1. Autism Spectrum Disorders Presented by: Amber Melton Southaven High School

2. Autism spectrum disorders (ASD) A range of complex neurodevelopmental disorders Disorders are characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior (National Institute of Neurological Disorders and Stroke, 2012)

3. DSM-IV Definition of Autism (MI definition) Restricted & Repetitive Behavior Impairment in Socialization Impairment in Communication START - 2011

4. Autism Spectrum Disorders PDD-NOS Impaired social interaction or Impaired communication or Restricted repetitive and stereotyped patterns or behaviors, interests and activities. Asperger’s Disorder Impaired social interaction and Normal communication/ language development.* and Restricted repetitive and stereotyped patterns or behaviors, interests and activities. Autistic Disorder Impaired social interaction and Impaired communication and Restricted repetitive and stereotyped patterns or behaviors, interests and activities. *Tony Atwood states that there is a qualitative impairment in subtle communication skills with Asperger’s Syndrome – Conversation, pedantic speech and literal. Childhood Disintegrative Disorder and Rett’s Syndrome fall under the broad category of Pervasive Developmental Disorders

5. Neurobiological/Neurodevelopmental disorder that impacts: Processing Attention and shifting Basic social behaviors Interaction with the environment Learning Lord, 2010

6. Triad of ASD

7. Why do students with ASD need to be included in the General Ed. Classroom? In order to prepare all students for employment and independent living, students need Socialization Skills and Independent Functioning Students with ASD don’t typically lose their job because of a lack of job skills…they typically lose their job because of a lack of socialization skills. To develop socialization skills you must have social opportunities. Research indicates that there are improved outcomes when students with ASD are integrated with their typical peers. This leads to Independence!

8. Developing Tolerance Develop a level of Sensitivity Model Tolerance/Inclusion Think about ways to support differences in students Develop a plan to include students with differences

9. Sensitivity Awareness When you can see the two animals in this picture, please stand up.

10. Visual Processing Problems It’s not always a motivational issue. Anxiety and Pressure may lead to behavior problems. Motivation vs. Ability Can the student do something or are they just tired of working so hard at something others do easily? How does it feel not being able to do something others can do easily?

11. Turn the picture 90 degrees

12. What would you do if this was your student?

13. This won’t work!

14. Or this…

15. Not this either!

16. Stages of a Meltdown Anxiety/Starting Out – a noticeable change in behavior Anxiety/Starting Out – a noticeable change in behavior – Can be an increase or a decrease – Examples:

17. Stages of a Meltdown Defensive/Picking Up Steam – beginning stage of loss of rationality Defensive/Picking Up Steam – beginning stage of loss of rationality – Student may become belligerent – Student may challenge authority – Examples

18. Stages of a Meltdown Acting-Out/Point of No Return – total loss of control which results in physical or emotional acting out episode Acting-Out/Point of No Return – total loss of control which results in physical or emotional acting out episode – It’s on!!!!! – Flight or fight mechanism is triggered – Examples

19. Stages of a Meltdown Tension Reduction/Recovery Period – a decrease in physical and emotional energy that occurs after one has acted out Tension Reduction/Recovery Period – a decrease in physical and emotional energy that occurs after one has acted out – This is your goal – Can happen after any stage – Examples

20. Your Response Supportive – be non-judgemental and empathic to attempt to alleviate anxiety Supportive – be non-judgemental and empathic to attempt to alleviate anxiety – Listen – Show concern – Ask questions – Acknowledge the student’s feelings – Understand that students with ASD and EMD sometimes do not have automatic sensory regulation

21. Your Response Directive – an approach to take control of a potentially escalating situation – Set limits – Re-direct – Offer choices – positive, positive; positive, negative; or negative, positive

22. Your Response Remove the audience Remove the audience Allow the student to vent and just listen Allow the student to vent and just listen Silence is ok Silence is ok Do not attempt to touch the student unless he is a threat to himself or others Do not attempt to touch the student unless he is a threat to himself or others

23. Your Response Once the student has reached tension reduction, re-establish communication Once the student has reached tension reduction, re-establish communication Reassure the student that your relationship is not damaged Reassure the student that your relationship is not damaged Allow “down” time Allow “down” time

24. Keys to Verbal Intervention and Setting Limits Simple and clear Reasonable Enforceable Stay calm Be aware of body language Give undivided attention

25. Interventions/Techniques Positive Reinforcement Response Cost (if, then) Proximity Control Ignoring Contracts

26. Why the Meltdown? Precipitating Factors – internal or external causes of acting out behavior over which staff have little to no control Precipitating Factors – internal or external causes of acting out behavior over which staff have little to no control – examples: poverty, rejection, bullying Sensory Processing Problems– the inability to filter external sensations or organize sensory messages Sensory Processing Problems– the inability to filter external sensations or organize sensory messages – Sensitivity to light, noise, touch, taste, or smell – Perfumes, crowded areas, scratchy clothing, bright lighting

27. Why the Meltdown? Difficulty with Abstract Thinking – inability to imagine what is not directly perceived by the senses Difficulty with Abstract Thinking – inability to imagine what is not directly perceived by the senses – If I can’t see it, hear it, or touch it, it must not be true! Difficulty with Perspective Taking – the inability to feel empathy (to feel what others feel) Difficulty with Perspective Taking – the inability to feel empathy (to feel what others feel) Inflexibility – inability to accept change or alter what is expected Inflexibility – inability to accept change or alter what is expected

28. What Can You Do? Offer sensory breaks Offer sensory breaks Teach social skills Teach social skills Give specific directions and questions Give specific directions and questions Break tasks into smaller steps Break tasks into smaller steps Use visual images to teach abstract thoughts Use visual images to teach abstract thoughts Use visual schedules Use visual schedules Use timers for transitions Use timers for transitions Warnings about schedule changes Warnings about schedule changes Use video modeling Use video modeling Help peers understand their behavior and ask them to be supportive and accepting Help peers understand their behavior and ask them to be supportive and accepting

29. What can you do? Use rewards, punishment is not as successful with EMD students Be consistent Be structured Positive reinforcement Structure the classroom setting to offer a quiet place to work Structure the classroom setting to offer a quiet place to work Avoid demanding eye contact Avoid demanding eye contact Implement the use of a “safe person” for needed breaks Implement the use of a “safe person” for needed breaks Avoid a power struggle Avoid a power struggle

30. Evidence Based Practices/Teaching Intervention Strategies Five of the Evidence Based Practices (EBP’s) are listed below: Social Stories Visual Strategies Self-Management Prompting Reinforcement NPDC http://autismpdc.fpg.unc.edu/http://autismpdc.fpg.unc.edu/ OCALI, AIM website autisminternetmodules.org 37 modules presently availableautisminternetmodules.org National Autism Center, National Standards Project(www.nationalautismcenter.org)www.nationalautismcenter.org

31. Quick Tips to Effectively Support Students with ASD (AU) Use peers to assist students with ASD Assist the student with communication by providing a break card or using pictures or written language. Behavior is communication Teach students about peer social expectations and language Use a team based approach See handout: Ten Things Every Child with Autism Wishes You Knew

32. Reference www.tisd.k12.mi.us/hps/Autism/Autism%20Today.pptx‎

33. Questions???? Amber Melton Positive Behavior Specialist 901-496-9345 amber.melton@dcsms.org