1. Autism and Behavior

2. Autism Spectrum Disorders
Child Disintegrative Disorder
Rhett’s Syndrome
Autism
Asperger’s
Syndrome
PDD -NOS
High Functioning Autism

3. Etiology of Autism
By the 1970’s a large body of evidence existed favoring neurobiological etiology.

4. Gender Differences
1. Male : Female ratio in autism is 3-5 : 1 2. In normal IQ individuals perhaps 25-50:1 3. When females have autism, they tend to have lower cognitive ability 4. There has been little research completed to evaluate gender differences

5. Is the Frequency Increasing?
No question that more cases are being identified, but is there a “real” increase?
Changes in definition
Better diagnosis at both ends of spectrum
Growing awareness of the condition
Educational implications of the label (for services)

6. Commonalities in all ASD
Triad of Disabilities *Social *Communication *Behavior

7. Why social skills are important
Successful peer relationships are predictive of later social, emotional, and occupational adjustment.

8. 3 Psychological Theories related to Social Cognition
Theory of mind
Central coherence
Executive functioning

9. Theory of Mind
The ability to stand in someone else’s shoes and see things from their perspective
Must be taught to individuals with ASD

10. Theory of Mind Implication
Initiating conversation
Conversations revolve around personal interests
Taking turns
Recognizing, repairing conversation breakdown
Predicting other behaviors
Difficulty in developing peer relationships

11. Implication (cont…) Understanding emotions
Distinguishing if actions are intentional or accidental
Impaired ability to empathize
Understanding social interactions
Differentiating fact from fiction
Trouble understanding social cues.

12. Central Coherence Inability to see the big picture
Great ability to see parts to whole

13. Central Coherence Implications
Interpretations are literal
Idiosyncratic focus on attention
Identifying salient information
Non-compliance issues because of difficulty with new tasks.

14. Executive Functioning Implications
Difficulty planning and organizing an approach to a task
Self monitoring
Behavioral flexibility – insistence on sameness
Problem solving
Starting and stopping a task
Setting goals

15. Why Social Skills are Important
Social engagement is a pivotal behavior…
Leads to an increase in language learning and use
Leads to decrease in inappropriate behaviors.

16. Maladaptive Behaviors
Should not be automatically seen as willful or malicious
Always ask why the student is behaving a certain way
Have to consider anxiety, depression, rigidity, and social inappropriateness with the population.

17. Social Skills Intervention
Perspective-taking
Behavior skill development
Self-control

18. Social Behavior Mapping Specific Situation – Science Class
Undesired Behavior
Calling out answers
Feeling of other people
Sad
Annoyed
Angry
Consequences
You experience
Teacher gets mad at you
Peers tell you to be quiet
How you then feel about consequences
Bad
Disappointed
confused

19. Four Components of Direct Instruction
Define why skill is important
Define what the skill is exactly
Practice skill (role play)
Generalize to classroom

20. Outcast
“ I am among many people, but by myself. I stand in the middle of a circle of excitement, whose center is pure loneliness. I gaze longingly outward at the people talking, laughing, making the most of their young age. How I wish someone could join me in isolation. Show me they know me I exist. But instead, I sit patiently and vow to myself. Next time, I will start on the edge.” Jeffrey Harris, Age 16