2. Teaching Children With Autism By: Samantha Irwin Arkansas State University samantha.irwin@smail.astate.edu

3. What Is Autism? NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Autism is a developmental disability that usually appears during the first three years of life. Autism can cause significant social, communication, and behavioral issues. Most people with autism learn and communicate differently than others.

4. Diagnosing Autism NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. To be diagnosed with autism, a child must have documented features in the following three areas. Six or more different impairments in social interactions (e.g., poor eye contact, lack of responsiveness) and/or impairments in communication. Stereotypical behavior (e.g., body rocking, hand flapping). Onset before age three.

5. Autism Awareness Video

6. Myths About Autism NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Myth: People who are not diagnosed with autism will never exhibit characteristics similar to the characteristics of those who have been diagnosed. Myth: Autism is caused by poor parenting. Myth: Individuals with autism are violent. Myth: Individuals with autism are unable or unwilling to form meaningful social relationships.

7. Characteristics of Autism Lack of social skills Difficulty interpreting the social cues of others. Trouble seeing the world from another person’s point of view. Lack of communication skills Some children with autism do not speak at all. Tone of voice is often monotone, high-pitched, or robotic. Lack of eye contact. Repetitive Behavior and Routines Some of these behaviors include rocking, hand flapping, and tip-toe walking. Have a tendency to demand strict adherence to a routine or consistency in the environment.

8. Autism Identification & Assessment Students with autism will typically be diagnosed prior to starting school, but that is not always the case. If you suspect one of your students has autism be sure to document the students development in all areas and any concerns you may have. If you have a child with autism in your classroom, you will be expected to monitor progress in areas in which delays are commonly reported.

9. How Teachers Can Help Students With Autism Assess Preferences Establish Classroom Rules Teach Communication Skills Teach Social Skills

10. Assessing Preferences Conduct a preference assessment at the beginning of the year to get an understanding of the child’s likes and dislikes. Accommodate the student as reasonably as possible. You should also conduct a preference assessment towards the middle of the year in case there are any changes.

11. Establishing a Classroom Routine Have a specific classroom routine that the student can count on. Think about printing out a copy of the schedule for the student to have at their desk. Consider students high- and low preference activities in design.

12. Teaching Communication Skills Decide which skills you want to teach. Include the masses trials strategy in daily routine. A massed trials strategy means the same instructional trial is repeated again and again to a predefine criterion of correct performance. Work with the school’s speech therapist for help.

13. Teaching Social Skills Focus on teaching social skills when a students possess communication skills but fails to discriminate how to use these skills effectively with peers and others. Social problem solving includes teaching students a set of strategies to monitor and manage their own social skills.

14. Responding to Challenging Behavior Functional Behavior Assessment Indirect Assessment Direct Assessment Functional Analysis Positive Behavioral Support Interventions are implemented in a proactive manner. Focus on fostering independence, improving adaptive skills, and increasing effective communication.

15. References http://www.cdc.gov/ncbddd/autism/facts.html https://classroom-assessment-theory-into- practice.wikispaces.com/Assessment+and+Autismhttps://classroom-assessment-theory-into- practice.wikispaces.com/Assessment+and+Autism http://www.autism-community.com/education/assistive-technology/ http://www.pbs.org/pov/neurotypical/autism-myths-and-misconceptions.php http://www.cuny.edu/news/publications/salute-to-scholars/november09/new- focus-on-autism.htmlhttp://www.cuny.edu/news/publications/salute-to-scholars/november09/new- focus-on-autism.html Vaughn, Sharon, Candace S. Bos, and Jeanne Shay Schumm. "Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders." Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom. 6th ed. Print.