs, thoughts, desires, perceptions, intentions and feelings and apply this understanding to predict the action of others

Accidental/Intentional Behavior Mind Blindness- “Everyone is thinking what I’m thinking Reading Comprehension Social Cognition

I’m not arguing…I’m just explaining why I’m right Students with ASD are not “misbehaving” to “Drive you nuts” I’m not arguing…I’m just explaining why I’m right Students with ASD are not trying to be a “Smart Alec”

Things that are difficult… You may already know: These may surprise you Reading body language/facial expressions Interpreting tone of voice Perspective taking Dealing with romantic relationships Lying- Individuals with ASD do not generally lie Feeling embarrassed- Individuals with ASD do not often feel embarrassed Getting in trouble for telling the truth-“Insults” are not meant to be insulting Seeing yourself as part of a group

Communication Dr. Robert Rosenthal, U of C Riverside, 2010

https://www.stopbullying.gov/

Resources for Theory of Mind Theory of Mind: How Children Understand Other’s Thoughts and Feelings Teaching Theory of Mind https://www.youtube.com/watch?v=vVWI7f3zJQk https://www.youtube.com/watch?v=IhnE1FCD2uo

Central Coherence: The ability to integrate information into a meaningful whole- People with ASD tend to focus on details (parts) while losing site of the whole

Literal Interpretation of Language Obsession with Detail Reading Environment Literal Interpretation of Language What do I pay attention to? Making a Meaningful Whole Managing Pragmatics

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“Normal people stop seeing the details that make up the big picture and see only the big picture instead. “Normal” human beings are blind to anything they are not paying attention to.” Dr. Temple Grandin

Resources for Central Coherence Big Picture Thinking Encyclopedia of Autism Spectrum Disorder https://blogs.psychcentral.com/not-robot/2015/11/autism-and- weak-central-coherence-theory/ https://www.youtube.com/watch?v=XcWx8UVhzpQ

Hypo Sensitive Hyper Sensitive (Under Sensitive) (Over Sensitive) R E G U L A T I O N

Resources for Sensory Processing The Out-of-Sync Child The Out-of- Sync Child Has Fun Sensational Kids https://www.youtube.com/watch?v=QtE72t3-grs https://www.youtube.com/watch?v=C07TQvohyTE https://www.youtube.com/watch?v=K2P4Ed6G3gw

What does ASD look like in the classroom? Studying May appear defiant Sensory overload Difficulty with abstract thinking Paying attention to everything- relevant or not Difficulty following directions

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POWER STRUGGLE Reinforcement of Negative behaviors Blame game

Typical Accommodations for students with ASD Extended response time Preferred seating Inform student beforehand if changing of schedule Shortened assignments Visual supports Rules

Never underestimate the power of reinforcement

Post-it notes can be used as reminder card/cue card Visual schedules (pictures for young students, written for older students) Designate space on the whiteboard for page numbers, homework/classroom assignment “To Do” lists Post-it notes can be used as reminder card/cue card Visual Timers (time timer app, timer touch app), kitchen timer, smart phone, visual support on classroom clock “I need a break” card or signal https://www.davis.k12.ut.us/site/Default.aspx?PageID=1285

Practical Ideas Remove visual distractions Consider classroom lighting, sounds and smells Provide a personal “office” space for working Provide quiet or break area Pre-plan alternatives – What to do when the pencils or paper supply runs out Avoid “redesigning” room or seating arrangement often without warning

Terri Drca, M.Ed., Autism Specialist tdrca@dsdmail.net Alyson Gilson, M.Ed., Teacher Specialist awilley@dsdmail.net 801-402-5151 https://www.davis.k12.ut.us/site/Default.aspx?PageID=1285