Autism 101 A general overview of the characteristics of a student on the autism spectrum An introduction to strategies for teaching autistic students

Learning Outcomes Participants will become aware of the three areas of development affected by autism Participants will become aware of strategies to address a variety of autistic characteristics

What is Autism Complex neurological disorder affecting individuals in three areas: Social interaction Sensory integration Social communication

Autism is a Spectrum Disorder (ASD) The symptoms can occur in any combination The symptoms can occur with varying degrees of severity

What do we know about autism? Developmental disability, the result of a neurological disorder affecting the ability to communicate, socialize, and process sensory information Identification at an early age can help children cope with their disability

Sometimes autism occurs in association with other disorders which affect brain functions, such as epilepsy or cerebral palsy. Autism is not caused by these disorders Autism is diagnosed by observed behaviors Onset is during the first three years

Facts about ASD At present there is no cure To date no research to prove a cause of autism Estimated 1 in 166 Four times more prevalent in boys than girls Standardized or norm referenced instruments may not always be reliable or valid

DPI criteria (Must meet criteria for A & B) A.Social relations: The child displays difficulties or differences in interacting with people and events B.Communication: The child displays problem beyond speech and language to other aspects of social communication

Must meet criteria for 1 or more of C through F C.Developmental rates and sequences: The child may exhibit inconsistent skills development D.Cognition: The child exhibits abnormalities in the thinking process and in generalization

E.Sensory processing: The child exhibits unusual, inconsistent, repetitive, or unconventional responses to stimuli F.Behavioral Repertoire: The child displays marked distress over changes, insistence on following routines, and a persistence or preoccupation with or attachment to objects

What is Aspergers? People on the higher functioning end of the spectrum

Autistic child will demonstrate the following An impairment with verbal and nonverbal language communication An impairment in social relationships Possible abnormal responses to sensory input

Autism impacts Communication skills Social skills Abstract reasoning skills Behavior Auditory processing Sensory system Visual perception skills

Observable behaviors Possible poor motor control and/or physical development Poor imitation skills Resistance to change Absorption in topics Repetitive behavior Socially immature behavior

Lack of spontaneous creative play Tend to spend more time alone Shows little interest in making friends Skill development may vary May possess excellent rote memory or read at a high level without comprehension

Difficulty transitioning from one activity to another Unusual reactions to physical sensations (touch, sight, hearing, taste, and smell)

Strategies for Teaching Autistic Students Communication Strategies Social Interaction Strategies Sensory/Organizational Strategies Behavior Strategies

Lice

More Bang for your Buck Student has more time to be autistic than you have time to change them Separate things of which you have control from those of which you have no control

Communication Strategies

Teach an alternate means of communication Picture exchange system Communication board/voice out put system Sign language Visual for receptive communication even if student is verbal Use technology and appropriate software

When speaking to student with autism Encourage eye contact…but don’t insist on it Say their name first Allow response time of at least 10 seconds

Speak slowly Keep your sentences clear and simple Be aware of literal meanings

Provide additional cues if needed Visual cues---pictures, pointing, gestures Written language---have message written out, or write down key words State the message another way

Be consistent when giving directions or asking questions Talk to parents to find out how commands are phrased and what works at home. Use the same phrases /words at school (stop vs. no) Ask “What do you want?” and offer choices on a consistent basis

AVOID VERBAL OVERLOAD

Social Strategies

Nonverbal communication Most students with autism have difficulty reading: body language, intonations of verbalizations facial expressions other social cues

Environments/ routines Prepare the autistic student for changes in routines such as assembly, substitute teachers and rescheduling Use visual or written schedules to prepare him for the change

Down time Teach choices for downtime (free play, recess etc.)

Pairing off or choosing partners Draw numbers or use some other arbitrary means of pairing Ask a “kind” student if he or she would agree to choose the individual with autism as a partner Autistic student may need to practice working with others

Generalization of social skills Student may learn social interaction in a specific setting under a certain condition, but not understand other environments or circumstances Plan to teach generalization across individuals and settings Without generalization, instruction and practice, skills will be applied narrowly

Maintain Social Skills Previously learned skills must be reviewed, to enable students to remember If not reviewed, student will need new instruction on previously learned skills

Sensory and Organizational Strategies

Behavior and sensory perceptions Each student is unique Senses involved are: Auditory---hearing Vestibular---gravity and movement Proprioceptive---muscles and joints Tactile ---touch Visual---seeing

Organizational skills Help needed in the least restrictive way possible Visual cues will help Harping will not help Purpose is to make student as independent as possible

Environment Provide an organized and structured environment Student needs to know what is expected of them (visual for beginning, middle, end) Where are things located What is happening next

Provide a predictable and consistent activity classroom schedule Provide a quiet place and frequent times for relaxation Avoid over stimulating activities Remove visual “clutter”

Instruction Small sequential steps Present in several ways (visually, verbally, physically) Use concrete materials when presenting new material Keep “visual translation” in mind

Behavior Strategies

Behavior is communication

Difficulties with abstract and conceptual thinking Avoid asking vague questions (Why did you do that?) “I did not like it when you slammed your book down when I said it was time for gym. Next time……….” Provide choices Were you showing me---or---? Be as concrete as possible

Be consistent Everyone deals with students behavior the same way Don’t get involved in verbal disagreement Inconsistent responses will add to the anxiety of the student

Increase in unusual behavior May indicate an increase in anxiety Stress can be caused by a feeling of a loss of control. Stress will only be alleviated when the student physically leaves the stressful event or situation

Don’t take behavior personally Usually behavior is the result of efforts to survive experiences which may be confusing, disorienting or frightening Autistic people can by virtue of their disability be egocentric. They have difficulty reading others reactions

Motivation Find out what really interests the child and use this to motivate him

Preventing behavior ANTICIPATE Self understanding must be taught before the “rumbling stage”

Positive approach to behavior Don’t think of behavior as “bad.” Think of it as a message that needs to be decoded. Observe the situation in which the behavior usually occurs. Problem behavior can be avoided by avoiding problem environments

Shape behavior by accenting the positive Consistency is the key Take as your motto: “This too shall pass.”

Summary TO HELP THE AUTISTIC CHILD LEARN AND GROW

Talk to the child Talk even if child seems to be listening or not Keep explanations brief and concise Too much verbal communication may make the student uncomfortable Avoid talking about the students as if they are there

Be clear and literal Avoid “figures of speech” Give directions firmly and completely Don’t assume that anything goes without saying

Organize and structure environment Need to know exactly what is expected of them. Need to know where things are Need to know what is happening and what will happen next Prepare the child for new situations to minimize surprises

Help the child participate Children may need someone to coach them to pick up on social cues

Down times Teach choices for down time Lack of structure and activity could be disturbing to the child

Team attitude Be positive Be creative Be flexible