1. Autism

2. What is Autism?
Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. With the May 2013 publication of the DSM-5 diagnostic manual, all autism disorders were merged into one umbrella diagnosis of ASD. Previously, they were recognized as distinct subtypes, including autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome.
Source: Autism Speaks.org

3. What are the early signs?
Lack of reciprocity
Language; 1.) lack of language 2.) overabundance of language (little professors)=High Functioning Autism (formerly Asperger’s Syndrome)
Routine
Special Interests: President Expert
Sensory Challenges
Difficulty conveying emotions

4. From my Perspective John Morgan, 12th grader
(Communications student )
“Having autism feels like there are a million butterflies flying around in my brain at all times.” John

5. DSM-IV criteria for a diagnosis of Autism I
DSM-IV criteria for a diagnosis of Autism I. A total of six (or more) items from heading (A), (B), and (C), with at least two from (A), and one each from (B) and (C): (A) Qualitative impairment in social interaction, as manifested by at least two of the following: • Marked impairments in the use of multiple nonverbal behaviors such as eye-to- eye gaze, facial expression, body posture, and gestures to regulate social interaction. • Failure to develop peer relationships appropriate to developmental level. • A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people). • A lack of social or emotional reciprocity.

6. (B) Qualitative impairments in communication as manifested by at least one of the following: • Delay in or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime). • In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others. • Stereotyped and repetitive use of language or idiosyncratic language. • Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.

7. (C) Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following: • Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus. • Apparently inflexible adherence to specific, nonfunctional routines or rituals. • Stereotyped and repetitive motor mannerisms (e.g. Hand or finger flapping or twisting, or complex whole-body movements). • Persistent preoccupation with parts of objects. II. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (A) Social interaction. (B) Language is used in social communication. (C) Symbolic or imaginative play. III. The disturbance is not better accounted for by Rett's
Disorder or Childhood Disintegrative Disorder. Source: Diagnostic and Statistical Manual of Mental Disorders; Fourth Edition

8. DSM-V (revised March, 2013)
Level 3, "Requiring very substantial support” *Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. For example, a person with few words of intelligible sch who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches
*Inflexibility of behavior, extreme difficulty coping with change, or other restricted/repetitive behaviors markedly interfere with functioning in all spheres. Great distress/difficulty changing focus or action.

9. Level 2, "Requiring substantial support”
*Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or abnormal responses to social overtures from others. For example, a person who speaks simple sentences, whose interaction is limited to narrow special interests, and how has markedly odd nonverbal communication.
*Inflexibility of behavior, difficulty coping with change, or other restricted/repetitive behaviors appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts. Distress and/or difficulty changing focus or action.

10. Level 1, "Requiring support”
*Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions. For example, a person who is able to speak in full sentences and engages in communication but whose to- and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.
*Inflexibility of behavior causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.
Source: Autism Speaks

11. Asperger’s Syndrome vs
Asperger’s Syndrome vs. Autism When DSM-V was released in March 2013, Asperger’s Syndrome was no longer recognized as a disability category. It has been replaced Autism Spectrum Disorder (ASD) and is often referred to as High Functioning Autism (HFA).
Asperger’s Syndrome is Autism. The difference is that people with Autism often lack language where as people with Asperger’s Syndrome have an overabundance of language.
People with Asperger’s Syndrome are typically much higher functioning.

12. What is an Autistic Savant
Splinter Skills-meaning they are weak in one area but very gifted in another.
They may draw extremely well or play the piano perfect, but still have trouble relating to the world.
Artist video clip/Stephen Wiltshire

13. How do people with Autism process information differently?
Many think in pictures which can be beneficial (Stephen Wiltshire, Temple Grandin).
Video link
They are using different part of their brain to process the information.

14. Temple visited the GCCC and the HS

15. What is sensory overload?
Sensory things overwhelm people with Autism…a small sound like the humming of a computer etc, can cause them to go into a “melt down”.
Florescent lights/no hats
We give our students passes so that they can leave 5 min. early. This allows them to avoid all of the chaos in the hall. My classroom is also open to students during lunch so that they can sit and eat in a calm environment.

16. Daily obstacles… Schedule changes
Different rules/expectations in different classes
Sensory overload
Organization/turning in assignments
Internal/External distractions
Relating to peers/teachers
Navigating socially

17. Communications Class

18. Student Perspective…

19. ?’s…