AUTISM SPECTRUM DISORDERS

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AUTISM SPECTRUM DISORDERS

• A starting guide for teachers
• Kathy Meredith
• Statewide Verification Professional
• Support 2007

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INTRODUCTION

• Welcome!

• This resource has been developed for teachers as
  a starting guide for when you have a student with
  an Autism Spectrum Disorder (ASD) in your class.
• It provides information about ASD and
• where to start
• what to do
• how to get support.

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INFORMATION

• PURPOSE
• - to help increase your understanding and begin
  planning for students with Autism Spectrum
  Disorders.
• Information included
• Introduction to the nature of the disorders
• Key skill areas and strategies
• Recommended resources
• Information links
• The Support Plan
• We have used a variety of services for advice,
  including Autism SA, SERU and Disability
  Coordinators.

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INCREASE LEARNING

• You may already know about Autism Spectrum
  Disorders and have many good teaching skills that
  support these students.
• This resource is designed to help you to increase
  your learning and link you to further resources
  which may be of help.

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CONTENTS

• What are Autism Spectrum Disorders?
• Research and classification
• Key skill areas
• Communication and visual strategies
• Social interaction
• Behaviour and sensory issues
• Key services
• SERU, Autism SA and Disability SA
• Starting information and resources
• DECS Disability Support Program
• The NEP and support plans
• What to do a summary

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ASD INFORMATION

• Autism Spectrum Disorder is an umbrella
  description which includes autism and Aspergers
  syndrome.
• Although these disorders share common features,
  their presentation varies in each individual
  across a spectrum of cognitive, social and
  communicative abilities and behavioural patterns.
• The pattern and extent of difficulties
  can also change over time.
• Autism Spectrum Website http//www.autismnsw.com.
  au

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RESEARCH

• Recent research suggests the prevalence of all
  autism spectrum disorders is 62.5 per 10 000
  population
• 1 to 2 in 1000 for autism and 1 in 500 for
  Aspergers syndrome
• ASD is 1 in 160 (age 6 -12) March 2007
• Over 10 000 primary age children, 125 000 people
  in Australia
• Autism and Aspergers syndrome are Pervasive
  Developmental Disorders
• - lifelong and usually evident in childhood.
• (from Australian Advisory Board on ASD)

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QUOTATION

• Autistic children do have a fascination which
  lies partly in the feeling that somewhere there
  must be a key which will unlock hidden
  treasures.
• Lorna Wing 1989

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CLASSIFICATION

• Autism Spectrum Disorders are characterised by
  significant impairments in
• communication
• social interactions relationships
• cognitive processing difficulties
• repetitive behaviours and restricted patterns of
  interest and activity.
• Autism SA website at http//www.autismsa.org.au
• Australian Advisory Board at http//www.autismaus
  .com.au/aca/pdfs/PrevalenceReport.pdf

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AUTISM CLASSIFICATION

• Autism is a neurological disorder
• a developmental disorder of the central
  nervous system (the brain)
• Children with Autistic Disorder have a moderate
  to severe range of problems in
• communication
• socialization
• behaviour
• (restricted, repetitive and stereotyped patterns
  of behaviour, interest and activity).
• Many children with autism also have a range of
  intellectual
• disabilities, some are high functioning.
• (DSM -1V criteria / CARS used for diagnosis by
  certified professionals)

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ASPERGERS DISORDER

• Also referred to as Aspergers syndrome
• Aspergers syndrome is developmental disorder
  characterized by
• Lack of social skills
• Difficulty with social relationships
• Poor coordination
• Poor concentration
• Restricted range of interests
• Normal intelligence
• Adequate language skills in areas of vocabulary
  and grammar, no significant delay in language
  development.
• Aspergers syndrome appears to have later onset
  age.
• Many people with Aspergers syndrome posses
  average to above average intelligence (splinter
  skills, autistic savants)

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from Mozart and the Whale, 2007

• We were a family of hopeless but absolutely
  brilliant geeks, forever different from the world
  around us.I should have been an only child,
  allowed to develop in quiet and cloistered
  seclusion. Instead, I was dropped in the middle
  of what seemed to be a perpetual war zone and Im
  still shell shocked from the experience.
• Jerry and Mary Newport

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SENSORY DIFFICULTIES

• Many people with autism and Aspergers syndrome
  also have sensory sensitivities and as a result
  of their impairments, often experience
  over-whelming anxiety, frustration and confusion
  when faced with the everyday demands of life.

