1. WPISD f Autism Parent Information Night
Wills Point High School Lecture Hall
Thursday, April 18th
6:00-7:00

2. Information To Be Discussed:
What is Autism?
Assessments & ARD Information
Communication
Sensory & Behavior
Home/Community Connections & Resources

3. https://sites.ed.gov/idea/
What is Autism?
Autism, as defined by Individuals with Disabilities Education Act (IDEA), refers to “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance.” 

4. What is Autism?
Verbal- How individuals express themselves (expressive) & their understanding of the language spoken to them (receptive)
Nonverbal- eye contact, facial expressions/expressions not meant to be taken literally, gestures, tone of voice,
Social interaction- Spontaneous interactions, turn taking in conversations, perspective taking/own point of view, reciprocal play, feelings/emotions
Some individuals w/autism may not spontaneously interact or share feelings. Some may not seem to notice other people at all, while others may strongly desire social interaction but become overwhelmed in social situations due to deficits in social skills. With effective training, many people with autism learn social skills and come to enjoy most social settings.

5. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently. (
If you've met one person with autism, you've met one person with autism.
DR. STEPHEN SHOR

6. In 2018, the Centers for Disease Control and Prevention issued their ADDM autism prevalence report. The report concluded that the prevalence of autism had risen to 1 in every 59 births in the United States – twice as great as the rate of 1 in 125 – and almost 1 in 54 boys.
Autism is the fastest growing developmental disorder, yet the most underfunded.
There is no known single cause or cure for autism. However, with increased awareness, early diagnosis/intervention and access to appropriate services and supports, students with Autism can become productive citizens.

7. www.autismspeaks.org www.autism-society.org
Characteristics
Some of the behaviors associated with autism include delayed learning of language; difficulty making eye contact or holding a conversation; difficulty with executive functioning, which relates to reasoning and planning; narrow, intense interests; poor motor skills’ and sensory sensitivities.
Other characteristics often associated with autism (most seen in school settings) are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

8. Assessment Process
Every three years, students receiving special education services are due for a reevaluation.  We can do this 2 ways.
Conduct a REED outlining an assessment plan, and conduct Full and Individual Evaluation
Conduct a REED to accept existing evaluation data and pull it forward, therefore the REED will stand as the Full and Individual Evaluation
For an Autism evaluation, who is on the multidisciplinary team conducting evaluation?
Licensed Specialist in School Psychology
Speech Language Pathologist
Educational Diagnostician
Depending on individual needs/suspected disabilities of student other assessment personnel may be involved in evaluation. (ex. Physical Therapist, Occupational Therapist)

9. ARD Information
ARD Committee meetings are held at least annually to review present levels of academic achievement and functional performance in order to create goals and objectives relevant to each student’s individual education plan for the projected year.
Parents can request an ARD Committee meeting at anytime.  Send your request to the diagnostican/ARD facilitator handling your student’s paperwork.  If you don’t know who that is, you can call the department of special programs and they can tell you or transfer your call to them so you can leave a voic .
Prior to your student turning 14, transition after high school will be discussed in the ARD meetings.  Your student will begin to be a part of the ARD meetings and be in attendance at them from now on. This will help you and your student plan for their life as an adult.

10. Communication

11. Communication Expressive Language Receptive Language
Use correct grammar when speaking
Use correct vocabulary; can name items
Answer questions using 1-word vs, 3 to 5
Answering questions on Topic

12. Speech Sound Production Pragmatics/Social Exchange
Communication
Speech Sound Production
(Articulation)
Pragmatics/Social Exchange
Maintain Eye Contact
Social Greetings
Turn Taking
Maintain Topic
Conversation Starter
Ask Questions to gain information
Properly Terminate Conversations

13. Communication
As the saying goes, if you’ve met one child with autism, you’ve met one child with autism. Each child with this diagnosis is completely different and will have different communicative strengths and needs.
5 Principles for Speech Therapy!

14. 5 Principles for Speech Therapy!
Establish Functional, Spontaneous Communication
Words * Picture Exchange
AAC Device * Sign Language
Provide Social Instruction in Various Settings Throughout the Day
Visual Supports * Video Modeling
Social Stories
Target Peer Interactions
Younger Older
Play Skills * Target Conversation Skills
Respond to Name * Teach Perspective –Taking
Establish Joint Attention

15. 5 Principles for Speech Therapy!
Provide Training & Support to other Adults,
NOT JUST MORE SPEECH THERAPY
Direct Therapy Minutes * Consultation Minutes
Push-In Therapy
Fine Tune Communication Skills as Other Areas Improve
Speech Sound Errors * Problems Asking & Answering Ques.
Errors in Grammar * Difficulty with Figurative Language

16. Sensory https://www.autismspeaks.org/sensory-issues
Autism’s sensory issues can involve both hyper-sensitivities (over-responsiveness) and hypo-sensitivities (under-responsiveness) to a wide range of stimuli.
These can involve:
* Sights * Sounds
* Smells * Tastes
* Touch * Balance
* Body awareness (proprioception)
*OT services/ sensory accommodations can help support sensory difficulties
For example, many people on the spectrum are hyper-sensitive to bright lights or certain light wavelengths (e.g. from fluorescent lights). Many find certain sounds, smells and tastes overwhelming. Certain types of touch (light or deep) can feel extremely uncomfortable.  

17. Behavior/Social Challenges
Schedules/Consistency- Need for unvarying routine/resistance to change (e.g. same daily schedule, meal menu, clothes, route to school)
Recognizing emotions and intentions in others
Recognizing/expressing one’s own emotions
Feeling overwhelmed in social situations
Taking turns in conversation
Gauging personal space (appropriate distance between people)
Narrow or extreme interests in specific topics
Strategies to support behavioral/social challenges: Social skills, social stories, visual schedules (classroom/activity), “first/then” board, token systems,

18. Home Connections/Community Resources
Use time to decrease transitional tantrums
“First/Then”
Reward positive behaviors
Focus on what you want your child to DO, not what you want them to STOP doing
Remain calm (YOU)
Packet with info regarding community resources
Age 14- start discussing transition services, graduation plan, life after high school
Parents- guardianship

19. Questions