children with asd · may explain strengths and weaknesses of individuals with asd. individuals with...
TRANSCRIPT
Children with Autism
Spectrum Disorder (ASD) Part 1: Building a Better Understanding
Brenda Boks
2015 Teaching Students With Communication Needs (ASD)
CNN Life with Autism
Definition
This is the definition that I knew:
myaspergerchild.com
Source: Ephelpingpeople.com. (n.d.). Retrieved June 26, 2015, from http://ephelpingpeople.com/
The Fifth Edition of the Diagnostic and Statistical
Manual of Mental Disorders (DSM-5) was released in
May 2013
The definition of autism no longer includes subcategories.
According to the DSM-V, autism spectrum disorders are
characterized by two impairments:
– social interactions; and
– restricted, repetitive and stereotyped interests,
activities and patterns of behaviour.
4
Other possible characteristics:
• difficulty with organizational skills;
• difficulty concentrating;
• limited diet;
• difficulty sleeping;
• difficulty with motor skills;
• unusual responses to sensory stimuli;
• limited amount of internal motivation for learning;
• limited ability to apply skills that have been learned;
• sensory perception deficits; and
• co-morbid disorders, such as anxiety
Source: (2015, June 19). Teaching Students with Communication Needs (Autism Spectrum Disorder).
online course. Lecture conducted from Queen's University, Kingston, Ontario.
Ontario Ministry of Education
6
TTYP (turn to your partner) and describe an individual that
you know or have heard about with ASD. Describe what
difficulties may arise in the classroom.
Source: Effective Educational Practices for Students with Autism Spectrum
Disorder, A Resource Guide. (2007). Ontario: Queen's Printer for Ontario.
Different Theories about the causes of ASD
help us better understand the world of an
individual with ASD
1. Theory of Mind
“Theory of mind refers to the notion that many autistic individuals do
not understand that other people have their own plans, thoughts,
and points of view. Furthermore, it appears that they have difficulty
understanding other people's beliefs, attitudes, and emotions.”
Written by Stephen M. Edelson, Ph.D.
http://www.autism.com/understanding_theoryofmind
Source: http://www.publicdomainpictures.net/view-image.php?image=96297
Source:Scientific Approach. (n.d.). Retrieved June 26, 2015, from http://www.autismservice.org/en/scientific.html#topOfPage
In the book Asperger Syndrome and Difficult Moments by
Brenda Smith Myles and Jack Southwick, the authors
illustrate social deficits caused by theory of mind:
1. Difficulty explaining ones behaviors
2. Difficulty understanding emotions
3. Difficulty predicting the behavior or emotional state of others
4. Problems understanding the perspectives of others
5. Problems inferring the intentions of others
6. Lack of understanding that behavior impacts how others
think and/or feel
7. Problems with joint attention and other social conventions
8. Problems differentiating fiction from fact
TTYP explain the type of problems you may see on the playground
2.Central Coherence
Central Coherence is the term given to our ability to make
meaning out of details, getting meaning from the whole,
seeing the forest after seeing the trees.
6/26/2015
Source: Forests: Types of Trees. (n.d.). Retrieved June 26, 2015.
A Weak Central Coherence
May explain strengths and weaknesses of individuals
with ASD. Individuals with ASD may keenly notice the
trees (although not the forest). They may focus very
well on details but may be unable to comprehend the
‘whole picture’. Some may even have remarkable
abilities in specific areas.
TTYP and explain how this theory may explain some of the very unique
strengths we may see in individuals with autism
3.Executive Functioning
Executive functioning is the ability to plan, organize and
carry out (and evaluate) the plan. It includes skills such
as organizing, planning, sustaining attention, and
inhibiting inappropriate responses.
Source: Executive Function Archives - The Study Academy. (n.d.). Retrieved June 26, 2015, from
http://thestudyacademy.ca/tag/executive-function/
Temple Grandin, diagnosed with autism at the age of 2,
said:
"I cannot hold one piece of information
in my mind while I manipulate the
next step in the sequence.“
Individuals with ASD often lack the ability to use skills
like planning, sequencing and self-regulation. Others
have difficulty maintaining their attention, or organizing
their thoughts and actions. Executive functioning
difficulties can also be associated with poor impulse
control.
Summary:
Each individual with ASD is unique. Skills and
challenges vary; abilities are on a spectrum.
Common challenges include impairments in
language and communication as well as
repetitive and restrictive patterns of behaviour.
Learning more about the strengths and
weaknesses of those with autism can help build
a better understanding.
.
Works Cited:
(2015, June 19). Teaching Students with Communication Needs (Autism Spectrum Disorder). online course. Lecture conducted
from Queen's University, Kingston, Ontario.
ABC Analysis. (n.d.). Retrieved June 25, 2015, from
http://ecbp.cla.umn.edu/fullcourse/Module1/FunctionalBehaviorAssessment/mfa21.html
Autism Speaks. (n.d.). Retrieved June 26, 2015, from http://www.autismspeaks.ca/
Bennett, S., & Weber, K. (2008). Special education in Ontario schools (6th ed.). Niagara-on-the-Lake, Ont.: Highland Press.
Effective Educational Practices for Students with Autism Spectrum Disorder, A Resource Guide. (2007). Ontario: Queen's Printer
for Ontario.
E-Learning. (n.d.). Retrieved June 25, 2015, from http://visuals.autism.net/main.php?g2_itemId=81
Hutchinson, N. (2007). Inclusion of exceptional learners in Canadian schools: A practical handbook for teachers (2nd ed.).
Toronto: Prentice Hall.
Life with autism: In their own words. (2012, April 5). Retrieved June 27, 2015, from
https://www.youtube.com/watch?v=ZfzqBCC30as&feature=youtu.be
Mallabar, S. (2015). Supporting Students with ASD, A Practical Manual for Educators. St. Catharines, Ontario.
Powerpoint Templates. (n.d.). Retrieved June 26, 2015, from http://brainybetty.com/
Scientific Approach. (n.d.). Retrieved June 26, 2015, from http://www.autismservice.org/en/scientific.html#topOfPage
Smith Myles, Ph.D., B. (n.d.). The Cycle of Tantrums, Rage, and Meltdowns. Retrieved June 25, 2015, from
http://www.researchautism.org/resources/newsletters/archives/documents/TheCycleofTantrumsRageandMeltdowns_002.pdf
Social Stories. (n.d.). Retrieved June 26, 2015, from http://www.educateautism.com/social-stories.html
SOCIAL STORY TIPS AND SAMPLE. (n.d.). Retrieved June 26, 2015, from
http://challengingbehavior.fmhi.usf.edu/explore/pbs_docs/social_story_tips.pdf
START Project. (n.d.). Retrieved June 25, 2015, from https://www.gvsu.edu/autismcenter/positive-behavioral-interventions-
support-for-students-with-asd-90.htm
Teaching Students with Autism A Resource Guide for Schools. (2000). Retrieved June 26, 2015, from
https://www.bced.gov.bc.ca/specialed/docs/autism.pdf
Teaching Students with Autism. (n.d.). Retrieved June 26, 2015, from https://www.youtube.com/watch?v=APY2akeZPLk
The Autism Helper. (n.d.). Retrieved June 26, 2015, from http://theautismhelper.com
Trigger Detection/FBA. (n.d.). Retrieved June 25, 2015, from https://www.symtrend.com/tw/public/public_popup?ltrans_doc=3161