Transcript Steve Tsaprazis

Our textbook defines Section 504 as:
 As a person with a disability as anyone
who has a physical or mental impairment
that substantially limits one or more
major life activities
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Autism is a complex developmental disability that typically
appears during the first three years of life and is the result
of a neurological disorder that affects the normal functioning
of the brain, impacting development in the areas of social
interaction and communication skills. Both children and adults
with autism typically show difficulties in verbal and non-verbal
communication, social interactions, and leisure or play
activities.
Autism is one of five disorders that falls under the umbrella
of Pervasive Developmental Disorders (PDD), a category of
neurological disorders characterized by “severe and pervasive
impairment in several areas of development.”
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It appears around the first 3 years of life
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Language and social development are significantly delayed
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Everyday situations become very difficult without some
guidance or teaching.
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It’s a Developmental Disability
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It is a lifelong disability
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The characteristic behaviors of autism spectrum disorders may or may not be
apparent in infancy (18 to 24 months), but usually become obvious during early
childhood (24 months to 6 years).
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Does not gesture (point, wave, grasp) by 12 months
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Does not say single words by 16 months
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Does not say two-word phrases on his or her own by 24 months
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Has any loss of any language or social skill at any age
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Having any of these five "red flags" does not mean your child has autism. But
because the characteristics of the disorder vary so much, a child showing
these behaviors should have further evaluations by a multidisciplinary team.
This team may include a neurologist, psychologist, developmental pediatrician,
speech/language therapist, learning consultant, or other professionals
knowledgeable about autism.
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1 in 150 births
1 to 1.5 million Americans
Fastest-growing developmental disability
10 - 17 % annual growth
$90 billion annual cost
90% of costs are in adult services
Cost of lifelong care can be reduced by 2/3 with
early diagnosis and intervention
In 10 years, the annual cost will be $200-400 billion
Type of Assessments used
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The Expressive One-Word Picture Vocabulary Test (Rev. ed.)
(Gardner, 1990) measures the child's ability to verbally label
objects and people. The child must identify, by word, a single
object or a group of objects on the basis of a single concept.
This is a standardized test that provides age equivalents,
standard scores, scaled scores, and percentile ranks.
The Receptive One-Word Picture Vocabulary Test (Rev. ed.)
(Gardner, 1990) obtains an estimate of a child's one-word
hearing vocabulary based on what the child has learned from
home and school. It provides information about the child's
ability to understand language. This is a standardized test that
provides age equivalents, standard scores, scaled scores,
percentile ranks.
Types of Assessments Cont
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The Differential Ability Scales (DAS) (Elliott, 1990) measures
overall cognitive ability and specific abilities in children and
adolescents. It is better suited for intellectually higherfunctioning children with autism. The DAS assesses
multidimensional abilities in children ages two years and six
months to seventeen years and eleven months. It is administered
individually and takes 45 to 65 minutes for the full cognitive
battery. The achievement test takes 15 to 25 minutes to
administer.
The Achenbach Child Behavior Checklist (ACBC) is for children
four to eighteen years old. It has two major scales –
externalizing and internalizing behaviors – each of which has four
subscales. It has been used as a follow-up measure. 2 versions of
this test.
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Cognitive:
Impairment in social interactions
 Impairment in verbal and non-verbal
communication, and in imaginative activity
 Vary with change in age and IQ
 Repeats words of phrases (scripting)
 Unresponsive to normal teaching methods

Psychomotor Domain
 Either
