1. 1 Warm-ups Lesson Plan Samples Autism PowerPoint Boardmaker Activity or ATM EdcG 630 – April 7th

2. 2 Warm up #1 Warm up #2 EdcG 630 – April 7th

3. 3 Chapter 6 April 7 th, 2009 Teaching Students with Autism Spectrum Disorders

4. 4  What are the general areas of delays and concerns that characterize individuals with autistic spectrum disorders?  How do the characteristics of autism spectrum disorders impact teaching and learning? Focus Questions Part One

5. 5  are complex, neurological disorders that affect the functioning of the brain  can be present in a variety of combinations and may accompany other disabilities Autism Spectrum Disorders

6. 6  Impairments in social behaviour  Communication difficulties  Stereotypic or unusual behaviours Autistic Disorder Childhood Disintegrative Disorder Rett’s Disorder Pervasive Developmental Disorder Not Otherwise Specified Asperger’s Disorder

7. 7 Social Impairments  Multiple nonverbal behaviours eye-to-eye gazes facial expressions body postures gestures  Peer relationships  Spontaneous seeking of others  Social or emotional reciprocity

8. 8 Communication Impairments  Delay in language development  Difficulty initiating or sustaining a conversation  Repetitive or idiosyncratic language  Lack of varied spontaneous imaginative play

9. 9 Repetitive Patterns of Behaviour  Preoccupation with patterns of interest  Inflexible adherence to routines  Repetitive motor mannerisms  Preoccupation with parts of objects

10. 10  Asperger’s Disorder social impairments and unusual behaviours average or above cognitive abilities communication and anxiety are issues language development not significantly delayed  Rett’s Disorder occurs only in females, very rare  Childhood Disintegrative Disorder regression in multiple areas after normal development  Pervasive Developmental Disorder Not Otherwise Specified does not meet diagnostic criteria for autism Other Autism Spectrum Disorders

11. 11 General Characteristics of ASD  Communication difficulties  Social interaction difficulties  Unusual behaviours  Unusual patterns of attention  Unusual sensory responses  Anxiety  Learning difficulties

12. 12  Nonverbal communication difficulties  Expressive language delays  Oral language differences  Language use not for social purposes  Echolalia speech  Perseveration on a topic  Restricted vocabulary  Difficulty with conversations  Comprehension difficulties Communication

13. 13 Social Interaction  Establishing and maintaining relationships playing with others taking turns and sharing  Theory of mind understanding other perspectives making sense of social behaviour making sense of feelings and emotions making sense of communication

14. 14 Implications for Instruction Ideas and Examples  Communication  Social interaction

15. 15 Implications for Instruction Ideas and Examples Communication Instruction based on assessment results Instruction should emphasize:  paying attention  imitating  comprehending words and instruction  using language for social reasons  developing functional communication

16. 16 Implications for Instruction Ideas and Examples Social Interaction Social Skill Development  Tolerating others in own space  Imitating the actions/vocalizations of others  Engaging in parallel activities  Taking turns  Using eye contact  Explicitly teach theory of mind concepts

17. 17 Unusual Behaviours  Diagnostic criteria preoccupation with patterns of interest inflexible adherence to routines repetitive motor mannerisms preoccupation with parts of objects  Unusual response to sensory stimuli  Challenging aggressive destructive behaviours Behaviours are the tip of the iceberg. It is essential to delve below the surface to identify the message of the behaviour.

18. 18  Stimulus overselectivity  Difficulty disengaging and shifting attention  Short attention span Unusual Patterns of Attention

19. 19 Sensory Characteristics Often hypersensitive or hyposensitive to tactile auditory visual and olfactory olfactory gustatory vestibular and proprioceptive

20. 20 Anxiety Characteristics  Difficulty regulating emotions  Inability to express oneself clearly  Sensory processing needs  High need for predictability  Difficulty understanding social situations

21. 21 Implications for Instruction Ideas and Examples  Unusual behaviours  Attention  Sensory responses  Anxiety

22. 22 Implications for Instruction Ideas and Examples Unusual or Challenging Behaviours  Teaching students new skills and interests  Understanding responses to sensory stimuli  Preparing the student for planned changes  Developing calming strategies  Assisting the student to monitor level of arousal or anxiety  Adapting the learning environment

23. 23 Implications for Instruction Ideas and Examples  is clear and concise  is consistent with comprehension level  focuses their attention  emphasizes the most relevant information Patterns of Attention Information and instructional activities should be provided in a format that:

24. 24 Sensory Responses  Assess sensory responses.  Be aware of different experiences of sensory stimulation.  Use alerting strategies to help enhance students when hyposensitive.  Implement strategies to calm students when hypersensitive. Implications for Instruction Ideas and Examples

25. 25 Anxiety  Provide warnings about transitions and changes.  Provide daily and weekly schedules.  Use social scripts to encourage calming and teach coping skills.  Provide facts about anxiety-arousing situations.  Establish a calming area. Implications for Instruction Ideas and Examples

26. 26  Uneven cognitive profile  Deficits in attending to relevant cues  Language impairments  Difficulties with abstract reasoning  Planning, organizing and problem solving  Strong rote memory and visual spatial skills Learning Characteristics

27. 27 Implications for Instruction Ideas and Examples  organization skills  problem-solving skills  visual cues and reminders  concrete language Learning Instruction should be based on assessment results and emphasize:

28. A is for Autism F is for Friend