1. Working with the Autistic Student:
Empowering Our Staffs

2. Empowering Our Staffs 1. Media Presentation: Living with Autism
2. What is Autism?
- Linda Chu
3. Types of Autism
- Xavier Jimenez
4. The Individualized Education Plan (IEP)
- Phebe Fricioni
*Interventions
*Accommodations
5. A Sample Lesson Plan
6. Agencies
- Linda Chu & Phebe Fricioni
7. Feedback
8. Questions?

3. What is Autism?
A developmental disability coming from a neurological disorder affecting the normal functioning of the brain
Affects:
1) Communication Skills
2) Social Skills
3) Reasoning

4. What is Autism? Characterized by:
Social impairments
Communication difficulties
Restricted, repetitive, and stereotyped patterns of behavior
Experts say that 3 to 6 children out of will have an Autism Spectrum Disorder (ASD)
Males are 4 times more likely to be diagnosed with ASD than females

5. Common Signs of Autism Lack of eye contact
Repetition of words or phrases
Inability to express needs verbally
Inability to handle change
Insensitivity to pain
Indifferent to social engagement
Repetitive movements
Self-abusive behavior
Delay in Speech (refer to IEP sample)

6. Clinical Indicators No babbling or pointing by age 1
No single words by 16 months or two-thirds phrases by age 2
No response to name
Loss of language or social skills
Poor eye contact
Excessive lining up of toys of objects
No smiling or social responsiveness
Impaired ability to make friends
Inability to initiate or sustain a conversation
Absence or impairment of imaginative and social play
Stereotyped, repetitive, and unusual use of language
Preoccupation with certain objects or subjects
Inflexible adherence to specific routines or rituals

7. Types of Autism
Kanner’s Syndrome – the well-known type of autism; AKA classic autistic disorder
Rett’s Syndrome- a rare form of autism; frequently occurs in girls; physical signs are obvious- muscle atrophy
Childhood Disintegrative Disorder- even more rare than Rett’s; strikes children who appear to have normal development from birth

8. Types of Autism
Pervasive Developmental Disorder- - Not Otherwise Specified (PDD-NOS)- represents most of the symptoms as classic autism; not much difference between PDD-NOS; includes
- Childhood Disintegrative Disorder
- Rett’s Syndrome
Asperger Syndrome- commonly misdiagnosed at first: points toward OCD or ADD; present classic problems with communication and social skills; characterized by above-average language developent; Albert Einstein

9. Childhood Disintegrative Disorder
A rare type of PDD characterized by varying degrees of impairment in communication skills, social interactions, and stereotyped patterns of behavior
Normal development (age appropriate) until CA 2 through 4
At CA 4- regression begins with loss of bowel/bladder control
Seizures (Petite to Grand Mal)
Low I.Q. due to cognitive regression
What It Is
Symptomology

10. Rett’s Syndrome A rare type of PDD
affecting mostly females; 1/10,000-15,000 people
Responsible for impairments in communication and social interaction skills
Symptoms can be treated with PT, OT, and speech therapies
Linked to possible mutation with a single gene sequence
Normal development (age appropriate) until CA 6-18 months
Regression takes over: lack of response to parents, pull away from people, if speech-forms develop--these cease; loss of voluntary controls of feet and wringing of hands
What It Is
Symptomology

11. Pervasive Developmental Disorder
Results in delays in development of socialization and communication skills
Parents may notice symptoms as early as infancy, but typical age is 6 mos (Rett’s) to 3years old
Repetitive body movements or behavior patterns
Difficulty with changes in routine or familiar surroundings
Problems with language development
Difficulty with relating to people, objects, or events
Unusual play with toys or strange objects
What It Is
Symptomology

12. Asperger Syndrome A distinct group of neurological conditions
Characterized by varying degrees of impairment in language and communication skills- high functioning
Patterns of thought and behavior are affected
Obsessive interest in a single object or topic to the exclusion of others
Because of their expertise with high levels of vocabulary and formal speech patterns they seem like “little professors”
Repetitive routines or rituals
Socially and emotionally inappropriate behavior (does not interact with peers very well)
What It Is
Symptomology

13. Legislation on Behalf of the Autistic
February 24, California Teacher Corps announced plans for a partnership with school districts to provide autism training to ~ teachers who hold a special education credential
California legislation mandates that teachers who work with students diagnosed with an ASD to complete an autism-authorization certification program by July 2011

14. Purposes of Assessement
Screening
Diagnosis/Identification
Qualification for Services
Assessment of Strengths, Weaknesses, and/or Emotional Health
Intervention of Curriculum Planning
Documentation of Intervention Efficacy/Research

15. Assessment Procedures
Dual Level Approach (Early Identification)
- Level One of Evaluation
* screening children at risk or atypical development at doctor’s well-check
* Instruments of Ages and Stages questionnaire
* Checklist for Autism in Toddlers (CHAT)
- Level Two of Evaluation
* establish a diagnosis
* identify strengths and weaknessess
* intervention plan

16. Assessment Process Interview parent/caregiver
- Autism Diagnostic Interview- revised (ADI-R)
Administer behavioral checklists
- Achenbach Scales
- Behavior Assessment System for Children
- Gilliam Autism Rating Scale (GARS)
- Asperger Syndrome Diagnostic Scale (ASDS)
- Childhood Autism Rating Scale (CARS)
- Autism Diagnostic Observation Schedule (ADOS)
- Stanford Binet- IV
- Test of Nonverbal Intelligence (TONI)
- Vineland Adaptive Behavior Scale (VABS)

17. Individualized Educational Plan (IEP)
Individuals with Disabilities Educational Act (IDEA)
- “Free appropriate public education”
- purpose to meet that child’s specific educational needs
- set goals, objectives, and describe what services are needed
* Step 1- child needs to be evaluated; parent or
professional request an evaluation; consent needed to
start process
* Step 2- Evaluation (see handout)
* Step 3- Collaborative meeting to create IEP (plan)
* Step 4- Written plan
* Step 5- List strengths and weaknesses
* Step 6- Special services
* Step 7- Goals and objectives (Academic, Social, &
Behavioral)
* Step 8- Signing plan by all stakeholders

18. Recommended Accommodations, Modifications and Variations to Curriculum
Modifying the presentation
Modifying the environment
Discussions
Worksheets
Assessments
Projects
Reports
Reading
Writing
Group Work
Note Taking
Presentations
Other Information for Autism Spectrum

19. Differentiation in a Classroom
Here is an example of an accommodation for autism

20. Differentiation in a Classroom
This is an example of a large classroom divided into stations or areas.  This gives visual boundaries and direction to students.  The room is divided into 4 different work areas and a “free choice” area.  The students know what to expect in each area.

21. Differentiation in a Classroom
This is an example of the second station.  Daily living tasks are completed here and again each day there is a different task the students are able to complete.

22. Our Sources
Doheny, K. (2009). Autism Spectrum Disorders Health Center. Retrieved
Rodrigues, J. (2007). Making Modifications, Accommodations and Variations for Student Success. Retrieved
Carrizales, D. (2208). Recommendation for Accommodations and Modifications. Retrieved
Autism Spectrum Disorders Health Center Retrieved
Sample IEP for Child with Autism /pdd. Retrieved
Evans, R. (n.d.). Five Autism Types Explained. Retrieved
Schoenstadt, A. ( ). Types of Autism. Retrieved
Fine, L. (2010). On Special Education. Retrieved

23. Our Sources
Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Free Spirit: Minneapolis.
Sousa, D. (2007). How the Special Needs Brain Learns Second Edition. Corwin Press:Thousand Oaks