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DECS SUPPORT PLAN

• The development of an Autistic Disorder /
  Aspergers Disorder support plan is recommended
  to assist you in planning for the individual
  needs of a child.
• Using the SUPPORT PLAN
• - Helps to organise all the information gathered
  into sequential order.
• - Guidance officers and disability coordinators
  can assist with developing this plan.
• The plan can be used as an attachment to the NEP
  and covers the key areas to consider when working
  with students with ASD including
• Safety and wellbeing
• Sensory sensitivities / anxiety and stress
• Strengths /interests /skills /motivators
• Challenges
• Social interaction /social skills
• Communication, literacy numeracy
• Behaviour and Supervision for safety
• Training requirements for staff
• Routines

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So... I have a student in my class with autism,
what do I do?

• Parents/caregivers are a valuable source of
  information
• - build a positive relationship.
• Use assessment information to find out if your
  student is diagnosed with autism or Aspergers
  syndrome.
• Has the parent has agreed to accept services from
  Autism SA? (Info Line 1300 288 476). Seek
  permission to contact the Autism SA teacher
  /consultant for your school, who will be notified
  of new clients and is available for assistance,
  advice and support.
• If the child is verified as a student with a
  disability, the district guidance officer or
  speech pathologist will already have gathered
  information. Refer to the disability coordinator
  from your district office to support you
  with planning and
  resources. 

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So... I have a student in my class with autism,
what do I do?

• Autism is a fascinating yet challenging area
  which is still being researched world wide.
• Remember, feeling overwhelmed at first is normal,
  but you are not alone!
• The more you read and the more training you
  attend, the more you will grow in your learning
  and understanding of the disorder
  which will help you set up your
  classroom program for success!

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KEY SKILL AREAS

• Communication
• Social interaction
• Behaviour

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COMMUNICATION

• A range of difficulties (both verbal and non
  verbal) can be a significant issue for children
  with autism spectrum disorder.
• Improved communication reduces the incidence of
  challenging behaviours and is critical to
  learning and socialising at school.
• Communication can occur through spoken or written
  words, pictures, symbols, signs, gestures and
  various devices.
• The systems of communication need to match the
  students skills and needs which will vary for
  each child.
• The speech pathologist is the best support for
  all communication issues (DECS speech pathology,
  a private therapist or Autism SA).
• See
• Autism Spectrum Disorder Communication in the
  Special Education Classroom By Michelle Homewood
  (Certificate in Disability StudiesAutism 2004)
  -available from SVPST speech pathologists, Autism
  SA and on the SVPST website.
• Visual Strategies for Improving Communication
  Practical Supports for School Home 1995
  Linda A Hodgdon (see Autism SA Resource Centre
  or Amazon.com)

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COMMUNICATION STRATEGIES

• Use short consistent language, clear and concise
  directions, name first!
• Combine with visuals signs, gesture,
• high five, thumbs up
• Wait allow take up (processing) time
• Dont assume understanding - check.
• Be aware of literal interpretation
• Teach the hidden social curriculum (social
  norms)
• Provide advance information about next activity
  (preparation /visualisation)
• Prepare for any change (advance warning).

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VISUAL STRATEGIES

• The use of visual strategies, schedules, signs,
  social stories etc is highly recommended.
• Visual supports can be used to
• help and enable the student to understand
• show what is required
• show what will happen (e.g. timetables)
• support communication including making choices
• encourage independence
• provide reassurance
• show feelings, emotions
• teach social skills
• support development of appropriate classroom
  behaviours
• provide reward systems.

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VISUAL STRATEGIES

• The Communication and Language Disorder Support
  Service (CLDSS) located at SERU runs the
  following practical, classroom based ideas
  workshops throughout the year
•  
• Using Visual Strategies in the Classroom
• - a collection of tools and ideas that scaffold
  communication by improving comprehension. Visual
  cueing systems support the classroom curriculum
  and behaviour programs.
• Introduction to Boardmaker 5/6
• - a graphics database containing over 4,000
  Picture Communication Symbols (PCS) that can be
  used to create a variety of visual
  communication tools.