love to participate or choose not to
participate
 Fine and Gross motor skills are limited
 Like to spin or spins objects
 Plays by a set of their own rules
Affective Domain
Has difficulty expressing needs
Mood changes not seen by others (laughing or
crying)
Hard time developing regular peer
relationships
Short Video
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The face of Autism
http://www.youtube.com/watch?v=G7kHSO
gauhg
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Some physical prompting (hand over hand)
Directions should be clear and to the point
Talk slow so the students can understand
you
Guide the students through what they have
to do
Take advantage of interests
Use incentives or rewards
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Use techniques that work at home
Structure the activities
Social Stories with any assembly
Routines, structure and consistency
Use forward and backward chaining
Use Visuals
What a behavior plan may look like
1/22/2007
1/15/2007
1/8/2007
1/1/2007
12/25/2006
12/18/2006
12/11/2006
12/4/2006
11/27/2006
11/20/2006
11/13/2006
11/6/2006
10/30/2006
10/23/2006
10/16/2006
10/9/2006
10/2/2006
9/25/2006
9/18/2006
9/11/2006
9/4/2006
8/28/2006
Non-compliance
35
30
25
20
Series1
15
10
5
0
Date
1/18/2007
12/19/2006
11/29/2006
11/3/2006
10/16/2006
9/25/2006
9/5/2006
160
7/6/2006
6/5/2006
5/12/2006
4/13/2006
3/23/2006
3/1/2006
2/1/2006
1/10/2006
12/12/2005
11/17/2005
10/27/2005
Start
school
year/
10/6/2005
9/16/2005
7/20/2005
6/20/2005
180
5/27/2005
5/9/2005
4/12/2005
3/21/2005
2/18/2005
Date
Minutes
MF ALA Duration
200
Start Detention
Summer School
Start School
140
120
100
ALA Duration
80
60
40
20
0
8/
28
/2
00
6
9/
4/
20
0
9/
11 6
/2
00
9/
18 6
/2
00
9/
25 6
/2
00
10
6
/2
/2
00
10
6
/9
/2
0
10
06
/1
6/
20
10
06
/2
3/
20
10
06
/3
0/
20
06
11
/6
/2
00
11
6
/1
3/
20
11
06
/2
0/
20
11
06
/2
7/
20
06
12
/4
/2
00
12
6
/1
1/
20
12
06
/1
8/
20
12
06
/2
5/
20
06
1/
1/
20
07
1/
8/
20
0
1/
15 7
/2
00
1/
22 7
/2
00
7
Disruptions 2006-2007
100
90
80
70
60
50
40
30
20
10
0
Disruptions
1/3/2007
12/3/2006
11/3/2006
10/3/2006
9/3/2006
8/3/2006
7/3/2006
6/3/2006
5/3/2006
4/3/2006
3/3/2006
2/3/2006
1/3/2006
12/3/2005
11/3/2005
10/3/2005
9/3/2005
8/3/2005
7/3/2005
6/3/2005
5/3/2005
4/3/2005
3/3/2005
2/3/2005
ALA
200
180
160
140
120
100
ALA visits
ALA duration
80
60
40
20
0
1/3/2007
12/3/2006
11/3/2006
10/3/2006
9/3/2006
8/3/2006
7/3/2006
6/3/2006
5/3/2006
4/3/2006
3/3/2006
2/3/2006
1/3/2006
12/3/2005
11/3/2005
10/3/2005
9/3/2005
8/3/2005
7/3/2005
6/3/2005
5/3/2005
4/3/2005
3/3/2005
2/3/2005
Self-Stim
100
90
80
70
60
50
Series1
40
30
20
10
0
1/22/2007
1/15/2007
1/8/2007
1/1/2007
12/25/2006
12/18/2006
12/11/2006
12/4/2006
11/27/2006
11/20/2006
11/13/2006
11/6/2006
10/30/2006
10/23/2006
10/16/2006
10/9/2006
10/2/2006
9/25/2006
9/18/2006
9/11/2006
9/4/2006
8/28/2006
Inappropriate Verbals 2006-2007
60
50
40
30
Series1
20
10
0
3/
30
/2
00
6
4/
13
/2
00
6
4/
27
/2
00
6
5/
11
/2
00
6
5/
25
/2
00
6
6/
8/
20
06
6/
22
/2
00
6
7/
6/
20
06
7/
20
/2
00
6
8/
3/
20
06
8/
17
/2
00
6
8/
31
/2
00
6
9/
14
/2
00
6
9/
28
/2
00
10
6
/1
2/
20
06
10
/2
6/
20
06
11
/9
/2
00
11
6
/2
3/
20
06
12
/7
/2
00
6
Rate of Behavior
Behavior Data (Transition Period)
3
2.5
2
Out of Seat
1.5
Disruptions
Bolting
NC
1
IV
0.5
0
Date
Date
1/3/2007
12/3/2006
11/3/2006
10/3/2006
9/3/2006
8/3/2006
7/3/2006
6/3/2006
5/3/2006
4/3/2006
3/3/2006
2/3/2006
1/3/2006
12/3/2005
11/3/2005
10/3/2005
9/3/2005
8/3/2005
7/3/2005
6/3/2005
5/3/2005
4/3/2005
3/3/2005
2/3/2005
Rate of Behavior
MF Disruptions
3
2.5
2
1.5
R/disrup
1
0.5
0
Overall behavior
60
50
40
Out of Seat
Disruptions
Bolting
30
Non-compliance
Inappropriate Vocal
Aggression
20
10
0
1
6
11
16
21
26
31
36
41
46
51
56
61
66
71
76
81
86
91
96
101 106
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Establish a set of routines
Can use a token economy
Contingencies – work then play
Clear boundaries or exact places to sit
Each student should have a behavior plan or
an IEP
Reinforcers
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Jason McElwain-student with Autism
http://www.break.com/index/autisticbball.ht
ml
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Cohen, Marlene J. (2007). Visual Supports for People with Autism.
Bethesda, Maryland, Woodbine House.
Anderson, Stephen R. (2007). Self-Help Skills for People with Autism.
Bethesda, Maryland. Woodbine House.
Autism Society of America. What is Autism: Characteristics of Autism.
Retrieved March 13, 2009 from http://www.autismsociety.org/site/PageServer?pagename=about_whatis_characteristics
Winnick, Joseph P. (2005). Adapted Physical Education and Sport Fourth
Edition. Champaign, Illinois: Human Kinetics.
Retrieved March 13, 2009 from http://www.behavior-consultant.com/aut-dxdevices.htm
Retrieved March 13, 2009 from
http://www.youtube.com/watch?v=G7kHSOgauhg
Retrieved March 13, 2009
from http://www.break.com/index/autisticbball.html