What Teachers Need To Know About Autism
Ilene Schwartz, Ph.D
Ivy Chung, [email protected]
University of Washington, Seattle
Autism Spectrum Disorders (ASD)
• Also known as Pervasive Developmental Disorders (PDD)
• Neurological and developmental disorder• Include:
• Autism• Asperger’s Syndrome • Pervasive Developmental Disorder - Not Otherwise
Specified (PDD-NOS)• Rett’s Syndrome• Childhood Disintegrative Disorder
What is Autism
• Qualitative impairment in social interaction, communication, and restricted/repetitive/stereotyped patterns of behaviors, interests, and activities
• Delays or abnormal functioning in at least one of the following areas with an onset prior to age 3 years:
1. Social interaction2. Social communication3. Symbolic or imaginative play
Social Interaction Deficits
• Lack of use of nonverbal behaviors
• Limited interest in social games
• Limited or lack of interest in engaging in interaction with others
• Lack of joint attention
• Difficulty developing peer relationships appropriate to developmental level
Communication Deficits
• Delay in, or total lack of language development
• Lack of initiating, and difficulties sustaining conversation with others
• Idiosyncratic language• Echolalia• Inappropriate display and lack of
understanding of body language• Lack of imaginative play
Repetitive Behaviors
• Intense preoccupation with parts of objects or certain activities
• Inflexibility to changes in routines
• Narrowed, restricted interests in certain topics/activities
• Repetitive motor mannerisms
Other Related Symptoms
• Over-reactivity or Under-reactivity to sensory inputs
• Difficulties in emotion regulation
• Hyperactivity
• Short attention span
• Motor problems
Autism
• Prevalence: 1 in 110 (Centers for Disease Control and Prevention, 2009)
• 4x more likely in boys than in girls
• Genetic link
• Most children with ASD also has Intellectual Disability
What is Asperger’s Syndrome?
• No delay in cognitive development
• No significant delay in language development
• Qualitative impairment in social interactions
• Restricted/repetitive/stereotyped patterns of behavior, interests and activities
Some Learning Characteristics
Cognition
• Over-selectivity
• Visual learner
• Focused attention
• Rote memory
• Concrete processing
Language & Communication
• Long processing time• Perseverative interactions• Difficulty with social communication• Limited modes of communication• Inappropriate language pragmatic skill and
grammar
Social Interactions
• Some functional play
• Lack of imaginary or symbolic play
• Difficulty recognizing emotional states of self and others
• Lack of spontaneity in social interactions
• Passive
Autism is a collection of overlapping groups of
symptoms that vary from child to child
Siegel, 1996, p.301
Young children with autism:
• Are children first• Have diverse strengths and needs• Most often need explicit instruction
across curricular domains• May be gifted academically or have
mental retardation• Will need specialized instruction in
social skills and communication
Components of an Effective Program
(Dawson & Osterling, 1997)
• Appropriate curriculum including attending, imitation, communication, play, and social interaction.
• Highly supportive teaching environment and generalization strategies.
• Predictability and routine.• Functional approach to challenging behavior.• Transition support• Family involvement
Educating Children with Autism
• National Research Council, 2001
• Report was developed at OSEP’s request
Characteristics of Effective Programs
• Entry into program as soon as ASD is seriously considered
• Active programming 25 hours a week, year round
• Small group and 1:1 programming• Family component• Low student/teacher ratios (no more than 2
children with ASD per adult in classroom• Program evaluation and assessment
Content of Programs should include
• Social skills
• Expressive, receptive, and non verbal communication skills
• Functional communication system
• Engagement and flexibility in developmentally appropriate activities
• Fine and gross motor skills
Content (continued)
• Cognitive skills, including play
• Replacement of problem behaviors with socially acceptable alternatives
• Independent organizational skills and other behaviors that support participation in general education settings
Structural Base to Effective Programs
• Appropriate curriculum and learning environments
• Frequent reinforcement and effective motivational systems
• Functional communication systems
• Prevention-focused behavior intervention system
Need to consider:
• What the activity is
• What your objective is -- that is what are you trying to teach
• What you are teaching the child with disabilities, may be different than what you are expecting the rest of the class to learn
Appropriate Curriculum Content
• Age appropriate and developmentally appropriate
• Important to family
• Addresses strengths and weaknesses
• Considers general education curriculum
• Scope and sequence across domains
Supportive teaching environments
• Uses evidence-based instructional practices• Uses data-based decision making• Staff have appropriate training• Staff had adequate support and consultation• Instruction is explicit• Generalization is planned for facilitated
Predictability and Routine
• Uses schedules to help students be more independent
• Teach students how to deal with changes to schedules and routine
• Be careful not to make students more rigid• Use visual supports to teach and facilitate
independence• Use technology as appropriate
Functional Approach to Behavior Problems
• PBS• FBA• Teach alternatives• Prevention is the best solution• Need to understand what is motivating
and maintaining the inappropriate behavior
• Remember to consider context
Transition Support
• Sending programs
• Receiving programs
• Family
• Student
Family Involvement
• Information
• Communication
• Support
• Share the data
What common elements exist?
• Individualization• Sufficient intensity to result in meaningful outcomes
toward important outcomes.• Data-based decision making• Emphasis on functional skills (including social skills,
leisure, independence, and academics).• Family involvement.
Use an Activity Matrix to: Plan for specialized instruction Assess individual needs in classroom setting Plan when data collection will occur Plan activities and materials necessary for incidental
teaching or embedded instruction
Betty’s Activity MatrixSocial Comm. Cognitive
Class Meeting
Follow the action
Comment
Journal Recall past events
Write sentences
Reading Comprehension ?
Math Take turns Ask for help Addition
Recess Join peer group
How do we know if programs work?
• Are the objectives clearly defined and important?
• Are the procedures acceptable and well defined?
• What data exist? What data are being collected? Are they convincing?
• How does the intervention affect child, family, classroom?
Celebrate Accomplishments
• Celebrate the accomplishments of the team, the student, yourself
• Remember to let the family know the good bits• When in doubt, teach. When the student is
successful, that is your cue to allow them to be more independent
• Peers are often the best teachers and learn important lessons