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Visuals for work tasks
Using Boardmaker
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Visuals used for workstation activity groups
Special class visual timetable
Para Hills PS special class
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Class Schedule
Individual work schedule
Modbury Special School
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SOCIAL INTERACTION

• Social interaction and the development of social
  skills is a major area of difficulty for students
  with ASD .
• Theory of mind issues (Dr Uta Frith Dr Simon
  Baron-Cohen 1995)
• - social relationship interaction difficulties
  or lack of central cohesion combined with
• - impact of communication impairments.
• social perception difficulties, lack of
  empathy, differing perspectives.
• Intervention strategies
• behavioural approaches (PBS ABA)
• mentoring, social skills groups
• explicit teaching of social skills and social
  stories.
• teach the response or behaviour you want to
  happen.
• Visual strategies are a life long support
  strategy to help with social understanding and
  social skills.
• Theory of Mind by Stephen Edelson PhD
  (Center for the Study of Autism, Salem, Oregon)
  at http//www.autism.org/mind.html
•  

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from Mozart and the Whale, 2007

• Conversing with an Aspie can quickly prove
  frustrating, as he tirelessly attempts to steer a
  conversation back to his specific area of
  interest, no matter what others want to discuss.
  They also takes things literally and are
  oblivious to subtle physical and verbal cues.
  Their social deficits are often extreme..when
  it comes to dealing with people, those of us
  dwelling on planet Aspergers just dont get it.
• Jerry and Mary Newport

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SOCIAL INTERACTION STRATEGIES

• Interaction build relationships carefully
• Be consistent with expectations
• Dont expect children to want to work together
• Allow take up time
• Give clear direction, dont ask what they want to
  do limit choice
• Use stop and wait..
•  

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BEHAVIOUR ISSUES?

• What is the reason or motivation for the
  behaviour, what environmental factors are causing
  stress for the student?
• What is the student trying to communicate by
  his/her behaviour?
• Use the DECS
• Autistic Disorder/Aspergers Disorder Support
  Plan!
• Meet with Interagency Behaviour Management
  Coordinators, Autism SA teacher consultants and
  disability coordinators as part of NEP process
• LaVigna Willis's (Institute of Applied
  Behaviour Analysis) positive practices articles,
  positive programming plans and proactive
  strategies are useful for dealing with students
  with autism. See the website. http//www.iaba.com
  
• Investigate Positive Behaviour Supports (PBS)
•  
•  

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BEHAVIOUR ISSUES?

•  
• A good resource is Solving Behavior Problems in
  Autism
• (Visual Strategies Series) by Linda A. Hodgdon
• Information from the NEP or support plan can be
  used as motivation or rewards for the student to
  shape behaviour, to negotiate compliance with
  work tasks and activities.
• Complete non-preferred work tasks before
  preferred activities.
• See a range of Information sheets on the Autism
  SA website
• No 4 Challenging Behaviour No 6
  Inappropriate behaviours
• No 16 Obsessions
•  

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Visual reward system
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Visuals used for individual and class behaviour
reward systems
Individual class schedules
Gordon Education Centre
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BEHAVIOUR

• Behaviour can often be attributed or related to
• Sensory sensitivities / overload (can be extreme)
• Movement disorder (vestibular movement) - an
  inability to control ones movements, or a need
  for movement
• Change(routine, sudden non predicted)
• Anxiety or stress, state of arousal (note the
  individual causes)
• Organisation or lack of organisation in their
  world
• Lack of social perception leading to the student
  being misunderstood or set up (see theory of
  mind), bullying, harassment (especially in the
  yard).
• Rigidity in thinking, wanting to have control
  over environment
• Unable to express feelings or emotions
• Processing of languageunable to tune in to
  verbal instructions
• Being confronted, or invasion of personal
  spacewanting to escape!
•   
•  

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Behaviour - signs of stress

• Look for
• over-or-under sensitivity to sensory input
  such as noise, odours, bright lights, pain,
  the feel of certain textures or being touched
• distress with sudden or loud noises, showing
  agitation when there is a lot of activity
  around, a wish to escape
• state of arousal (may be high or low)
• extreme reactions
• injury / illness, as pain not often felt
• lack of generalisation of skills.
• Set up a sensory area for relaxation, calming
  and
• de-stressing activities
• low lighting, simple furniture, no
  distractions, low noise.
• Be proactive! Learn to recognise the early
  signs of stress.

