1. Autism Quick Cooking for a Five Star Educator

2. What to Expect During this Presentation?  Introduction to the SKACD # 613 Autism team  What autism is and what it looks like  Causes and interventions for autism  Specifics on what teachers can do in their classrooms  Referrals and resources  Less than one hour!

3. SKACD #613 Autism Team  Katherine Siler- School Psychologist  Chateece Rickard- InterRelated Teacher  Linda Snow- Early Childhood Spec. Ed.  Mary Chappell- School Psychologist  Juli Doan- InterRelated Teacher  Amy Harvey- Occupational Therapist  Lori Chambers- Speech Pathologist

4. Educators Choose to be Chefs or Cooks!

5. Myth or Fact? Children with autism must be taught to make eye contact in order to learn. Children with autism prefer to be left alone and are not usually interested in friendships. Parenting styles can lead to autism. Children with autism do not learn from others in their environment. Autism is such a complex and severe disorder that little can be done to help children with autism and their families.

6. Myth or Fact  Children with autism must be taught to make eye contact in order to learn.  Children with autism prefer to be left alone and are not usually interested in friendships.  Parenting styles can lead to autism.  Children with autism do not learn from others in their environment.  Autism is such a complex and severe disorder that little can be done to help children with autism and their families.  NO! Children with autism do not have to be looking at you to learn.  NO! Children do want friendships! They do not have the social skills to develop and maintain healthy relationships.  NO! Autism is a neurological disorder. It has nothing to do with parenting styles.  NO! They do learn from others in their environment, they just respond differently.  NO! Intervention and support do make a difference!

7. What is Autism? Autism is a neurological disorder that typically appears by 3 years of age. The symptoms of autism involve three major areas of development and impact a child’s abilities to:  Take part in social interaction  Communicate with others in age appropriate ways  Participate in activities and behaviors typical of the child’s age and stage of development

8. Statistic According to the Centers for Disease Control, one out of every 166 people are diagnosed with an autism spectrum disorder.

9. Autism Spectrum Disorders Autism Asperger’s PDD- NOS Childhood Disintegrative Disorder Rett’s Disorder 5 Pervasive Developmental Disorders:

10. Characteristics in Autism  Challenges with Social Interactions  Nonverbal language  Pretend play  Poor eye gaze  Controlling emotions and anxiety

11. Characteristics  Communication Challenges  Delayed in expressive and receptive language  Literal understanding of speech  Echolalia

12. Characteristics  Behavior Differences  Intense or restricted interests  Unusual repetitive behavior  Difficulty with transitions  Possible aggressive disruptive behaviors  Refusal to participate in some activities, particularly fine motor activities  Sensory driven behaviors

13. Continuum Appears withdrawnPassiveActive but Odd Impairments in Socialization Difficulty making friends Non-verbal Gestures / motoric Verbal Impairments in Communication Uneven expressive / receptive language Stereotypical Behaviors Simple Complex Restrictive, repetitive nature

14. Continuum Severe Mental Retardation Gifted Cognitive Skills Measured Intelligence Hyposensitive Hypersensitive Sensory Varies in intensity and manifestation over time Motor Skills Awkward / Uncoordinated Agile / Coordinated

15. How to be a 5 Chef

16. Remember---

17. Visual Is A Strength Adaptations: Visual cues for rules Visual Schedules Visual Boundaries

18. More Visual Adaptations Give examples of finished product Color Coding Remove extra materials Start / finish baskets or folders Teach left to right and top to bottom progression

19. Social Stories  Each story is designed to teach children how to manage their own behavior during a specific social situation.  Social stories are helpful because they are presented visually.

20. Sensory  Sensory adaptations help students organize their brains to focus  Sitting on alternative surfaces  Fidget items  Auditory  Movement outside of class  Oral

21. Crisis - What Do We Do?

22. Strategies for Crisis  Back off – this is NOT a teaching moment  Don’t take it personally  Sometimes Ignore (Choose your battles)  Use visual cues  Talk low, talk slow  Stay cool  Get the student moving  Watch your own body language  Try to keep your sense of humor and STAY SAFE

23. Gourmet Teacher Tips  Preparing your classroom  Rubrics for behavior  Assistive Technology Team

24. I Have Concerns! What Do I Do? For Initial Referral: Follow your building’s procedure for general ed. intervention For Previously identified Special Ed. students: Contact student’s special ed. teacher Case Manager from SKACD Autism Team will be assigned to support staff School Psych. Referral

25. Ten Things Every child with autism wishes you knew!

26. I am a child with autism. I am not “autistic.” My sensory perceptions are disordered. Please remember to distinguish between won’t (I choose not to) and can’t (I’m not able to). I am a concrete thinker. Be patient with my limited vocabulary. Because language is so difficult for me, I am very visually oriented. Focus and build on what I can do rather than what I can’t do. Help me with social interactions. Try to identify what triggers my meltdowns. When I feel included, everyone in the classroom can learn and grow.

27. Are You a Chef or a Cook?