Dr. Robert J. Graham Fordham University

Spring 2010CTGE Dr. Robert J. Graham2 Teaching Students With Autism Spectrum Disorders (ASD) Autism Spectrum Disorder “A broad continuum of cognitive and neurobehavioral conditions that typically include impairments in socialization and communication coupled with repetitive patterns of behavior.” - Salend (p. 92)

Spring 2010CTGE Dr. Robert J. Graham3 Teaching Students With Autism Spectrum Disorders (ASD) Autism Also known as “Pervasive Developmental Disorder” is usually characterized by a severe disorder in communication (verbal and non- verbal) and socialization that are seen from birth or sometime within the first 3 years of childhood.

Spring 2010CTGE Dr. Robert J. Graham4 Teaching Students With Autism Spectrum Disorders (ASD) Children with Autism have trouble with…. - Staying focused or engaged - Responding to verbal cues - Displaying affect & showing affection - Forming attachments with others - Interacting with others

Spring 2010CTGE Dr. Robert J. Graham5 Teaching Students With Autism Spectrum Disorders (ASD) Rett Syndrome - Progressive genetic disorder affecting girls - Affects their neurological development - Loss of previously learned skills - Repetitive hand movements - Loss of functional use of hands

Spring 2010CTGE Dr. Robert J. Graham6 Teaching Students With Autism Spectrum Disorders (ASD) Childhood Disintegrative Disorder - Normal development for 1 st two years of life - Significant loss of previously learned skills -Verbal & non-verbal communication -Motor skills -Social, play, and self-care skills - Repetitive behavior, interests, and activities

Spring 2010CTGE Dr. Robert J. Graham7 Teaching Students With Autism Spectrum Disorders (ASD) Pervasive Development Disorder – Not Otherwise Specified (PDD-NOS) - Atypical autism - Not as severe or extensive

Summer 2010CTGE Dr. Robert J. Graham8 Teaching Students With Autism Spectrum Disorders (ASD) Asperger’s Syndrome - a.k.a. high functioning autism - average to exceptional academic performance - tend to be literal and fact oriented - good but rigid verbal skills - are very routinized - tend to have a narrow range of interest and may show an obsession with esoteric subjects - tend to be socially awkward or socially inept

Spring 2010CTGE Dr. Robert J. Graham9 Teaching Students With Autism Spectrum Disorders (ASD) - Keep language simple and concrete - Provide specific tasks in sequential order - Teach social rules/skills - Give few or limited choices that are very clear - Rephrase question or directions when greeted with a blank stare - Avoid sarcasm and idiomatic expressions - Provide a structured and routinized day/period

Spring 2010CTGE Dr. Robert J. Graham10 Teaching Students With Autism Spectrum Disorders (ASD) - teach the meaning of “finished” - address the student individually - warn the student of impending change of routine - repeat instructions and check for understanding - vary the means of presentation - avoid overstimulation in the classroom - do not take rude or aggressive behavior personally

Spring 2010CTGE Dr. Robert J. Graham11 Teaching Students With Autism Spectrum Disorders (ASD) - model or use video to demonstrate socially acceptable behavior, conversation, and functional skills - familiarize the student with new activities, information, routines, or materials prior to introducing them in class - work with the family to learn more about the student’s strengths, skills, interests, and communication patterns

Spring 2010CTGE Dr. Robert J. Graham12 Teaching Students With Autism Spectrum Disorders (ASD) - Protect the student with ASD by providing a safe, secure environment that does not tolerate teasing or bullying - Educate peers/classmates about ASD - Utilize classroom or peer “buddies” - Provide positive behavior supports, student’s interests, and structures in the classroom that promote positive behavior and decrease inappropriate behavior