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BEHAVIOUR ISSUES?

• Behaviour is functionally related to the
  teaching environment
• so teach the social behaviour curriculum!
• Tim Lewis 2007

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BEHAVIOUR STRATEGIES

• Relaxation, calming and de-stressing activities,
  keep noise level to minimum
• Provide feely or squidgy toys, sensory items,
  have a drink, try a repetitive activity
• Use positive language only
  I want you to. or time to
• Try lets make a deal negotiation
• Wait until student is calm and relaxed before
  instruction - a simple well-done may be enough
• Distract, redirect or move if possible, keep
  SAFE!
• note Students often have EXTREME reactions
  (laughter, distress, anger )

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BEHAVIOUR STRATEGIES

• Prepare for change
• use visuals, timetables, schedules develop a
  routine
• talk through what is going to happen next
• creative visualisation talk through and teach
  what you WANT to happen
• teach the behaviour / social skill you expect,
  make these expectations clear and concise, then
  practise
• use individualized (achievable) rewards
  reinforcements.
• teach feelings and emotions
• Organisation
• be calm!
• be prepared!
• be consistent and communicate clearly.

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Stress thermometer
Behaviour goals in a social story
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BEHAVIOUR SUMMARY

• Stay calm
• Keep your sense of humour!
• Be consistent, firm and assertive
• Limit choice
• Be structured and flexible
• Teach the behaviour you expect
• Keep cool allow student to have a drink
• of water
• Keep safe!

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INFORMATION RESOURCES

• Contact Autism SAIf your student is registered
  as a client with Autism SA, the
  teacher/consultant allocated to your student can
  discuss information, training and support
  options. Country and metropolitan support options
  may differ.
• Phone [phone] (office)
• Info line 1300 288 476
• http// www.autismsa.org.au

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INFORMATION RESOURCES

• Contact DISABILITY SAIf your student is
  registered as a client with Disability SA, the
  regional office staff may be able to help
  coordinate support for the family. Country and
  metropolitan support options may differ.
• http// www.disability.sa.gov.au
• INFO LINE Phone [phone]

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INFORMATION RESOURCES

• SPECIAL EDUCATION RESOURCE UNIT (SERU)
• Curriculum resources are available for loan to
  preschool/school staff and parents/caregivers.
  These include
• Curriculum resources
• Developmental learning resources, sensory toys
• Professional texts
• DVDs, Videos
• Cause effect / Switch toys
• Disability Awareness resources
• Information sources available online include
• Resources and website links
• Current awareness - Journal collection, articles
• Advice about Information Communication Technology
  available.
• See website http//web.seru.sa.edu.au
• Phone [phone]

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INFORMATION RESOURCES

• RECOMMENDED AUTISM RESOURCES
• There is a huge range of information, resources,
  books articles and websites available. The
  resource links provided are recommended as
  useful starting points only and by no means
  the only ones!
• See Book in Hand and Jessica Kingsley Publishers
• AUTISM SA
• The resource centre at Autism SA has great
  reading lists, books, resources, toys, videos,
  DVDs etc available.
• Info line 1300 288 476
• Complete list of resources available from Autism
  SA Resource Centre Website http//www.autismsa.or
  g.au
• A series of 21 information sheets are available
  on their website.

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RECOMMENDED RESOURCES

• Lists of resources are provided on the SVPST
  website. Useful articles, books, DVDs and
  valuable website links will be added to this
  section regularly.
• See http//www.decs.sa.gov.au/svpst
• See also
• Ministerial Advisory Committee at
  http//www.macswd.sa.gov.au/

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RECOMMENDED RESOURCES

• Books
• Understanding and Teaching
• Children with Autism
• by Rita Jordon Stuart Powell
• Understanding the Nature of Autism
  Janice E Janzen, 1996
• All Cats have Asperger Syndrome by Kathy Hoopman
• The Complete Guide to Aspergers
  Syndrome.
• Tony Attwood 2006 

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RECOMMENDED RESOURCES

• Books

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RECOMMENDED RESOURCES

• VIDEOS/ DVDs
• Understanding Asperger Syndrome (Prof Margot
  Prior)
• Autism SA information video
• SBS video from August 2006
• Autism the teen years
• Tony Attwoods September 2006 Adelaide
  presentation (4 DVDs) Asperger syndrome
• Rita Jordans Adelaide presentation DVD 2005
• The Asperger point of view DVD, Adelaide,
• Autism SA

