Autism and the Educational System By: Emily Martin, Jen Harrell, Ali Velasco, Bri Woody, Michaela Avila, Sarah Davis, Katie Rowell

Pre-test oice_polls/Rukgw5851hC1UF2 oice_polls/BHLA48Zj0O5MhDW olls/9Zv6G0uwsx1aLM3

True / False Activity ● Autism Spectrum Disorder is equally common among all racial and ethnic groups. ● About 40% of children diagnosed with ASD do not speak at all ● ASD is 6 times more common in boys than girls. ● ASD is the most underfunded developmental disorder, but also the most common. ● ASD can be cured. ● People diagnosed with ASD cannot feel or express emotions ●TRUE ●FALSE ●TRUE ●FALSE

Why is this workshop important?: The Rationale ● One in 68 American children have an Autism Spectrum Disorder (ASD) ● Each child on the spectrum is unique and may require varying degrees of support o Critical that all school staff understand the complexity of ASD o Collaboration is essential

Statistics ● ASD is almost 5 times more common among boys (1 in 42) than among girls (1 in 189) ● Research has shown that a diagnosis of autism at age 2 can be reliable, valid, and stable. ● Almost half (46%) of children identified with ASD have average to above average intellectual ability ● Prevalence of autism in U.S. children increased by percent from 2000 (1 in 150) to 2010 (1 in 68). This makes it the fastest growing developmental disability.

Literature Review ● “According to the National Research Council (2001), the education of teachers and school personnel is the primary way of ensuring that evidence-based teaching strategies are applied when working with students with autism.” ● “Results highlight clear implications for preservice and inservice educator training, and the need for continued research to document evidence-based strategy use in public schools for students with ASD” (Hess, Morrier, Heflin, & Ivey, 2007). ● “Rural schools are continuously challenged with addressing the unique needs of students with disabilities given limited staff and resources” (Mueller & Brewer, 2013). ● “Results of a study suggest that fewer than 10% of the strategies used with students with ASD in Georgia public schools are based upon scientifically based practice” (Hess, Morrier, Heflin, & Ivey, 2007).

Working One-On-One ● Know student history ● In-depth rapport building ● Allow stimming ● Directive and literal o Set clear rules o NEVER assume anything ● Be schedule-oriented & consistent ● Play therapy and hands-on activities

Ten Things Every Child with Autism Wishes You Knew 1. I am a child. 2. My senses are out of sync. 3. Distinguish between won’t (I choose not to) and can’t (I am not able to). 4. I’m a concrete thinker. I interpret language literally. 5. Listen to all the ways I’m trying to communicate. 6. Picture this! I’m visually oriented. 7. Focus and build on what I can do rather than what I can’t do. 8. Help me with social interactions 9. Identify what triggers my meltdowns 10. Love me unconditionally By: Ellen Notbohm

What can I do in the classroom? 1.Get to know the child as an individual. 2.Emphasize routine. 3.Be CLEAR, SIMPLE and DIRECT. 4.Remove the child to a quiet area when appropriate. Let them be. 5.Let the child observe.

What can I do in the classroom? 6.Don’t repeat the child’s name over and over when trying to get their attention. 7.Reward and praise actual accomplishment. 8.Social Stories. 9.Focus on the DO’s 10.DO NOT BE AFRAID TO MAKE MISTAKES. This is a learning process. Keep open communication with parents and other teachers at the school to keep the student fully supported.

Getting Social with Stories Running I like to run. It is fun to go fast. It’s okay to run when I am playing outside. I can run when I am on the playground. Sometimes I feel like running, but it is dangerous to run when I am inside. Running inside could hurt me or other people. When people are inside, they walk. Walking inside is safe. I will walk inside and only run when I am outside. When I walk inside that will keep me safe and make me happy. My teachers and parents like it when I walk inside.

Working with Families 1.Ensure you are communicating weekly if possible via s or phone calls. 2.Being available for general support for the family. 3.Let families know you are an advocate for their child at school. 4.Ensure parents feel that their students needs are being met with the IEP a.Hold meetings to make sure everyone is on the same page with the IEP

System-wide Advocacy ● Provide workshops to educate school personnel and peers ● Create opportunities to connect children with autism to the school environment ● Know and understand current key legislature ● Zero-tolerance bullying policy

Autism Simulation Carly’s Voice: zn2k

Post-test oice_polls/Rukgw5851hC1UF2 oice_polls/BHLA48Zj0O5MhDW olls/9Zv6G0uwsx1aLM3

References ● ● ● ● ● ● autistic-students/article_d9d24eb5-8f9f-5ae4-9d2b-803fa06b00ad.html autistic-students/article_d9d24eb5-8f9f-5ae4-9d2b-803fa06b00ad.html ● ● ● considerations/ considerations/ ● psychologist/2011/04/autism.aspx psychologist/2011/04/autism.aspx ● ● Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms DOI /s ● rural-communities-students-autism-spectrum-disorder rural-communities-students-autism-spectrum-disorder ●