Transcript Autism Today

Autism Spectrum Disorders
Today
Autism spectrum disorders (ASD)
• A range of complex neurodevelopmental
disorders
• Disorders are characterized by social
impairments, communication difficulties, and
restricted, repetitive, and stereotyped
patterns of behavior
(National Institute of Neurological Disorders and Stroke, 2012)
DSM-IV Definition of Autism
(MI definition)
Impairment in
Socialization
Restricted &
Repetitive
Behavior
Impairment in
Communication
START - 2011
Autism Spectrum Disorders
PDD-NOS
Impaired social
interaction
or
Impaired
communication
or
Restricted repetitive
and stereotyped
patterns or behaviors,
interests and
activities.
Autistic Disorder
Impaired social
interaction
and
Impaired
communication
and
Restricted repetitive
and stereotyped
patterns or behaviors,
interests and activities.
*Tony Atwood states that there is a qualitative impairment in subtle
communication skills with Asperger’s Syndrome – Conversation, pedantic
speech and literal.
Childhood Disintegrative Disorder and Rett’s Syndrome fall under the broad
category of Pervasive Developmental Disorders
Asperger’s Disorder
Impaired social
interaction
and
Normal
communication/
language
development.*
and
Restricted repetitive
and stereotyped
patterns or
behaviors, interests
and activities.
Neurobiological/Neurodevelopmental
disorder that impacts:
• Processing
• Attention and shifting
• Basic social behaviors
• Interaction with the environment
• Learning
Lord, 2010
Triad of ASD
Why do students with ASD need to be
included in the General Ed. Classroom?
• In order to prepare all students for employment and
independent living, students need Socialization Skills and
Independent Functioning
• Students with ASD don’t typically lose their job because
of a lack of job skills…they typically lose their job because
of a lack of socialization skills.
• To develop socialization skills you must have social
opportunities.
• Research indicates that there are improved outcomes
when students with ASD are integrated with their typical
peers. This leads to Independence!
Developing Tolerance
•
•
•
•
Use Sensitivity Training with Staff
Use Sensitivity Training with Peers
Model Tolerance/Inclusion
Think about ways to support differences in
students
• Develop a plan to include students with
differences
Sensitivity Awareness
When you can see the two animals in this
picture, please stand up.
Visual Processing Problems
• How does it feel not being able to do
something others can do easily?
• It’s not always a motivational issue.
• Anxiety and Pressure may lead to behavior
problems.
• Motivation vs. Ability
Can the student do something or are
they just tired of working so hard at
something others do easily?
Turn the picture 90 degrees
Sensitivity Awareness
• Do we need to plan sensitivity awareness
training for our building?
• For students, staff, the community?
• Can we plan something for Autism Awareness
month (April)? It is not too early to start
thinking about this.
Evidence Based Practices/Teaching
Intervention Strategies
Five of the 24 Evidence Based Practices (EBP’s) are
listed below:
•
•
•
•
•
Social Narratives
Visual Strategies
Self-Management
Prompting
Reinforcement
NPDC http://autismpdc.fpg.unc.edu/
OCALI, AIM website autisminternetmodules.org 37 modules presently available
National Autism Center, National Standards Project(www.nationalautismcenter.org)
Quick Tips to Effectively Support
Students with ASD
• Use peers to assist students with ASD
• Assist the student with communication by
providing a break card or using pictures or
written language.
• Behavior is communication
• Teach students about peer social expectations
and language
• Use or refer to the Profile of Change
• Use a team based approach
See handout: Ten Things Every Child with Autism Wishes You Knew
Team Based Approach
Duties of the team include:
• Develop/Review/Be Cognizant of the Guiding
Principles
• Meet at least monthly
• Meet as problems arise
• Take issues to the team rather than the
hallway or the teacher’s lounge
• Contact the building coach for assistance
Please refer to the Developing Guiding Principles Document, Action Plan, and the Competing
Pathway form.
REMEMBER: Our Attitude Affects a
Student’s Performance