2. By Robyn Stallings

3.  A pervasive developmental disorder marked by three defining features ◦ Impairment of social interaction ◦ Impairment of communication ◦ Restricted, repetitive, and stereotyped patterns of behavior, interests and activities  1 in 150 children in US  Affects boys 4 times more often than girls

4.  Difficulty perceiving emotional state of others  Difficulty expressing emotions  Difficulty forming attachments and relationships  “Joint Attention” deficits

5.  ½ are mute  Echolalia  May have difficulty using extensive voculabulary appropriately

6.  Low-functioning vs. High-functioning  Autistic Savants  Overselectivity  Weak Central Coherence

7.  Unusual response to sensory stimuli  Insistence on sameness and perseveration  Ritualistic and unusual behavior patterns  Severe Problem Behavior

8. Increase in Autism Increase in Inclusive Classroom Settings Increase in Autistic Students in General Classroom

9.  They are visual  They are permanent  Individualized based on student needs  Focus on what people think  Focus on what people do  Written in predictable format

10.  Define the appropriate behavior  Define an alternative positive behavior  Write the story using the social story format  Locate pictures to illustrate the social story  Read the Social story to the Child  Practice the social skill used in the social story

11.  Greeting Friends  Following Group Instruction  Center Time  Clean Up  Waiting in Line  Taking Turns  And more…

12.  4 Types of Sentences ◦ Descriptive ◦ Directive ◦ Perspective ◦ Affirmative  One Sentence per Page  Goal ◦ Positive Social Outcomes  More effective when supported by verbal prompts, feedback, reinforcement and self recording.

13.  Remind the child of the situation where the social skill should be used  Prompt the child to use the social skill at appropriate times throughout the day  Affirm the child when they use the appropriate social behavior

14. Children should listen for the end of recess bell when on the playground. I will line up to come back to the classroom when I hear the bell. Children should not throw their coats in their locker. I will hang my coat in my locker after recess. After recess is not a time to daydream. I will complete my daily journal entry after recess. Example: After Recess Transition

15.  Loiacono, V., & Valenti, V. (2010). General Education Teachers Need to Be Prepared to Co-Teach the Increasing Number of Children with autism in Inclusive Setting. International Journal of Special Education, 25(3), 24-32. Retrieved from EBSCOhost.  Spencer, V.G., Simpson, C.G. & Lynch, S. A. (2008). Using Social Stories to Increase Positive Behaviors for Children with Autism Spectrum Disorders. Intervention in School and Clinic, 44 (1), 58-61. Retrieved from EBSCOhost.  Heward, W. L. (2009). Exceptional Children: An Introduction to Special Education (9thth ed., pp. 254-293). Upper Saddle River, NJ: Pearson.