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SPECIAL EDUCATION SUPPORT

• Verification of Students with Autistic Disorder
  or Aspergers Disorder
• 2007 DECS Disability Support Program eligibility
  criteria
• Verified as a Student with a Disability by the
  school Guidance Officer or Speech Pathologist.
• A Negotiated Education Plan (NEP) is developed by
  the school
• The district Disability Coordinator assists
  school to complete the paperwork and, as part of
  the NEP process will discuss students
  educational needs and level of support.
• For students not verified, an Individual
  Education Plan can be used to address the
  students needs within school resources.
• Schools receive a variety of funding resources to
  support the
• learning needs of all students, including
  additional learning
• difficulties funding.

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DECS SUPPORT SERVICES

• Involve DECS Support Services
• There are a range of services that may be
  helpful including guidance, speech pathology,
  disability coordinators and the Special Education
  Resource Unit (http//web.seru.sa.edu.au/).
• You can also refer to district Interagency
  Behaviour Management for support with additional
  behaviour strategies.
• Understand everyones roles allow people to
  describe these roles at meetings.

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NEGOTIATED EDUCATION PLAN

• Negotiated Education Plan
• Your school is responsible for developing the
  students NEP with the parent or care/giver.
• You will need to make accommodations,
  adjustments and modifications to the curriculum
  you deliver, according to the students needs.
• The DECS Autistic Disorder / Aspergers
  Disorder Support Plan will help you to work
  through this planning process.

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TRAINING DEVELOPMENT

• Take a breath!
• Are you swamped with all the information and
  support? ..take things one step at a time !
• Your confidence, knowledge and skills will grow
  as you work through issues, plan and talk with
  family and support providers.
• Attend training sessions
• an efficient way to access information
• provides opportunities to talk with other
  teachers.
• Information about sessions is available on the
  Autism SA website (www.autismsa.org.au) and the
  SVPST calendar (www.decs.sa.gov.au/svpst)

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SUMMARY OF WHAT TO DO

• Read and find out basic information.
• Gather information about what support services
  are available and contact them (referral to DECS
  district support services).
• Listen to parentsdevelop a positive working
  relationship with them.
• Contact Autism SAs ASD Consultants or Consultant
  Teacher.

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SUMMARY OF WHAT TO DO

• Organise whole staff training and
  developmentwhat information and understanding
  does your school staff need for whole school
  commitment and a common approach (ask Autism SA
  teacher/consultant or disability coordinator).
• Consider what classroom curriculum modifications,
  equipment or specialised areas for support will
  be needed through the negotiated education
  planning (NEP) process using the recommended DECS
  Autistic Disorder/Asperger Disorder Support Plan.

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SUMMARY OF WHAT TO DO

• Structure your classroom and consider the
  following checklist
• Flexibility of curriculum access (choice, non
  negotiables)
• The ecology of your classroom environment.
• Be aware of physical sensitivitiessound, light,
  space, interpersonal factors (expectations
  of others),
• philosophical factors (discipline/control
  methods)
• program factors (choice, predictability,
  methodology, needs/interests of students).
• Routines and strategies for when these change
• Communication issues visual resources
• - timetables, schedules and work tasks
• Dealing with anxiety, stress, sensory
  sensitivities 

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SUMMARY OF WHAT TO DO

• continued
• Relaxation /sensory areas sensory equipment
  (stress balls etc)
• Break time, play areas and safe
  havensstructure organise
• Learning styles, homework issuesdiscuss with
  parent and support services
• Personal organisation of belongings
• Motor coordination difficulties (eg handwriting)
• Social skills programming
• Medication / diet / health details
• A mentor, support buddy
• Positive behaviour management strategies, reward
  systems
• Behaviour management structures (harassment and
  bullying procedures, risk management and safety
  plans)

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SUMMARY OF WHAT TO DO

• continued
• Read more, search websites for information and
  attend training.
• Everyday new information, research,
  articles, strategies, books and resources become
  available about autism spectrum disorders.
• We hope this has been a useful starting resource
  to begin your learning journey!