Transcript Working with the autistic student

Empowering Our Staffs
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Media Presentation: Living with Autism
What is Autism?
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Types of Autism
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The Individualized Education Plan (IEP)
- Phebe Fricioni
*Interventions
*Accommodations
A Sample Lesson Plan
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- Linda Chu
- Xavier Jimenez
- Phebe Fricioni
Agencies
- Linda Chu & Phebe Fricioni
Feedback
- Xavier Jimenez
Questions?
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A developmental disability coming from a
neurological disorder affecting the normal
functioning of the brain
Affects:
1) Communication Skills
2) Social Skills
3) Reasoning
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Characterized by:
◦ Social impairments
◦ Communication difficulties
◦ Restricted, repetitive, and stereotyped patterns of
behavior
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Experts say that 3 to 6 children out of 1000
will have an Autism Spectrum Disorder (ASD)
Males are 4 times more likely to be diagnosed
with ASD than females
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Lack of eye contact
Repetition of words or phrases
Inability to express needs verbally
Inability to handle change
Insensitivity to pain
Indifferent to social engagement
Repetitive movements
Self-abusive behavior
Delay in Speech (refer to IEP sample)
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No babbling or pointing
by age 1
No single words by 16
months or two-thirds
phrases by age 2
No response to name
Loss of language or
social skills
Poor eye contact
Excessive lining up of
toys of objects
No smiling or social
responsiveness
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Impaired ability to make
friends
Inability to initiate or
sustain a conversation
Absence or impairment
of imaginative and social
play
Stereotyped, repetitive,
and unusual use of
language
Preoccupation with
certain objects or
subjects
Inflexible adherence to
specific routines or
rituals
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Kanner’s Syndrome – the well-known type of
autism; AKA classic autistic disorder
Rett’s Syndrome- a rare form of autism;
frequently occurs in girls; physical signs
are obvious- muscle atrophy
Childhood Disintegrative Disorder- even
more rare than Rett’s; strikes children who
appear to have normal development from
birth
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Pervasive Developmental Disorder- - Not
Otherwise Specified (PDD-NOS)- represents most
of the symptoms as classic autism; not much
difference between PDD-NOS; includes
- Childhood Disintegrative Disorder
- Rett’s Syndrome
Asperger Syndrome- commonly misdiagnosed at
first: points toward OCD or ADD; present classic
problems with communication and social skills;
characterized by above-average language
developent; Albert Einstein
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A rare type of PDD
characterized by
varying degrees of
impairment in
communication skills,
social interactions, and
stereotyped patterns of
behavior
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What It Is
Normal development
(age appropriate) until
CA 2 through 4
At CA 4- regression
begins with loss of
bowel/bladder control
Seizures (Petite to
Grand Mal)
Low I.Q. due to
cognitive regression
Symptomology
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A rare type of PDD
affecting mostly females;
1/10,000-15,000 people
Responsible for
impairments in
communication and
social interaction skills
Symptoms can be treated
with PT, OT, and speech
therapies
Linked to possible
mutation with a single
gene sequence
What It Is
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Normal development
(age appropriate) until
CA 6-18 months
Regression takes over:
lack of response to
parents, pull away from
people, if speech-forms
develop--these cease;
loss of voluntary controls
of feet and wringing of
hands
Symptomology
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Results in delays in
development of
socialization and
communication skills
Parents may notice
symptoms as early as
infancy, but typical age
is 6 mos (Rett’s) to
3years old
What It Is
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Repetitive body
movements or behavior
patterns
Difficulty with changes in
routine or familiar
surroundings
Problems with language
development
Difficulty with relating to
people, objects, or
events
Unusual play with toys or
strange objects
Symptomology
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A distinct group of
neurological conditions
Characterized by
varying degrees of
impairment in
language and
communication skillshigh functioning
Patterns of thought
and behavior are
affected
What It Is
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Obsessive interest in a
