1. Superintendent’s Conference Day May 9, 2014

2.  Intro video Intro video

3. DSM- IV Pervasive Developmental Disorder Autism Asperger’s PDD (NOS) Rett’s Syndrome Childhood Disintegrative Disorder DSM- V Autism Spectrum Disorder Now autism is a single condition with different levels of severity in two core domains: 1.Persistent deficits in social communication and social interaction across multiple contexts, & 2.Restricted, repetitive patterns of behavior, interest, or activities

4. Level 1 Without supports, deficits in social communication cause noticeable impairments. Requires support Level 2 Marked deficits in verbal & nonverbal social communication even with supports Requires substantial support Level 3 Severe deficits in verbal & nonverbal social communication Requires very substantial support

5.  A developmental and neurological disorder  The number and intensity of symptoms varies from case to case  Usually classified as student with Autism, but may also be classified OHI or ED

7.  Obsessions/Hyper-Focus: increased activation in the brain network that governs attention  Intentions of other people: decreased activity and fewer fibers connecting cells in the brain area that governs the resting state of the brain  Clumsiness: decreased activity in motor areas of the brain  Social Behavior: decreased activity in brain areas which may play a role in thinking of self, other people, and the relation between the two, including exploring the intentions of others  Executive Function: problems with organization and planning hamper independence

8.  Abnormal social approach and failure of normal back-&-forth conversation  Reduced sharing of interests, emotions, or mood  Poor integration of verbal and nonverbal communication  May have limited use or understanding of non-verbal behavior (poor eye contact, lack of facial expression, gestures)

9.  Difficulty with: 1. Developing, maintaining, & understanding of age-appropriate peer relationships 2. Adjusting behavior to various social contexts 3. Understanding emotions of self and others  May appear to have a preference to be alone, when in actuality want peer interaction and acceptance

10. 1. What routines/tendencies do you have, which you perform on a regular basis; those which might cause you some annoyance or stress if you are forced to avoid them or not complete them? 2. Everyone has sensory needs to some extent. What frequent self-stimulating behaviors do you exhibit? 3. What environmental factors are you sensitive to or easily overwhelmed by?

11.  Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal and nonverbal behavior  Highly restricted, fixated interests/activities/patterns that are abnormal in intensity or focus  Stereotyped or repetitive motor movements, use of objects, or speech (i.e. lining up toys or flipping objects, echolalia, & idiosyncratic phrases)

12.  Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment  May become upset with loud noises and/or demonstrate an intolerance for stimulating environments  May require sensory input through chewing, flapping, rocking, tapping, humming, and sometimes hitting self

13.  Often (not always) exhibit above average intelligence, sometimes quite gifted in verbal and/or visual perceptual ability. Expressive language often better developed than receptive language (can be hyper-verbal) Typical Strengths  Rote learning  Spelling  Factual knowledge  Math computation  Sight word vocab. Typical Weaknesses  Reading comprehension  Verbal reasoning  Character analysis  Prediction  Writing  Differentiating relevant /irrelevant  Generalizing

14.  A student with autism is walking in the hall after lunch & begins repeatedly slapping himself in the head with his hand and stating I hate my life.  What 3 deficits, common to autism, are likely impacting this behavior: 1. Sensory 2. Poor social awareness/understanding 3. Poor regulation of emotion

15.  Often targets of teasing / harassment from peers  Other adolescents begin to question authority while the student with an Autism is still in the mentality of following the rules  Being a stickler for the rules, the student with Autism may correct another student who is breaking a rule  Other adolescents may misinterpret the students autistic behavior  Depression & Anxiety  Sensory processing issues

16. Communication  Break complex directions into smaller pieces  Repeat instructions when necessary  Make clear, precise statements  Explain sarcasm, metaphors, idioms, and words with double meaning  Help student find a phrase or signal for when he or she doesn’t understand  Provide cues with “why” & “what if” questions and abstract concepts

17. Social Interaction  Protect from harassment / teasing  Pair student with a “social mentor”  Identify when isolated by choice and when isolated because of peer exclusion  Explain Asperger’s to classmates  Help student understand humor  Utilize support from student counselor,if necessary

18. Sensory Skills  Predict sensory/environmental changes and make student aware before they occur allowing preparation/adjustment  If necessary, provide personal, quiet space for student to relax and collect thoughts  Allow student to have a calming item to use when experiencing sensory issues (stress ball, drawing, drink of water, etc.)

19. Behavior Skills  Model acceptance of student for peers  Don’t take student’s comments personally  Use the student’s special interest to engage in conversation and learning  Be consistent with routine and expectations  If necessary, teach student replacement behaviors to manage frustration, anger, and anxiety

20. Academic Skills  Be calm, matter-of-fact and predictable  Check for comprehension & cue to relevant details  Provide visual aides when possible  Provide organizational assistance  Use concrete examples  Use predictable classroom routines, rules, and expectations  Provide frequent positive feedback  With group work may need to assign specific tasks for each student  Use nonverbal cues to refocus (i.e. pointing, close proximity, special signal, etc…)

21.  http://diversidadeasperger.vilaconectada.net/ 2013/05/informative-video-high-function- austim.html http://diversidadeasperger.vilaconectada.net/ 2013/05/informative-video-high-function- austim.html  http://www.youtube.com/watch?v=Azq6s0_ hHcw http://www.youtube.com/watch?v=Azq6s0_ hHcw  http://westfield.patch.com/groups/volunteeri ng/p/westfield-teen-creates-video-to- encourage-understanding-of-people-with- autism?ncid=newsltuspatc00000001&evar4=pic ks-1-post&newsRef=true http://westfield.patch.com/groups/volunteeri ng/p/westfield-teen-creates-video-to- encourage-understanding-of-people-with- autism?ncid=newsltuspatc00000001&evar4=pic ks-1-post&newsRef=true

22.  American Psychiatric Publishing (2013), Highlights of Changes from DSM-IV-TR to DSM-5.  American Psychological Association (2013), DSM-5.  Autism Speaks (2013), DSM-5 Diagnostic Criteria.  Henry, K. (2005) How Do I Teach This Kid?  Jackson, L. (2002) Freaks, Geeks & Asperger Syndrome.  Schmidt, C., & Heybyrne, B. (2004) Autism in the School-Aged Child.  Sicile-Kira, C. (2004). Autism Spectrum Disorders.  Smith Myles, B., & Andreon D. (2001) Asperger Syndrome and Adolescence.  Yamnitzky, J. (2007), University of Pittsburgh.