Autism/ADHD By Special Education

The Blind Side 4:40 minutes Like Michael Ohr Autism and ADHD are misunderstood. Neither Syndrome affects intelligence. But it does affect the way they are learning and perhaps the way you teach. Defintion: Autism spectrum disorder is a serious neurodevelopmental disorder that impairs a child's ability to communicate and interact with others. It also includes restricted repetitive behaviors, interests and activities. These issues cause significant impairment in social, occupational and other areas of functioning. Definition: Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often persists into adulthood. ADHD includes a combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior.

Autism Symptoms According to Mayo Clinic: Children with Autism Generally have problems in three crucial areas of development-Social Interaction, language and behavior.

Social Skills Fails to respond to his or her name Has poor eye contact Appears not to hear you at times Resists cuddling and holding Appears unaware of others feelings Seems to prefer playing alone-retreats into his or her own world Doesn’t ask for help or request things.

Language · Doesn't speak or has delayed speech · Loses previously acquired ability to say words or sentences · Doesn't make eye contact when making requests · Speaks with an abnormal tone or rhythm — may use a singsong voice or robot-like speech · Can't start a conversation or keep one going · May repeat words or phrases verbatim, but doesn't understand how to use them · Doesn't appear to understand simple questions or directions

Behavior · Performs repetitive movements, such as rocking, spinning or hand-flapping · Develops specific routines or rituals and becomes disturbed at the slightest change · Moves constantly · May be fascinated by details of an object, such as the spinning wheels of a toy car, but doesn't understand the "big picture" of the subject · May be unusually sensitive to light, sound and touch, and yet oblivious to pain · Does not engage in imitative or make-believe play · May have odd food preferences, such as eating only a few foods, or craving items that are not food, such as chalk or dirt · May perform activities that could cause self-harm, such as headbanging

ADHD symptoms Signs and symptoms of ADHD may include: ●Difficulty paying attention ●Frequently daydreaming ●Difficulty following through on instructions and apparently not listening ●Frequently has problems organizing tasks or activities ●Frequently forgetful and loses needed items, such as books, pencils or toys ●Frequently fails to finish schoolwork, chores or other tasks ●Easily distracted ●Frequently fidgets or squirms ●Difficulty remaining seated and seemly in constant motion ●Excessive Talking ●Frequently interrupts or intrudes on others' conversations or games ●Frequently has trouble waiting for his or her turn

Classroom Strategies: ADHD Ignore as much of the negative behavior as possible. Give your attention to appropriate behaviors. Prompt the correct behavior and verbally reinforce it frequently. Research reveals that the minds of kids with ADHD are more focused when the youngsters are able to move. Provide opportunities for physical movement. Assign duties that require self-control. Assign the student to a seat that best allows him/her to observe you while avoiding distractions. Short and concise directions. Use more than one modality when giving directions. Supplement verbal instructions with visual ones. Use alert cues to get the student's attention before giving directions Have the student repeat instructions in their own words. Have the student underline or highlight directions in addition to important words/phrases. Reduce the length or fragment assignments so that the student does not lose interest. Differentiation of instruction Use a timer for activities. Minimize unstructured time

Strategies: Many of these you already do in your classroom as routine! ●Use a schedule, I recommend a picture schedule but let them know the details of the activity or lesson. My recommendation I do not like giving actual times because many will hold you to it and it will cause them a deal of anxiety and frustration. ●Their sensory is very different and sensitive than the average person. Loud noises can be physically painful. Head phones are useful. Touch and pressure is very different. They like pressure (cover ears place hands to place pressure on their shoulders.) but they do not like you patting them on the back. ●Animation. Some training I went to a long time ago said if you are angry and perhaps yelling that they find it hysterical and they see you as a cartoon. Works with both ADHD and Autism ● Token economy, timeouts, Applied Behavior Analysis A.B.A. ●Making a contract ●structure, set expectations and most of all consistency. Positive reinforcement (handout candy), praise, and rewards are great reinforcers. Medications (We can not tell parents that their child needs medication.)

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