single object or topic to the
exclusion of others
Because of their expertise
with high levels of
vocabulary and formal
speech patterns they seem
like “little professors”
Repetitive routines or
rituals
Socially and emotionally
inappropriate behavior
(does not interact with
peers very well)
Symptomology
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February 24, 2010
California Teacher
Corps announced
plans for a
partnership with
school districts to
provide autism
training to ~ 2500
teachers who hold a
special education
credential
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California legislation
mandates that
teachers who work
with students
diagnosed with an
ASD to complete an
autism-authorization
certification program
by July 2011
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Screening
Diagnosis/Identification
Qualification for Services
Assessment of Strengths, Weaknesses,
and/or Emotional Health
Intervention of Curriculum Planning
Documentation of Intervention
Efficacy/Research
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Dual Level Approach (Early Identification)
- Level One of Evaluation
* screening children at risk or atypical
development at doctor’s well-check
* Instruments of Ages and Stagesquestionnaire
* Checklist for Autism in Toddlers (CHAT)
- Level Two of Evaluation
* establish a diagnosis
* identify strengths and weaknessess
* intervention plan
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Interview parent/caregiver
- Autism Diagnostic Interview- revised (ADI-R)
Administer behavioral checklists
- Achenbach Scales
- Behavior Assessment System for Children
- Gilliam Autism Rating Scale (GARS)
- Asperger Syndrome Diagnostic Scale (ASDS)
- Childhood Autism Rating Scale (CARS)
- Autism Diagnostic Observation Schedule (ADOS)
- Stanford Binet- IV
- Test of Nonverbal Intelligence (TONI)
- Vineland Adaptive Behavior Scale (VABS)
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Individuals with Disabilities Educational Act (IDEA)
- “Free appropriate public education”
- purpose to meet that child’s specific educational needs
- set goals, objectives, and describe what services are needed
* Step 1- child needs to be evaluated; parent or
professional request an evaluation; consent needed to
start process
* Step 2- Evaluation (see handout)
* Step 3- Collaborative meeting to create IEP (plan)
* Step 4- Written plan
* Step 5- List strengths and weaknesses
* Step 6- Special services
* Step 7- Goals and objectives (Academic, Social, &
Behavioral)
* Step 8- Signing plan by all stakeholders
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Modifying the
presentation
Modifying the
environment
Discussions
Worksheets
Assessments
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Projects
Reports
Reading
Writing
Group Work
Note Taking
Presentations
Other Information for
Autism Spectrum
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Here is an example of an accommodation for
autism
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This is an example of a large classroom divided into stations or areas. This
gives visual boundaries and direction to students. The room is divided into 4
different work areas and a “free choice” area. The students know what to
expect in each area.
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This is an example of the second station. Daily living tasks are completed
here and again each day there is a different task the students are able to
complete.
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Doheny, K. (2009). Autism Spectrum Disorders Health Center. Retrieved
www.webmd.com/brain/autism/news
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Rodrigues, J. (2007). Making Modifications, Accommodations and Variations for Student
Success. Retrieved www.jimrodslz.com/sped.html
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Carrizales, D. (2208). Recommendation for Accommodations and Modifications.
Retrieved [email protected]
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Autism Spectrum Disorders Health Center Retrieved
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Sample IEP for Child with Autism /pdd. Retrieved
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Evans, R. (n.d.). Five Autism Types Explained. Retrieved www.articlerich.com
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Schoenstadt, A. (2006-2010). Types of Autism. Retrieved
http://autism.emedtv.com/autism/types-of-autism
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Fine, L. (2010). On Special Education. Retrieved http://blogs.edweek.org/edweek/speced
www.webmd.com/brain/autism/autism-treatment-overview
http://trainland.tripod.com/sample/htm
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Heacox, D. (2002). Differentiating Instruction
in the Regular Classroom. Free Spirit:
Minneapolis.
Sousa, D. (2007). How the Special Needs Brain
Learns Second Edition. Corwin
Press:Thousand Oaks