Download - S tudents with Autism
Superintendent’s Conference DayMay 9, 2014
Intro video
DSM- IVPervasive Developmental
Disorder
AutismAsperger’sPDD (NOS)
Rett’s SyndromeChildhood
Disintegrative Disorder
DSM- VAutism Spectrum
Disorder
•Now autism is a single condition with different levels of severity in two core domains:
1.Persistent deficits in social communication and social interaction across multiple contexts, &2.Restricted, repetitive patterns of behavior, interest, or activities
A developmental and neurological disorder
The number and intensity of symptoms varies from case to case
Usually classified as student with Autism, but may also be classified OHI or ED
Obsessions/Hyper-Focus: increased activation in the brain network that governs attention
Intentions of other people: decreased activity and fewer fibers connecting cells in the brain area that governs the resting state of the brain
Clumsiness: decreased activity in motor areas of the brain
Social Behavior: decreased activity in brain areas which may play a role in thinking of self, other people, and the relation between the two, including exploring the intentions of others
Executive Function: problems with organization and planning hamper independence
Abnormal social approach and failure of normal back-&-forth conversation
Reduced sharing of interests, emotions, or mood
Poor integration of verbal and nonverbal communication
May have limited use or understanding of non-verbal behavior (poor eye contact, lack of facial expression, gestures)
Difficulty with:
1. Developing, maintaining, & understanding of age-appropriate peer relationships
2. Adjusting behavior to various social contexts3. Understanding emotions of self and others
May appear to have a preference to be alone, when in actuality want peer interaction and acceptance
1. What routines/tendencies do you have, which you perform on a regular basis; those which might cause you some annoyance or stress if you are forced to avoid them or not complete them?
2. Everyone has sensory needs to some extent. What frequent self-stimulating behaviors do you exhibit?
3. What environmental factors are you sensitive to or easily overwhelmed by?
Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal and nonverbal behavior
Highly restricted, fixated interests/activities/patterns that are abnormal in intensity or focus
Stereotyped or repetitive motor movements, use of objects, or speech (i.e. lining up toys or flipping objects, echolalia, & idiosyncratic phrases)
Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment
May become upset with loud noises and/or demonstrate an intolerance for stimulating environments
May require sensory input through chewing, flapping, rocking, tapping, humming, and sometimes hitting self
Often (not always) exhibit above average intelligence, sometimes quite gifted in verbal and/or visual perceptual ability. Expressive language often better developed than receptive language (can be hyper-verbal)
Typical StrengthsRote learningSpelling Factual knowledgeMath computationSight word vocab.
Typical WeaknessesReading comprehensionVerbal reasoningCharacter analysisPredictionWritingDifferentiating relevant /irrelevantGeneralizing
A student with autism is walking in the hall after lunch & begins repeatedly slapping himself in the head with his hand and stating I hate my life.
What 3 deficits, common to autism, are likely impacting this behavior:1. Sensory2. Poor social awareness/understanding3. Poor regulation of emotion
Often targets of teasing / harassment from peers
Other adolescents begin to question authority while the student with an Autism is still in the mentality of following the rules
Being a stickler for the rules, the student with Autism may correct another student who is breaking a rule
Other adolescents may misinterpret the students autistic behavior
Depression & Anxiety
Sensory processing issues
Communication
Break complex directions into smaller pieces
Repeat instructions when necessary
Make clear, precise statements
Explain sarcasm, metaphors, idioms, and words with double meaning
Help student find a phrase or signal for when he or she doesn’t understand
Provide cues with “why” & “what if” questions and abstract concepts
Social Interaction
Protect from harassment / teasing
Pair student with a “social mentor”
Identify when isolated by choice and when isolated because of peer exclusion
Explain Asperger’s to classmates
Help student understand humor
Utilize support from student counselor ,if necessary
Sensory Skills
Predict sensory/environmental changes and make student aware before they occur allowing preparation/adjustment
If necessary, provide personal, quiet space for student to relax and collect thoughts
Allow student to have a calming item to use when experiencing sensory issues (stress ball, drawing, drink of water, etc.)
Behavior Skills
Model acceptance of student for peers
Don’t take student’s comments personally
Use the student’s special interest to engage in conversation and learning
Be consistent with routine and expectations
If necessary, teach student replacement behaviors to manage frustration, anger, and anxiety
Academic Skills
Be calm, matter-of-fact and predictable
Check for comprehension & cue to relevant details
Provide visual aides when possible
Provide organizational assistance
Use concrete examples
Use predictable classroom routines, rules, and expectations
Provide frequent positive feedback
With group work may need to assign specific tasks for each student
Use nonverbal cues to refocus (i.e. pointing, close proximity, special signal, etc…)
http://diversidadeasperger.vilaconectada.net/2013/05/informative-video-high-function-austim.html
http://www.youtube.com/watch?v=Azq6s0_hHcw
http://westfield.patch.com/groups/volunteering/p/westfield-teen-creates-video-to-encourage-understanding-of-people-with-autism?ncid=newsltuspatc00000001&evar4=picks-1-post&newsRef=true
American Psychiatric Publishing (2013), Highlights of Changes from DSM-IV-TR to DSM-5.
American Psychological Association (2013), DSM-5. Autism Speaks (2013), DSM-5 Diagnostic Criteria. Henry, K. (2005) How Do I Teach This Kid? Jackson, L. (2002) Freaks, Geeks & Asperger
Syndrome. Schmidt, C., & Heybyrne, B. (2004) Autism in the
School-Aged Child. Sicile-Kira, C. (2004). Autism Spectrum Disorders. Smith Myles, B., & Andreon D. (2001) Asperger
Syndrome and Adolescence. Yamnitzky, J. (2007), University of Pittsburgh.