1. Autism Spectrum Disorders (ASD)

2. What is an Autism Spectrum Disorder?
ASD is a neurological disorder that typically appears by 3 years of age.  
3 Areas of ASD we recognize within the school setting:
Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS)
Autism
Asperger
Syndrome
5 areas recognized in the DSM-V (Diagnostic and Statistical Manual of Mental Disorders)……. (include Autistic Disorder, Rett Syndrome, Childhood Disintegrative Disorder, Asperger Syndrome, and PDD-NOS).
The three categories under ASD include PDD-NOS, Autistic Disorder and Asperger’s Syndrome.
Autism statistics from the U.S. Centers for Disease Control and Prevention (CDC) identify around 1 in 68 American children as on the autism spectrum–a ten-fold increase in prevalence in 40 years. Careful research shows that this increase is only partly explained by improved diagnosis and awareness. Studies also show that autism is four to five times more common among boys than girls. An estimated 1 out of 42 boys and 1 in 189 girls are diagnosed with autism in the United States.

3. Restricted & Repetitive Behaviors Impairment in Communication
3 Major areas of impact:
Impairment in Socialization
These are spectrum disorders as we see students that manifest the symptoms in a mild way, although they still require support. Some of these students have difficulty with social communication in initiating social interactions and demonstrate unsuccessful or odd responses to social communications of others. They may even appear to have a decreased interest in social interactions, but yet will indicate they want friends. They may become fixated on rituals or repetitive behaviors and not allow others to interrupt these behaviors. Some students manifest the disorders in a moderate way which requires a lot of support. These students have difficulties with social communication even with a lot of support. They have limited initiation abilities and significant odd responses to others who initiate an interaction with them. The repetitive behaviors and restricted interests are obvious to the average person and there is distress observed when redirected by another. Other students may require substantial support and may not verbalize or have very limited verbalizations. They often are preoccupied with rituals and repetitive behaviors. Include participation from the group. (You may give your own examples). Ask what are your experiences with students identified as having an autism spectrum disorder.
Restricted & Repetitive Behaviors
Impairment in Communication

4. ASD Continuum… Simple Complex Impairments in Socialization
Appears withdrawn Passive Active but Odd
Impairments in Socialization
Difficulty making friends
Non-verbal Gestures Verbal
Impairments in Communication
Uneven expressive / receptive language
Differentiating in symptoms are usually displayed in 6 areas of development. These include socialization sills, communication, engagement in stereotyped behaviors, cognitive skills, sensory interests, and motor skills.
Stereotypical Behaviors
Simple Complex
Restrictive, repetitive nature

5. Measured Intelligence Varies in intensity and manifestation over time
ASD Continuum…
Severe Mental Handicap Gifted
Cognitive Skills
Measured Intelligence
Hyposensitive Hypersensitive
Sensory
Varies in intensity and manifestation over time
One that seems to be missing is attentional skills…..
Motor Skills
Awkward / Uncoordinated Agile / Coordinated

6. Processing – How information is received, interpreted and responded too. May have difficulties with sensory input, too loud, too soft. Visual strengths rather than auditory. Difficulties with abstract concepts. Understanding and knowing each student’s learning style will promote effective programming.
Attention and shifting – Difficulties in focusing and maintaining a focus. Difficulties with transitioning. They have a need to finish what they are doing and their assignments must be perfectly done in their eyes. Tendency to focus on only one aspect.
Social Behaviors – Difficulties greeting others, reciprocal interactions, recognizing another’s space, being too honest, perseveration, theory of mind.
Interaction with the environment – Difficulties with sensory processing
Learning – Literal learning style, difficulty generalizing, uneven skill development, poor motivation, trouble getting the big picture.

7. Why do students with ASD need to be included in the General Ed
Why do students with ASD need to be included in the General Ed. Classroom?
In order to prepare all students for employment and independent living, students need Socialization Skills and Independent Functioning
Students with ASD don’t typically lose their job because of a lack of job skills…they typically lose their job because of a lack of socialization skills.
To develop socialization skills you must have social opportunities.
Research indicates that there are improved outcomes when students with ASD are integrated with their typical peers. This leads to Independence!

8. Sensitivity Awareness
Here is a sensitivity activity that could be used with your students/staff. There is also a Sensitivity Training Manual in your ASD library that can be utilized.
When you can see the two animals in this picture, please stand up.

9. Visual Processing Problems
How does it feel not being able to do
something others can do easily?
It’s not always a motivational issue.
Anxiety and Pressure may lead to behavior
problems.
Motivation vs. Ability
Can the student do something or are
they just tired of working so hard at
something others do easily?
Ask anyone that is still seated, how they feel not being able to do something others can do easily.

10. Turn the picture 90 degrees
Have participants talk to a partner about the need for sensitivity awareness training in your building. Develop a plan. See Action Plan sheet.

11. Evidence Based Practices/Teaching Intervention Strategies
Six of the 24 Evidence Based Practices (EBP’s) are listed below:
Video Modeling
Social Narratives
Visual Strategies
Self-Management
Prompting
Reinforcement
NPDC
OCALI, AIM website autisminternetmodules.org 37 modules presently available
National Autism Center, National Standards Project(
Becoming sensitive to the needs of the students with ASD is part of peer modeling and is an evidence based practice. This slide lists 5 other evidence based practices. There are 24. Evidence based practices have data to support their effectiveness with these students.
Evidence based practices lead to improved outcomes, are legally defensible, and are more efficient in the use of time and money.
The effective practice assessment tools are the profile of change and the universal supports assessment and planning tool. More information about EBP’s can be obtained by going to the websites referred to on this slide.
Social Narratives describe social situations in some detail highlighting relevant cues and examples of how to respond. They assist with changes in routine, adapting behaviors, and teaching a social skill/behavior. i.e. social stories, power cards, comic strip conversations.
Visual strategies are tools presented visually and might include, but are not limited to pictures, written words, objects, arranging the environment, visual boundaries, schedules, maps, labels, organization systems, timeline, and scripts.
Self-management is a system to independently regulate our own behavior, act appropriately at home, school, community. These behaviors are taught to students as right or wrong, appropriate or inappropriate.
Prompting is help given to learners to help learn a specific skill. There is a prompt hierarchy.
Reinforcement is the relationship between learner behavior and a consequence that follows a behavior. Reinforcement is when the consequence increases the probability that the behavior will increase.

12. I am not “autistic.” I am first, foremost, and always a person, a student, a child, and I have autism. Do not confuse me with my condition. And, please, do not use the term in a negative or inconsiderate way. I deserve to be respected.

13. Quick Tips to Effectively Support Students with ASD
Handouts Included:
IEP Snapshot
Autism 101
Ten Things Every Student With Autism Wishes You Knew
Asperger’s Syndrome Basics
Peers can be used to assist students to get from one location to another, to encourage interactions with others on the playground, and help them understand the hidden curriculum. Can you think of other ways to use peers for support so that they can become participants in the lives of students with ASD?
Break Cards – A tool to assist the student with ASD to have a time away from the activity thereby reducing the student’s anxiety, aggression etc. This will lead to teaching a replacement behavior.
Pictures and Written Language – Used to develop routines, provide information, allow to student to give information. (Imagine if you didn’t have a planner or a calendar)
Students with autism need thousands of opportunities to practice social interactions/skills. They must be taught.

14. Team Based Approach Duties of the team include:
Know the IEP Accommodations and Behavior Support Plan
Communicate regularly (weekly…daily if needed)
Meet as problems arise
Take issues to the team rather than the hallway or the teacher’s lounge
Contact the building administration for assistance

15. REMEMBER: Our Attitude Affects a Student’s Performance