Autistic Spectrum Disorder

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Autistic Spectrum Disorder

• Kathryn Harvey, Lindal Maddock,
• Kirsty Platz Carolyn Brewer

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What is Autistic Spectrum Disorder

• Autistic Spectrum Disorder (ASD) is a pervasive
  developmental disability which can affect how a
  child learns, communicates, perceives their
  environment and relates to others.
• Autistic Spectrum Disorders are lifelong
  neuro-developmental disabilities and are
  characterised by impairments in reciprocal social
  interactions, impairments in verbal and
  non-verbal communication skills and stereotyped
  behaviour, interests and activities.

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• Autism Spectrum Disorder is referred to as a
  spectrum as each individual can have varying
  degrees of the similar characteristics. These
  include Kanners Syndrome, Atypical Autism and
  Aspergers Syndrome including Pervasive
  Developmental Delay (PDD).

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What are the causes of ASD?

• The exact causes of autism are unknown.
• Research suggests that it may be caused from
  neurological damage or dysfunction, biochemical
  imbalances in the brain and the possibility of
  inherited genetic predisposition triggered by
  environmental factors.
• ASD appears within the first three years of life
  and represents an abnormality of the brain
  development and function.

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Who does ASD affect?

• ASD is a disorder affecting children across the
  ability range, they may have academic skills
  ranging from below average to well above average.
•  
• Affects males and females at a rate of 51. The
  reason for this high ratio of boys to girls is
  unknown.
•  
• Rates of incidence are believed to be 1100.

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Common Characteristics of Children
with ASD

• Children with ASD may present the following
  learning behaviours.
•  
•   They cannot easily understand or use
• -         Verbal Language
• -         Body Language
• -         Facial Expression
• -         Tone of Voice
• -         Gestures
• -         Eye Gaze

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• Demonstrate Unusual social behaviours
• - Cannot easily interact with others
• - May behave as though they are not
• interested
• - May display a social interest in
• inappropriate ways.
• - Find it difficult to see situations from
• anybody elses viewpoint except their
• own. This may cause them to appear
• rude or hurtful.

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• Experience communication difficulties
• - Literal interpretations of what has been
• said to them.
• - Difficulty expressing concerns
• - Difficulty answering questions reliably

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• Odd responses to sensory stimuli. Many people
  with ASD appear to have difficulty processing
  information that comes through all of their
  sensory systems
• - Auditory System (sense of hearing)
• - Visual system (sense of sight)
• - Tactile system (sense of touch)
• - Olfactory system (sense of taste and
• smell)
• - Vestibular system (sense of movement,
• balance and gravity)
• - Proprioceptive system (sense of movement
• and ones own position)

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• Difficulty adapting to change in their
  environments and/or routines
• - Resistant to change and have an
• insistence on sameness
• - Obsessive interests
• - Self-stimulatory behaviour
• - A great need for control of all
• situations

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Ascertainment of students
with ASD

• Must provide a documented diagnosis made by a
  medical specialist such as a child psychiatrist,
  paediatrician or neurologist.
•  
• ASD may also be associated with intellectual
  impairment. An intelligence test may be needed.
•  
• If ASD is suspected, remember the triad of
  impairment related to this special need.

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Modifications for the ASD Child

• Seat child away from main group
• Ensure noise levels kept at minimum
• Lining up procedures
• Transitions before and after breaks
• Ensure students understand disorder
• Create structured and predictable environment
• Encourage appropriate social interactions
• Create a positive learning environment
• Establish routines
• Reward system

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Points to Consider

• Understanding the ASD child in YOUR class
• - Mannerisms
• - Social interactions
• - Frustration/Anger levels
• - How to deal with the child
• - Communication methods
• - Medical needs

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Points to Consider (cont.)

• Adaptations to curriculum planning
• - Structured lessons
• - Layout of work
• - Alternative activities

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Resources

• Books
•   Aarons, M. Gittens, T., (1987), The Autistic
  Continuum An Assessment and Intervention
  Schedule, The NFER-NELSON Publishing Company Ltd
  Berkshire.
• (This book investigates behaviours, skills and
  needs of children with ASD).
•  
• Jordan, R. Powell, S., (1995), Understanding
  and Teaching Children With Autism, John Wiley
  Sons Ltd England.
• (This book contains strategies for dealing with
  behaviour management issues in children with ASD).

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• Books (cont.)
• Knoblock, P., (1982), Teaching and
  Mainstreaming Autistic Children, Love Publishing
  Company London.
• (This book contains suggestions for including
  the ASD child into the classroom).
•  
• Roe, D., (2001), Autism Spectrum Disorder and
  Young Children, Australian Early Childhood
  Association ACT.
• (This book gives the reader a comprehensive
  overview of ASD).

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• Journals
• Burkhardt, S., Oblakor, F., Rotatori, A.
  Wahlberg, T. (Ed), (2001), Advances In Special
  Education Vol. 14 Autistic Spectrum Disorders
  Educational and Clinical Interventions, Elsevier
  Science Ltd Oxford.
• (This journal contains useful information for
  beginning teachers).
•  
• Videos
• Against All Odds Two Days in the Life of an
  Autistic Child, (1998), SBS Sydney.

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• Websites
• Foster, G., Introduction Autism, (Online),
  Available from http//www.inala.org.au/autism/in
  troduction.htm (Accessed 15th October, 2002).
• (This website provides the reader with an
  overview of ASD).
•  
• Grandin, T., (1996), Teaching Tips For Children
  and Adults with Autism, Doubleday New York,
  (Online), Available from http//www.angelfire.co
  m/ky/touristinfo/index4.html (Accessed 15th
  October, 2002).
• (This website provides a comprehensive list of
  tips to keep in mind when teaching children with
  ASD).

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Activity

• Oral comprehension activity This is a
  multipurpose activity that involves students
  following oral directions from the teacher.
•  
• This activity is a
•      Teaching tool
•      Evaluation and assessment tool
•      Time-filler

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• Modifications to the Activity
• Addition of pictures and words to the paper to
  prompt the student.
• - Reduces the level of frustration and stress
  felt by the students
• - The autistic child believes they can do the
  work because they are not starting with nothing
  on a blank sheet of paper.

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• One-on-one teacher-aide or parent support to
  give an alternate set of directions
• - Decreases the amount of distraction to the
  rest of the class
• - Assist the student to believe that they can do
  the work because they are not doing it alone.
• Repeated instructions to allow more opportunity
  for the students to gather the information they
  need to do each step.
• There are more steps in the instructions
  because we have simplified each step.

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Resources Used

• Ascertainment Categories- Summaries for Classroom
  Teachers. Toowoomba Catholic Education Office.
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• Aspergers Syndrome Support Network (2000)
  Asperger Syndrome What is it? ASSN (Qld) Inc.
  Lawnton.
•  
• Friend, M. Bursuck, W.D. (1996) Including
  Students with Special Needs A Practical Guide
  for Classroom Teachers, Allyn Bacon, Boston.
•  
• Synergy Learning Solutions (2002) Professional
  Development Program 2002 Boys and Behaviour
  Manual.
•  
• Synergy Learning Solutions (2002) Teacher Aide
  Advanced Behaviour Management

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• Thank you for your attention
• and participation.
• Kath, Lin, Kirsty, and CJ