Autism Spectrum Disorder UDAI working together works

Objectives Participants will become familiar with the definition, characteristics, and other related information regarding autism spectrum disorder. Participants will be able to recognize evidence- based practices in assessing students with ASD Participants will understand the importance of effective collaboration, resources, and supports for students with autism spectrum disorder.

Defination Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

areas Areas of need: Academic achievement, functional performance, learning characteristics Social development Physical development Management needs Academic - levels of knowledge and development in subject and skill areas, activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress, learning style Social - degree and quality of relationships with peers and adults, feelings about self, and social adjustment to school and community Physical - degree or quality of student’s motor and sensory development Management - nature and degree to which environmental modifications and human or material resources are required to enable student to benefit from instruction

Prevelance It estimates that 1 in 150 individuals have autism spectrum disorder based on study. study expanded the definition of “autism” to include the diagnosis of PDD-NOS and Asperger’s Syndrome Boys are 4 times more likely to be diagnosed but girls are more severely affected.

When Does It Occur? Children are born with the disorder and never “outgrow” or are “cured” of their autism Usually diagnosed in early childhood (18 months – 2 years) when a child fails to meet developmental milestones

What Causes Autism? Brain structure is different Cause of autism is currently unknown

*none of these have been proven to cause autism* What Causes Autism? Other Theories: Heavy metals Pollutants Toxins Vaccines Chemicals Pesticides *none of these have been proven to cause autism*

Silent features Communication Delay in, or complete lack of, verbal communication Difficulty in initiating or sustaining conversations Stereotyped or idiosyncratic use of language (echolalia, jargon) Inability to engage in spontaneous, make- believe, or imitative play at the appropriate developmental level

Diagnostic Criteria Socialization Difficulty developing peer relationships appropriate to developmental level Impaired use of nonverbal behaviors (e.g., eye contact, facial expressions, and gestures) Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (joint attention) Lack of social or emotional reciprocity

Diagnostic Criteria Behavior Preoccupation with an activity or interest that is abnormal either in intensity or focus Inflexible adherence to nonfunctional routines or rituals Repetitive or stereotyped movements (e.g., hand flapping) Persistent preoccupation with parts of objects

Types of ASD Autism Retts Disorder CDD Asperger syndrome PDD Nos

Rett’s Disorder Early typical development followed by period of stagnation or regression Motor and cognitive delays Loss of purposeful hand movements Rare: 1:10,000 females; not found in males Occurs around 6-18 months of age Genetically based

Childhood Disintegrative Disorder A developmental disorder characterized by a relatively longer period of typical development (compared to Rett’s and Autism) followed by a marked regression in communication, socialization, and cognitive skills Around 1 in 1500 births - more common in boys Symptom onset between 2 to 4 years of age but before 10 years of age Cause unknown

PDD-NOS Pervasive Developmental Disorder – Not Otherwise Specified Individual exhibits many of the behaviors and characteristics of autism but not enough to meet the full criteria of autism Not the same has “high functioning autism” or Asperger’s Syndrome Individuals can range from high to low functioning

Asperger’s Syndrome Distinguished from Autism and PPD-NOS by the lack of language delay Normal to above-average intelligence Social interest present but understanding and skills are lacking Often verbose but may use language in different ways and lack pragmatics Patterns of speech may be unusual Often motor skill delays and appear physically awkward, clumsy

Implications for the Classroom Communication Wide range of communicative ability Non-verbal to verbose but lacking in pragmatics Often more behavioral communication than intentional, social, or verbal communication Receptive language difficulties - expectations, directions, comments need to be clear, concrete, simple, direct, and visual Expressive language difficulties – even highly intelligent students may struggle to speak up or become frustrated trying to share thoughts, feelings, and ideas Written communication difficulties – from the mechanics of writing to organizing thoughts and getting them to paper

Related Characteristics Cognitive Issues Difficulty drawing conclusions Difficulty with incidental learning Often excellent rote memory Slower at retrieving information Slower processing speed Problems with working memory Trouble predicting outcomes (e.g., people’s reactions) Often do not see cause-effect

Related Characteristics Cognitive Issues Problems with executive function Issues with shift: moving freely from one activity/situation to another, transitions, flexible problem solving Issues with initiation; can’t begin tasks Issues with planning, organizing, sequencing, setting goals/objectives Issues with seeing “big picture” or main idea Issues with evaluating activity; pace, completion, Issues with modulating emotional response Issues with controlling impulses

Continuous Assessment Revise, Modify, Enhance Education Plan Response to Plan/Intervention Initial/Continuous Assessment and Educational Plan

Effective Components for Educational Practices Individualized supports and services Systematic instruction Comprehensible and structured learning environments Specialized curriculum focus Functional approach to problem behavior Family involvement

Evidence-Based Practice Applied Behavior Analysis Not a specific intervention, but rather a theoretical framework Based on work of behaviorists (Skinner, etc.) Desired behaviors are identified, taught, and reinforced Programs are highly individualized

Effective Components for Educational Practices Systematic Instruction Identification of valid educational goals Careful outlining of instructional procedures and their implementation Evaluation of effectiveness Adjustment of instruction based on data

Effective Components for Educational Practices Comprehensible/Structured Learning Environments Curriculum needs to be clear to both students and educational personnel Allows student to predict what’s going to happen next Provide a schedule of activities Plan and provide choice-making Provide behavior support Define areas of classroom and school Provide temporal relations Facilitate transitions, flexibility, change

THANK YOU