Daniel Terrazas-Director of Special Education

 Autism is a Spectrum Disorder  Degree of severity ranges from mild to severe  DSM-V removed Asperger’s as a diagnosis  Deficits in Social Interactions/Language, Communication and Stereotyped Behaviors/Restricted Interests

 Severe characteristics: nonverbal, low intellectual abilities, self abusive, aggressive, stemming behaviors, sensory issues.  Moderate characteristics: delayed language, poor social interactions, stereotyped behaviors, restricted interests, sensory issues, low cognitive abilities  Mild characteristics: poor social skills/social norms, pragmatic language deficits, mild sensory issues, stereotyped interests, normal cognitive abilities.

 Similarities between ID and AU: poor social skills, limited language, aggressive behaviors, some sensory issues.  Differences between ID and AU: -Autism: rigidity to change, strong need for structure, significant sensory issues, no desire for social interactions, significant stemming -Intellectual Disability: desire to be social, handle changes, limited sensory issues

 Determine the severity of their social deficits and need for structure and routine  Develop a schedule for the student to help them prepare for change.  It can be a picture or word schedule  Depending on the need, social stories dealing with transition may be helpful

 Use concrete language when talking to the student, avoid abstract language  Do not assume the student understand the social cues other students automatically get  Use check for understanding on a routine basis with the student  Avoid idioms and sarcasm with the student

 Have clear and concise classroom rules posted  If needed give the student their own copy  If needed review the rules daily  If the student is not following them, redirect them to their copy or the classroom copies  If needed utilize social stories to address following the rules

 For inappropriate behaviors it is important to teach replacement behaviors  Most students on the spectrum respond to meaningful positive reinforcers and consequences  If needed develop a simple concrete reinforcement system  Use social stories if needed to address problem behaviors

 Set up situations to help facilitate social interactions  Teach social skills and social norms using social skills groups, lunch bunch, group counseling  Realize you can teach the skills, but cannot force them to socialize  Use social stories to help teach social skills

 Monitor for bullying and teasing  Be flexible during group assignments, allow them to choose peers they are comfortable with  Recognize the students do not see the world through the same lens as we do  May need social norms taught to them through social skills teaching or pragmatic language therapy

 Most support and interventions for mainstream students can be implemented by general education  When looking at the need for Special Education, need to determine:  What specialized support does the student require? -Why can’t the student be supported by general education services?

 Recognize the areas your student has deficits in  Develop a plan to support them  If you need help with ideas, contact your Special Education Department personnel  Seek out materials and training to help increase your knowledge about Autism