ONCE THOUGHT TO BE RARE, AUTISM IS NOW KNOWN TO BE ONE OF THE MOST COMMON OF THE DEVELOPMENTAL DISORDERS. JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS VOL. 26, NUMBER 2, APRIL 1996

Autism…  Is the result of a neurological disorder  Has multiple unknown causes.  Is a spectrum disorder. (ASD)  Is diagnosed based on a child’s behaviors. Effects: processing, integration and organization of information

Autism Spectrum Disorder  Difficulty processing sensory information  Difficulty with or non-typical communication  Difficulty with social interaction  Restrictive, repetitive activity, behavior and/or interests

Difficulty processing sensory information  Visual  Auditory-(covering ears)  Tactile-(avoiding physical Contact)  Vestibular  Proprioceptive

Difficulty with or non-typical communication failure to develop language at age- appropriate rates Lack of eye contact abnormal tone or rhythm of speech Speech errors-pronouns, prepositions

Difficulty with social interaction Awkward social interactions Failure to develop &/or maintain peer relationships Inability to sustain a conversation or social interaction Social conflict

Restricted, repetitive activity, behavior or interests Difficulty shifting attention Literal/concrete thought process Pre-occupied with non-functional parts of activities or objects Repetitive mannerisms

 Executive Functioning  Sensory Regulation Iceberg  Theory of Mind  Nonverbal Communication

Central Nervous System

Modulation Just Right Overload High Energy Overload Low Energy (Sensory-modulation activity)

Nonverbal Communication Interpreting facial expressions and body posture Understanding unwritten social rules Interpreting contextual rule changes Difficulty recognizing & predicting emotional responses of others

Unwritten Rules: ATM rules Public Bathrooms Driving Rules of greeting

Theory of Mind Perspective taking Ability to recognize the feelings of others, mind reading Joint attention Difficulty predicting the behavior of others Mind blindness Effects social development

Executive Function Planning and organizing tasks Self-monitoring Inhibition of inappropriate responses Flexibility/Adapting to others Understanding sequence, beginning and ending, big picture/wide lens Problem solving

Ziggurat Pyramid Sensory & Biological Needs Reinforcement & Motivation Structure, Support, & Modifications Skills to Teach Task Demands *Adapted from ‘The Ziggurat Model’, Ruth Aspy & Barry Grossman

What now? Strong teaming Choosing modifications that meet both student and classroom needs Full ‘tool box’ Step back and see ‘big picture’ Remember that success is measured by small steps of improvement

Prompting vs. Supports Typical teacher prompts vs. extra prompting Role of modifications Which increases independence?

Example: Semantic Mapping/Thinking Maps B. classifying Pine trees Christmas trees Lumber Living things Needles Branches Scotch White Example Are used for Are Have Example Are used for Cones

Example: Semantic Mapping/Thinking Maps G. Compare and contrast A Different Alike B

Teach to the Learning Style Linguistic: traditional methods, textbook, lecture, writing or story Logical-mathematical: charts, graphs, calculate, compute, patterns, statistics Spatial: visual images, hands-on materials, computers Music: rhythm, patterns, putting content to beat or melody Bodily-kinesthetic: learns through body movement Naturalist: connecting content to cycles in nature,

Example: Teach to the learning style

Classroom Adaptations Chosen to encourage active and meaningful participation Activities look as similar as possible to general class Encourage interaction between students Consider student input for adaptations Encourage independent work behavior Build on learner’s strengths Provide enough support to be successful

Example: Social story

Comic Strip: Sample

Example: Recess bracelet

Room Arrangement Define areas Individual vs. group Student vs. teacher Where to get and put materials Availability Minimize distractions Quiet/Break area Organizational systems

Example: Where to put materials

Example: Break area

Sequence Strip

Example: Sequence strip

Example: Incentive chart

Example: Desk organization

Example: Organizational system

Example: Organization for assignments Work to be completed Math Name Johnny I like to play with cars. Completed work Adapted by DGreene 2000 from: Coyne, P. (1996) Organization and Time Management Strategies. In A. Fullerton (Ed.) Higher Functioning Adolescents and Young Adults with Autism: A Teacher’s Guide. Texas: ProEd.

Example: Homework assignments:

Remember: Autism is a processing disorder Expect inconsistencies with skill performance Try not to assume what a student should know or understand

Questions?

References Buron, Kari Dunn & Mitzi Curtis, The Incredible 5-Point Scale, Autism Asperger Publishing Company, Shawnee Mission, KS, 2003 Donnelly, Julie A., “Practical Tips on Adapting Curriculum for Diverse Learners” Midwest Autism Newsletter, Volume 1, Number 2, December 1995 Forest, Snow & Pierpoint, Circle of Support (Friends), Inclusion Press, Toronto, Ontario, 1994 Gagnon, Elisa, Power Cards: Using Special Interests to Motivate Children and Youth with Asperger Syndrome and Autism, Autism Asperger Publishing Company, Shawnee Mission, KS, 2001

References (cont.) Gray, Carol, Comic Strip Conversations, Jenison, MI: Jenison Public Schools, 1994 Gray, Carol, The New Social Story Book, Jenison, MI, Jenison Public Schools, 1994 Safran, Joan S., Supporting Students with Asperger’s Syndrome in General Education, Teaching Exceptional Children, Vol. 34, No. 5, pp , 2002