1. Behavior/Brain Connections for Students with Autism Spectrum Disorder
K. Mark Derby, Ph.D.
Gonzaga University

2. Teaching Specific
I am going to focus on how it effects instruction and behavior management

3. Differences in the Brain
People with autism think and perceive differently because of differences in their brains:
The way they function (under and over conductivity)
The way they’re organized

4. Cognitive Differences
Severity 3: Often display similarity to students with developmental impairment. Primary difference is the ability to learn via imitation
Severity 2: Often have strengths in simple memory, elementary motor, visual perceptual. Deficits on overall verbal.
Severity 1: Borderline to gifted. Often see perceptual motor and memory deficits. Often a product of multiple step memory and work tasks.

5. Overall Retention of simple information is in tact.
It is using that information to comprehend and therefore complete complex tasks is impaired
Multiple part tasks
process information when there are multiple senses are at play.

6. Deficits Complex Motor Skills Complex Memory Complex Language
Concept Formation
Face Recognition

7. Complex Motor, Memory, Language Skills
Example: Tap your stomach with left have and tap fingers with right.
Add some noise and it becomes harder.

8. Complex Memory Memory: Simple- Single digit.
Complex- Digit and letter order.
Add noise

9. Complex Language Language skills Simple: Literal words
Complex: Sarcasm, Passive/aggressive messages, bullying
Add the additional demand of needing to reflect and explain.

10. Concept Formation
Defined as: The integration of prior information to generalize to new concepts
Example: Doctor makes you better
Doctor works at a hospital
You go to the hospital to get better

11. Educational Effects
All academic subjects require the ability to make inferences.
A number of the questions on the state test in Washington require inferences
ACT, SAT, ……………..
He knows the material, why is he not doing better.

12. Academic Examples Complex sentences
When there is a clause in a sentence, the brain must:
Process the meaning of the first part of the sentence
Hold it it in working memory
Process the meaning of the second part of the sentence, then
Process the first part in relation to the second part

13. Simple Accommodation
If you want the student to know the end then give them the answer.
No inferences needed for testing
Teach fact to fact.
Take notes.
Provided visual schedules…..

14. What creates complex information
Amount: Reduce
Presentation: Everything is Where is Waldo
Multiple demands(time and amount): Select what is Important.
Added setting events that cause anxiety: Separate the setting event from the school.
Remember: Always allow social breaks as long as the work is done.

15. Memory Can remember single bits of information
If the presentation is multiple step of multiple sense it is hard.
The brain lights up or not at all.
Simple: Lights up
Complex: Lights up
Normals: Brain lights up with complex only
So we have no discrimination to learn complex.

16. Memory and concept formation
Provide rote memory
Visual presentation in chunks
Pictures or words that represent complex thought. Helps to generalize and process but is must be taught. ` Doctor-feel better
Feel Better- Hospital so
Doctors work in the Hospital
Typical kids the connection is made (Not ASD)

17. Alternatively
Must each all of the information as a chunk and do not expect the connection to take place.
The primary tenet of a democracy is that all persons have freedom of speech. to
Free Speech is Democracy (facts not assumptions) Will not be able to provide philosophical reason or comment.

18. Social Implications Everything is Literal
That think about this: Here we have a brain that does not work the same way is the typical student.
A (The rule) + B (The situation that changes the rule) = C (Understanding differences decrease anxiety)
Example: A (Rule,No Phones in class) + B (It is the last week of school)= Phones in class are OK
OVERLOAD

19. Result (Increased stress)
So what can we do________________________________________________________________________.
Provide advanced warning about the change in rule
Social Stories
Allow for the frustration.

20. Friendship Implications
Again the brain it simply acting up:
A Rule (Friends are there for you) + B (Friend asks someone else to the movie because of a common interest in Steven King and you get scared)= We are still friends
(Fill in the blank)
Result: Increased isolation.
You have to follow the rule of least pain.

21. How would you turn that around?
________________________________________________________________________________________________________________________________________________________
He does not want me to get scared.
Provide a new rule.

22. How would you not?
Out of love we engage in permissive parenting and we get trained up.
RESULT: BAD, Slowly we allow for greater isolation, never want to upset

23. Bottom Line We are dealing with very busy brain.
Need to relax that brain.
Need to not overload with a lot of stimuli
Provide advanced notice

24. Questions