What Teachers Need To Know About Autism Ilene Schwartz, Ph.D Ivy Chung, M.Ed University of Washington, Seattle

Autism Spectrum Disorders (ASD) Also known as Pervasive Developmental Disorders (PDD) Neurological and developmental disorder Include: Autism Asperger’s Syndrome Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS) Rett’s Syndrome Childhood Disintegrative Disorder

What is Autism Qualitative impairment in social interaction, communication, and restricted/repetitive/stereotyped patterns of behaviors, interests, and activities Delays or abnormal functioning in at least one of the following areas with an onset prior to age 3 years: 1.Social interaction 2.Social communication 3.Symbolic or imaginative play

Social Interaction Deficits Lack of use of nonverbal behaviors Limited interest in social games Limited or lack of interest in engaging in interaction with others Lack of joint attention Difficulty developing peer relationships appropriate to developmental level

Communication Deficits Delay in, or total lack of language development Lack of initiating, and difficulties sustaining conversation with others Idiosyncratic language Echolalia Inappropriate display and lack of understanding of body language Lack of imaginative play

Repetitive Behaviors Intense preoccupation with parts of objects or certain activities Inflexibility to changes in routines Narrowed, restricted interests in certain topics/activities Repetitive motor mannerisms

Other Related Symptoms Over-reactivity or Under-reactivity to sensory inputs Difficulties in emotion regulation Hyperactivity Short attention span Motor problems

Autism Prevalence: 1 in 110 (Centers for Disease Control and Prevention, 2009) 4x more likely in boys than in girls Genetic link Most children with ASD also has Intellectual Disability

What is Asperger’s Syndrome? No delay in cognitive development No significant delay in language development Qualitative impairment in social interactions Restricted/repetitive/stereotyped patterns of behavior, interests and activities

Some Learning Characteristics

Cognition Over-selectivity Visual learner Focused attention Rote memory Concrete processing

Language & Communication Long processing time Perseverative interactions Difficulty with social communication Limited modes of communication Inappropriate language pragmatic skill and grammar

Social Interactions Some functional play Lack of imaginary or symbolic play Difficulty recognizing emotional states of self and others Lack of spontaneity in social interactions Passive

Autism is a collection of overlapping groups of symptoms that vary from child to child Siegel, 1996, p.301

Young children with autism: Are children first Have diverse strengths and needs Most often need explicit instruction across curricular domains May be gifted academically or have mental retardation Will need specialized instruction in social skills and communication

Components of an Effective Program (Dawson & Osterling, 1997) Appropriate curriculum including attending, imitation, communication, play, and social interaction. Highly supportive teaching environment and generalization strategies. Predictability and routine. Functional approach to challenging behavior. Transition support Family involvement

Educating Children with Autism National Research Council, 2001 Report was developed at OSEP’s request

Characteristics of Effective Programs Entry into program as soon as ASD is seriously considered Active programming 25 hours a week, year round Small group and 1:1 programming Family component Low student/teacher ratios (no more than 2 children with ASD per adult in classroom Program evaluation and assessment

Content of Programs should include Social skills Expressive, receptive, and non verbal communication skills Functional communication system Engagement and flexibility in developmentally appropriate activities Fine and gross motor skills

Content (continued) Cognitive skills, including play Replacement of problem behaviors with socially acceptable alternatives Independent organizational skills and other behaviors that support participation in general education settings

Structural Base to Effective Programs Appropriate curriculum and learning environments Frequent reinforcement and effective motivational systems Functional communication systems Prevention-focused behavior intervention system

Need to consider: What the activity is What your objective is -- that is what are you trying to teach What you are teaching the child with disabilities, may be different than what you are expecting the rest of the class to learn

Appropriate Curriculum Content Age appropriate and developmentally appropriate Important to family Addresses strengths and weaknesses Considers general education curriculum Scope and sequence across domains

Supportive teaching environments Uses evidence-based instructional practices Uses data-based decision making Staff have appropriate training Staff had adequate support and consultation Instruction is explicit Generalization is planned for facilitated

Predictability and Routine Uses schedules to help students be more independent Teach students how to deal with changes to schedules and routine Be careful not to make students more rigid Use visual supports to teach and facilitate independence Use technology as appropriate

Functional Approach to Behavior Problems PBS FBA Teach alternatives Prevention is the best solution Need to understand what is motivating and maintaining the inappropriate behavior Remember to consider context

Transition Support Sending programs Receiving programs Family Student

Family Involvement Information Communication Support Share the data

What common elements exist? Individualization Sufficient intensity to result in meaningful outcomes toward important outcomes. Data-based decision making Emphasis on functional skills (including social skills, leisure, independence, and academics). Family involvement.

Use an Activity Matrix to: Plan for specialized instruction Assess individual needs in classroom setting Plan when data collection will occur Plan activities and materials necessary for incidental teaching or embedded instruction

Betty’s Activity Matrix SocialComm.Cognitive Class Meeting Follow the action Comment JournalRecall past events Write sentences ReadingComprehens ion ? MathTake turnsAsk for helpAddition RecessJoin peer group

How do we know if programs work? Are the objectives clearly defined and important? Are the procedures acceptable and well defined? What data exist? What data are being collected? Are they convincing? How does the intervention affect child, family, classroom?

Celebrate Accomplishments Celebrate the accomplishments of the team, the student, yourself Remember to let the family know the good bits When in doubt, teach. When the student is successful, that is your cue to allow them to be more independent Peers are often the best teachers and learn important lessons