1. Introduction To Autism Spectrum Disorders

2. Let’s Get Introduced

3. Objectives Definition and Prevalence of Autism Spectrum Disorder
Learning the characteristics of individuals with ASD and why they need supports in the classroom/community
Provide an “insiders view” of Autism to better understand how ASD looks and feels for some of our students
Learn the difference between a medical diagnosis and an educational identification
Participants will be better able to understand and respond appropriately when ASD impacts home, school and community functioning

4. Prevalence of ASD is estimated at 1 in 68 births 1 in 42 boys
ASD is about 4.5 times more common among boys (1 in 42) than among girls (1 in 189)
*Department of Health and Human Services, Centers for Disease Control and Prevention and updated in 2016

5. Autism Rates Spike Again, CDC Says March 27, 2014
In March the CDC reported that the new data indicates that 1 in 68 children in United States has been identified as having an autism spectrum disorder
Reports indicate that autism rates ranged from 1 in 175 children in Alabama to 1 in 45 in New Jersey.
“Nearly half of those with autism have average or above average IQs, the CDC said. That marks a significant change from just a decade ago when only a third of kids on the spectrum fell within that range.”
Boys continue to be diagnosed at a rate that’s nearly five times that of girls with 1 in 42 males considered to be on the spectrum
Disability Scoop -
2,146 Individuals with autism B-21 in Nebraska

6. Nebraska Department of Education Special Education Data Services
Report of Student in Nebraska Schools Identified with Autism
Birth-21
,333
,589
,865
,094
,375
,609
Numbers by Gender
Boys: 3,078
Girls 531
Nebraska Department of Education Special Education Data Services

7. So….. What exactly is Autism Spectrum Disorder?
“Autism spectrum disorder (ASD) is a developmental disability  that can cause significant social, communication and behavioral challenges.”
Center for Disease Control and Prevention website:

8. Medical Diagnosis vs. Educational Identification
A medical diagnosis is usually given by a doctor or clinical psychologist.
The diagnosis is guided by criteria in the DSM-V and based on a medical model.
An educational identification process is conducted by a school district to determine if a student has a disability and to plan appropriate services to address the student's individual needs.
This process will reflect assessments done by a multidisciplinary team.
Educational identification is based on an educational model.

9. Educational Identification in NE: Rule 51

10. The Autism Spectrum Social Interaction Communication
Active but
unsuccessful
In own world
Communication
Verbal but
Inept/awkward
Non-verbal
Restricted, Repetitive Behaviors/Interests
Limited flexibility
Restricted interests
Rigid routines
Stereotypical
behaviors
Response to Sensory Experiences
High
Sensitivity
Understimulated

11. What ASD Looks Like
“There is often nothing about how people with ASD look that sets them apart from other people, but people with ASD may communicate, interact, behave, and learn in ways that are different from most other people.”
Center for Disease Control and Prevention website:

12. Social Characteristics
Individuals with ASD may show some or all of the following deficits in social skills
Difficulty understanding social “rules” and relationships.
Inconsistent use of non verbal behavior
Difficulty with spontaneously sharing experiences Lack of social reciprocity
Unconventional/Awkward/Inappropriate methods of interaction.
(“Difficulty” translates into “does not come naturally and must be taught”)

13. Communication Characteristics
Individuals with ASD may show some or all of the following communication deficits:
Delay or absence of spoken language
Delay of non-verbal communication
Repetitive or non-functional use of language (echolalia)
Difficulty initiating and/or sustaining conversation
Lack of varied, spontaneous play skills
Unusual speech patterns

14. Restricted Patterns of Behavior, Interests, and Activities
Need for sameness
Routines and rituals
Narrow areas of interest
Repetitive motor behaviors
Why do all this?
Need for predictability and control over their world.
No control = anxiety!

15. How can we help someone with ASD “Organize” and “Predict” the world around them?
Individuals with ASD need to know the answer to the following questions when given a task:
What do I have to do?
How much I have to do (amount, length of time)?
How do I know when I’m finished?
What do I get to do next?

16. Sensory Characteristics
Senses: seeing; hearing; smelling; tasting; touching; body position and balance (proprioception); movement (vestibular)
Experience information to the senses in different ways
Seek or avoid activities that provide input
Fight or flight: anxiety
Temple Grandin shares that, “sounds at school were like listening to the radio with all of the stations on at once”

17. How can we best support individuals with autism?

18. What’s Beneath the Surface?
We need to address any
underlying issues before teaching:
Functions of Behavior:
Escape
Attention
Tangible
Sensory

19. Resources
Nebraska ASD Network: Training and other Network resources Over 60 webinars, Virtual Strategies, Trainings, Resources, and More… Autism Speaks: ASD Information and downloadable Autism Tool Kits Autism Internet Modules: Free on-line training modules, many evidence-based interventions Organization for Autism Research: Educator’s Guides to Autism

20. Summary: Take-Home Points
There is NO secret recipe!
There is no “Quick fix” or “band aid” for students with ASD
Individualize…some of the strategies you try may be exactly what one person needs and not work at all for another
Individuals on the spectrum are always doing the best they can. They have ASD ALL the time, so remember that when there are times that behaviors can be frustrating.
Try to see the world from the perspective of the person on the spectrum
Make instructions CLEAR and CONCISE
Figure out “What is beneath the surface?”

21. Question and Answer Time