Transcript Characteristics of Autism

Practical Strategies for
Working with Students with
Asperger Syndrome and HighFunctioning Autism
PEERS Group
Group Members
Nancy Ruhe
Ann Kenny
Beth Stoller
Bev Bertwell
Don Manz
Pat Stevenson
Staci Sonnenberg
Susan Crosslan
Ellen Williams
Karen Walker
Kelly Spangler
Kelly Snyder
Nancy Wehrkamp
Rita Schmidt
Tracy Gunderman
Purpose
• Gain an understanding of Autism and
Asperger Syndrome.
• Develop an increased sensitivity to needs
of students with Autism and Asperger
Syndrome.
• Learn strategies that will support students
with Autism and Asperger.
PEVS Students with
Autism Spectrum Disorders
Variety of Settings
• Preschool
• Full Time Autism Classroom
• Support from Autism Classroom
• Support from Special Education
Classroom
• Home Instruction
Kathy Morris
• Audio seminar.
• Teacher and program supervisor for
students with special needs.
• Parent of two autistic sons.
Characteristics of Autism
May have any combination of behaviors in
varying degrees.
• Difficulty expressing needs
• Repeating words or phrases
Characteristics of Autism
May have any combination of behaviors in
varying degrees.
• Preference to be alone.
• Frequent tantrums.
• Not wanting to cuddle or be cuddled.
Characteristics of Autism
May have any combination of behaviors in
varying degrees.
• Little or no eye contact
• No real fears of danger
Characteristics of Autism
May have any combination of behaviors in
varying degrees
• Non-responsive to verbal cues
• Obsessive
• Resistance to change attachment to objects
“Lens of Interpretation”
Student action: Inattentive
Teacher thinks: Daydreaming
What is actually happening: Does not understand
what to do and/or where to start
Student action: Ask same question over and over
Teacher thinks: Is using attention getting behavior
What is actually happening: Difficulty understanding
and is confused
“Lens of Interpretation”
Student action: Speaks out in class
Teacher thinks: Is using attention getting behavior
What is actually happening: Feels threatened by
teasing or other discomfort
Student action: Does not bring homework to
school even though it is done
Teacher thinks: He/She is irresponsible
What is actually happening: Does not know
where to put the homework
Daily Schedules
For the Autism Spectrum Disorder
Why use a schedule?
1. To help with sequential memory and organization of time.
2. Help the child understand what is expected of them.
3. Lessen the anxiety level of the child, thus reducing behaviors.
4. Assist the student in transitioning independently between
activities and environments.
5. Are based on a first-then strategy, as in first you do ___, then
you do ____.
6. Can increase a student’s motivation to complete less desired
activities by strategically alternating more preferred with less
preferred activities.
Types of Schedules
Schedules may be made with:
1. Objects
2. Photographs
3. Picture symbols
4. Written list of tasks.
Examples
of Schedules
used at PEVS
Picture Symbol Schedule
Written List of Tasks
Allow for a change in
schedule.
Have a predictable way that will let the
student know that there is a change in
the normal schedule.
One way might be to have the words “Sometimes the
schedule changes” at the bottom of a written schedule.
Parenting Students
with Autism Spectrum Disorders
Wings
If I could
Wings
I would give you wings
Little wings
To lift you way up in the air
Wings in the wink of an eye
And you could find the rainbow’s end
Soon your little wings will be
‘Cause wings would get you there.
Big enough to fly
If I could
If I could
I would give you wings
I would give you wings
To carry you out of the storm
To lighten your heart through the years
They’d take you higher than the wind
They’d flutter soft around you then
And you’d be save and warm.
And dry up all your tears.
Parent Panel
IVDL Equipment
Members participate at Oakwood
Oakwood team viewed from Paulding
Final Presentation
Nancy Wehrkamp presents
Audience at Oakwood