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2.  What are the general areas of delays and concerns that characterize individuals with autistic spectrum disorders?  How do the characteristics of autism spectrum disorders impact teaching and learning? 2

3.  Impairments in social behavior  Communication difficulties  Stereotypic or unusual behaviors 3 Autistic Disorder Childhood Disintegrative Disorder Rett’s Disorder Pervasive Developmental Disorder Not Otherwise Specified Asperger’s Disorder

4.  Asperger’s Disorder  Social impairments and unusual behaviors  Average or above cognitive abilities  Communication and anxiety are issues  Language development not significantly delayed  Rett’s Disorder  Occurs only in females, very rare  Childhood Disintegrative Disorder  Regression in multiple areas after normal development  Pervasive Developmental Disorder Not Otherwise Specified  Does not meet diagnostic criteria for autism 4

5.  Nonverbal communication difficulties  Expressive language delays  Oral language differences  Language use not for social purposes  Echolalia speech  Perseveration on a topic  Restricted vocabulary  Difficulty with conversations  Comprehension difficulties 5

6.  Establishing and maintaining relationships  Playing with others  Taking turns and sharing  Theory of mind  Understanding other perspectives  Making sense of social behavior  Making sense of feelings and emotions  Making sense of communication 6

7. Communication Instruction based on assessment results Instruction should emphasize:  Paying attention  Imitating  Comprehending words and instruction  Using language for social reasons  Developing functional communication 7

8. Social Interaction Social Skill Development  Tolerating others in own space  Imitating the actions/vocalizations of others  Engaging in parallel activities  Taking turns  Using eye contact  Explicitly teach theory of mind concepts 8

9.  Diagnostic criteria  Preoccupation with patterns of interest  Inflexible adherence to routines  Repetitive motor mannerisms  Preoccupation with parts of objects  Unusual response to sensory stimuli  Challenging aggressive destructive behaviors Behaviors are the tip of the iceberg. It is essential to delve below the surface to identify the message of the behavior. 9

10. Patterns of Attention:  Stimulus over-selectivity  Difficulty disengaging and shifting attention  Short attention span Sensory: Often hypersensitive or hyposensitive to…  tactile  auditory  visual and olfactory  olfactory  gustatory 10 Anxiety:  Difficulty regulating emotions  Inability to express oneself clearly  Sensory processing needs  High need for predictability  Difficulty understanding social situations

11. Unusual or Challenging Behaviors  Teaching students new skills and interests  Understanding responses to sensory stimuli  Preparing the student for planned changes  Developing calming strategies  Assisting the student to monitor level of arousal or anxiety  Adapting the learning environment 11

12. Patterns of Attention Information and instructional activities should be provided in a format that:  Is clear and concise  Is consistent with comprehension level  Focuses their attention  Emphasizes the most relevant information 12

13. Sensory Responses  Assess sensory responses.  Be aware of different experiences of sensory stimulation.  Use alerting strategies to help enhance students when hyposensitive.  Implement strategies to calm students when hypersensitive. 13

14. Anxiety  Provide warnings about transitions and changes.  Provide daily and weekly schedules.  Use social scripts to encourage calming and teach coping skills.  Provide facts about anxiety-arousing situations.  Establish a calming area. 14