Autism Grant D. Hall

Autism First identified as a disorder by Dr. Leo Kanner in – National Institutes of Health institutes ASD (Autism Spectrum Disorder which includes: Childhood Disintegrative Disorder – CDD Pervasive Development Disorder-Not Otherwise Specified – PDD-NOS Asperger Syndrome

Manifestation of ASD Early signs become apparent around 2 – 3 months Social Interaction Communication Repetitive Behaviors Many symptoms overlap – can include physical challenges as well

Early Indicators of ASD Social, Communication, and Interaction Indicators No smiles or happy expressions by 6 months Doesn’t mimic sounds or facial expressions by 9 months Doesn’t babble or coo by 12 months Doesn’t gesture, point or wave by 14 months Doesn’t say single words by 16 months Doesn’t play “make-believe” or pretend by 18 months

Patterns of Behaviors Repetitive physical movements or actions that could be self-harming Constant movement Resistant to change Coordination problems or odd movements Sensitive to light, sound, and touch Oblivious to pain

The Spectrum of ASD The spectrum of ASD is quite varied. Slow to gain knowledge or develop skills Lower intelligence Quick learning capability High intelligence Difficulty in communication Exceptional skills – art, math, music

Symptoms and Behaviors are Diverse Each ASD Student is Unique How to Accommodate ASD Students in the Classroom

Respond to Behavior Structure Predictable learning environment Visual cues for transition Alone time and a quiet space

Social Interactions Know the comfort level of your ASD student What is their ability to interact with other students Assist in learning and developing behaviors Waiting their turn Negotiation Sharing Monitoring their own behavior

Resources What resources do I have as an educator? Parents – They will be able to provide the most direct and applicable information about their child. Direct communication with them will be your most important resource. School Special Education specialist – Most schools will have a specialist that can assist you in developing a plan and methodology for working with your ASD student. The Student – Aside from the student’s parents, your student can help you the most. Listen, watch and communicate with the student to the best of your ability to help that student learn, grow, and develop.

Asperger Syndrome Considered to be “high functioning” on the autism spectrum Difficulty with social interactions Demonstrate repetitive behaviors No significant delays in language or cognitive skills

PDD-NOS Pervasive Developmental Disorder – Not Otherwise Specified This is a term used to diagnose children or adults who are on the autism spectrum but do not meet the criteria for an ASD suck as autistic disorder or Aspergers. Three levels of PDD-NOS High functioning – closer to Asperger syndrome Resemble autism – do not meet all of the autistic diagnostic signs Meet the requirements of autism without behavior issues

Childhood Disintegrative Disorder - CDD Autism symptoms develop late – 3 to 4 years of age Language regression Social interaction declines Self-care abilities disappear Cognitive abilities decline Higher levels of anxiety

Cure for ASD Currently there is no cure for Autism Spectrum Disorder, however early, intensive treatment can make a big difference in the lives of many children.

Amazing Videos A Young adult talks about his life journey with Autism. My Life With Autism & ADD ~ A 17 year olds perspective on life. Wyatt – A sweet little boy talks to his mom about being different. Wyatt - part 2

References Friend, M., & Bursuck, W.D. (2012). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Boston, MA: Pearson

Dylan is a 19 year old boy with Autism. This is his explanation of what autism is and what it means to him.

Faces of ASD

Susan Boyle ~ Asperger Syndrome ~ Singer

Temple Grandin ~ Autism Professor of Animal Sciences Autism Advocate Author

Daryl Hannah ~ Autism ~ Actress

Alexis Wineman ~ Autism Miss. Montana & Miss. America Contestant

James Durbin ~ Asperger Syndrome Singer

“I am different, not less.” —Temple Grandin