Transcript Dana, Jason, Jenny, Jill - NIU College of Education

Dana, Jason, Jenny, Jill
Early Warning Signs
Are these the descriptions of infants
with Autism or infants without
Autism
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Avoids eye contact
Studies mother’s face
Seems deaf
Is easily stimulated by sounds
Adds to vocabulary and grammatical use
Starts developing language, then abruptly stops
talking altogether.
Definition of Autism
• A developmental brain
disorder that begins in
early childhood and
persists throughout
adulthood affects three
crucial areas of
development:
communication, social
interaction, and creative or
imaginative play.
Autism Spectrum
PDD-NOS
Asperger
CDD
Rett’s-only girls
Savants-Small percentage
Presumed Causes of Autism
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There are no proven causes of this disorder
Vaccinations for Measles, Mumps, and Rubella
Genetic and hereditary factors
Abnormalities in brain structure or function
Biological causes
Problems during and after pregnancy or delivery
Environmental factors
– Viral infections
– Metabolic imbalances
– Exposure to chemicals
Incidence Rates of Autism
• 1 in every 500 babies born
have Autism.
• 5 boys to every 1 girl has
Autism.
• Autism is the third most
common developmental
disability.
• Autism is more common
than multiple sclerosis,
cystic fibrosis, or
childhood cancer.
Diagnosis
No medical tests are needed, but are used to rule out other
possibilities.
May appear that the child has mental retardation, hearing
impairments, or a behavior disorder.
Observation of communication, behavior, and development is
the best way to diagnosis Autism.
Those that help diagnose
Parents/Caregivers
Neurologists
Psychologists
Developmental pediatricians
Speech/language therapists
Learning consultants
Early identification is the key to helping the child the most.
Characteristics of Autism
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Difficulty mixing and relating with
other people
Inappropriate laughing and
giggling
No fear of real dangers
Apparent insensitivity to pain
Inappropriate attachment to objects
Repetitive or ritualistic behavior
– Rocking, spinning, head banging,
hand twisting
– Words or phrases in place of
normal, responsive language.
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Selective hearing, not responsive to
verbal cues and may act as deaf
Hypersensitivity or hyposensitivity
to the senses
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Extreme emotional distress for no
discernable reason
– Laughing, crying, showing
distress
Resists change in routine and
environment
Uneven gross/fine motor skills
Marked physical over activity or
extreme passivity
Severely impaired verbal/nonverbal
communication
Little imaginative play
Intellectual ability is limited
Difficulty in expressing needs; uses
gestures or pointing instead of
words
Prefers to be alone
Characteristics, contd.
• Tantrums
• May not want to cuddle or
be cuddled
• No eye contact, appears to
“look through” people
• Sustained odd play
• Spins objects
Treatment
No Cure
Therapies and interventions
Parents
Occupational therapist
Speech therapist
Behavioral therapist
Educational/Behavioral
Interventions
Used the most often
Should begin as early as possible for best results
Highly structured and intensive skill-oriented
training tailored to each individual
Therapists help with development of social and
language skills
Instructional Considerations
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Structured days
Visuals
Encourage talents
Use their fixations for motivation
Concrete visual methods
Padded weighted vest
Make eye contact with the child
Sing or whisper information to the
child
Do not require that the child sees
and hears at the same time
Teach generalizations
Sequencing can be difficult for
Autistic children
Instructional Considerations
• Avoid long verbal instruction
• Do not focus on handwriting, if
possible let child type
• Protect child from loud sounds
• If possible, avoid using
fluorescent lights
• Social skills must be taught,
they are not learned through
observation
• Present lessons in a controlled
manner
• Find alternative ways in which
the child can demonstrate what
they learned
Instructional Considerations
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Prepare the child
Set up a cueing system for keeping the child on task
Arrange for transitions
Focus on comprehension and content retention
– Graphic and Visual organizers
– Mnemonic Devices
Technology
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Boardmaker
Picture It
CompuThera
Microsoft PowerPoint
Other Interesting Information
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Draws in detail
Graphic memory
“Refrigerator Mothers”
Difficulty filtering noise
May have echolalia
May have a large vocabulary, but not know what they said
May not like light touch or certain clothing
May have above average ability to balance
May walk on toes
Resources
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Let Me Hear Your Voice : A Family's
Triumph over Autism
by Catherine Maurice
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Thinking In Pictures : and Other
Reports from My Life with Autism
by Temple Grandin
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Educating Children With Autism
by National Research Council
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National Dissemination Center for
Children with Disabilities
www.NICHCY.org
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Activity Schedules for Children With
Autism: Teaching Independent
Behavior (Topics in Autism)
by Lynn E., Ph.D McClannahan,
Patricia J., Ph.D Krantz
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Behavioral Intervention for Young
Children With Autism: A Manual for
Parents and Professionals
by Catherine Maurice (Editor), Gina
Green (Editor), Stephen C. Luce
(Editor)
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When My Autism Gets Too Big! A
Relaxation Book for Children with
Autism Spectrum Disorders
by Kari Dunn Buron, Brenda Smith
Myles
Resources
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National Institute of Child Health
Autism Society of America
Autism Research Institute
The New Jersey Center for Outreach and
Services for the Autism Community, Inc.
• National Autism Hotline
• Natioanl Organization for Rare Disorders,
Inc.
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References
http://www.autism-society.org/site/
http://www.nhautism.org/http://t3.p
reservice.org/T0401753/aut2.htm
http://ww.google.com/search?hl=en
&ie=UTF8&q=characteristics+of+autism
http://www.childbrain.com/pddq8.s
html
http://originsofautism.com/
http://www.computhera.com/a
bout.html
http://www.polyxo.com/visuals
upport/letsgetvisual.html
No Author. Lights, Camera,
Action! Using Engaging ComputerCued Activity Schedules. Teaching
Exceptional Children. 36 no1 40-5
S/O 2003.
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http://www.healthieryou.com/autis
m.html
http://health.discovery.com/centers/
mental/autism/autism2.html
http://www.designbycher.com/autis
m_art.htm
http://www.polyxo.com/discretetria
l/
http://www.sasked.gov.sk.ca/k/
pecs/se/docs/autism/Teaching
%20Students%20with%20Autis
m%20Document.pdf
http://www.autism.org/temple/
tips.html
Kluth, Paula; Darmody-Latham,
Julie. (2003). Beyond sight
words: Literacy opportunities for
students with autism. Reading
Teacher, 56, 6.