1. The ABC’s of Autism Vickie McLendon, BCABA ElaineJohnson, BCABA Bay District Schools Autism Team 1

2. What is autism? Lifelong neurological disability Affects a person’s ability to: communicate understand language play and socially interact with others Usually appears before age three 2

3. Spectrum Disorder Affects individuals differently To varying degrees And is often found in combination with other disorders 3

4. Pervasive Developmental Disorder (PDD) Group of disorders characterized by delays in the development of socialization and communication 4

5. Autism Umbrella (ASD) Autistic Disorder Asperger Syndrome PDD Not Otherwise Specified (PDD/NOS) Rett’s Syndrome Childhood Disintegrative Disorder 5

6. Prevalency 2007 Center for Disease Control: 1 in 150 children in America have an autism spectrum disorder (ASD) Autism Society of America: 1.5 million Americans and their families are affected. Today at least 50 families in America will find out that their child has autism. (ASA) 6

7. Red Flags for ASD (under 24 months) No big smiles or other warm, joyful expressions by 6 months; No back-and-forth sharing of sounds, smiles, or other facial expressions by 9 months; No babbling by 12 months; 7

8. No responding to name by 12 months; No gesturing (pointing, waving bye-bye) by 12 months; No single words by 16 months; No pretend use of objects by 18 months; No 2-word spontaneous (not just echolalic) phrases by 24 months; and ANY loss of ANY language or social skills at ANY age (FIRST WORDS Project, the Early Social Interaction Project, and FSU CARD) 8

9. Causes? Remains unknown Researchers believe there is a strong genetic component with a range of possible external or environmental triggers Not caused by bad parenting 9

10. How is autism diagnosed? Based on observation of: communication, behavior, and developmental levels No medical tests Diagnostic criteria for autistic disorders are defined by the DSM IV criteria 10

11. Characteristics Autism is a spectrum disorder which incorporates a number of shared characteristics: 1. Atypical social behaviors (lack of social understanding, lack of interest in others) 2. Impairments in communication and language 3. Restricted repertoire of interests and activities and problems developing imagination/play. 11

12. Human Interest/Social Development Lack of social reciprocity, empathy, awareness of the perspective of others Lack of development of peer relationships Lack of spontaneous seeking to share enjoyment, interest, or achievement 12

13. Communication: Lack of understanding of conversation reciprocity Difficulty understanding and using non-verbal cues Language sometimes may sound like gibberish Inability to understand concepts/abstract language Very concrete or literal in interpretation 13

14. Communication continued May not understand what language is used for Difficulty in volume control, cadence, intonation May use echolalia or repetitive use of memorized phrases May have a large vocabulary but not used functionally Difficulty answering questions 14

15. Sensory: Taste/Smell May be very sensitive May eat restricted diet Unusually resistant to change, so may eat same foods at same time and same meals 15

16. Touch May not like light touch, certain clothing May seek deep pressure touch May have difficulty changing clothing with the weather May be fascinated with touching certain textures 16

17. Vision May do odd things with their vision May line things up Light (fluorescent) may bother them May be visually distracted 17

18. Hearing We can filter noises, sometimes people with autism can’t filter May focus on wrong piece of information Listening may be like all radio stations on at once May hear selectively Sound may be distracting 18

19. Need for sameness Unusually resistant to changes Develop routines quickly May need to repeat before moving on May have very limited and/or one area of special interest that is highly developed 19

20. Other characteristics Work is play and play is work Problems with generalization Compulsive behaviors Uneven patterns of development Difficulty with transitions Difficulty with unstructured times (TEACCH) 20

21. Secondary Characteristics of ASD May display one or more of these behaviors: Short attention/Hyperactive/Impulsive behaviors Aggressiveness Self-injurious behavior Temper tantrums Lack of fear of danger 21

22. Learning barriers: Comprehension difficulties (masked by advanced vocabulary). Organizing, planning, breaking down tasks. Knowing what to do, and how, when and where to start and finish. Generalizing and applying skills to new situations. 22

23. Successful teaching: Organize/structure the classroom to increase understanding of what is expected. Provide direct instruction to specifically teach communication and social skills. Use visual supports such as daily schedules, activity schedules, cue cards, social stories. Planned generalization of skills. 23

24. Successful Teaching: Classroom Design: TEACCH principles incorporating visual structure and schedules Students’ needs determine classroom organization Provide opportunities for 1:1 and small group instruction 24

25. Physical structure: 25

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27. Physical boundaries: 27

28. Successful Teaching: Tips for Teaching Explain and narrate activities and rules. Be simple, clear, and positive when presenting instructions. High levels of specific praise/tangible reinforcers for appropriate responding. Capture momentary motivations—follow child’s lead. Reinforce spontaneity! Solutions for Language Training by Dr. Partington 28

29. Strategies to Support Behavior Take a proactive approach (don’t take it personally) Make certain appropriate visual, environmental, social and communication supports are in place. Use an interaction style that is calm, predictable, yet flexible, compassionate and patient. 29

30. Key educational components National Research Council (2001) : Intervention programs as soon as ASD is diagnosed Active engagement in intensive instructional programming (full school day, full year) Repeated teaching organized around short intervals with 1:1 and very small group instructions 30

31. Key components cont. Inclusion of a family component Mechanisms for ongoing evaluation of program and children’s progress, with adjustments made accordingly 31

32. More information? CARD (Center for Autism and Related Disabilities) Catherine Maurice’s book: Behavioral Intervention For Young Children With Autism Assessment of Basic Language and Learning Skills by Drs. Mark Sunberg and Jim Partington ABA program at FSU Autism Society of America 32

33. Resources Autism Society of America Teaching Tools for Young Children www.challengingbehavior.orgwww.challengingbehavior.org TEACCH (Treatment and Education of Autistic and related Communication handicapped Children) How to Be a Para Pro- A Comprehensive Training Manual for Paraprofessionals by Diane Twachtman-Cullen The Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM IV) by American Psychiatric Association Center for Autism and Related Disabilities Solutions for Language Training by Dr. James Partington First Words Project, the Early Social Interaction Project, and FSU CARD 33

34. Kids are kids! 34

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