Working with Children with Autism

1
Working with Children with Autism

• Presented by Pam Cheek
• August 2006

2
What is Autism?

• A brain disorder that impacts communication,
  social interaction, behavior
• Often referred to as Autism Spectrum Disorder
  (ASD)
• Includes classic autism, pervasive developmental
  disorder-not otherwise specified (PDD-NOS),
  Aspergers Syndrome
• Often have difficulty understanding verbal and
  nonverbal communication learning appropriate
  ways of relating to other people, objects, and
  events

3
What Causes Autism?

• First identified in 1943
• No one knows the cause of ASD
• Possible causes
• Genetic component
• Physical problem affecting parts of brain that
  process language information
• Chemical imbalance in the brain
• Environmental triggers
• Children are born with ASD or potential to
  develop it

4
How is Autism Treated?

• No cure
• Can improve and develop skills to participate in
  community w/individualized education support
• Studies show children respond well to a highly
  structured, specialized education program
  tailored to meet their needs

5
Signs of Autism

• Severe language deficits or differences
• Talk about or show interest in a restricted range
  of topics
• Not point at objects to show interest
• Not look at objects
• Have trouble relating to others
• Avoid eye contact and prefer to be alone
• Have trouble understanding feelings

6
Signs of Autism

• Prefer not to be held or cuddled
• Appear to be unaware when other people talk
• Repeat or echo words or phrases said to them
• Have difficulty expressing their needs
• Laugh, cry, or show distress for no apparent
  reason

7
Signs of Autism

• Repeat actions over and over again
• Have difficulty when a routine changes
• Have unusual reactions to the way things smell,
  taste, look, feel or sound
• Be oversensitive or under-sensitive to pain
• Lose skills they once had (for example, stop
  saying words they once used)

8
Strategies

• Strategies for Teaching Children with Autism
  Spectrum Disorder

9
Highly Structured Visual Teaching

• Main elements include daily schedules, individual
  work systems, classroom arrangement
• Makes the environment predictable
• Reduces the students stress, confusion, anxiety,
  and behavior problems
• Builds on students strengths
• a desire for routine, organization, comfort with
  repetitive tasks, need to finish, visual learning
  styles
• Leads toward independence

10
Teach the Meaning Value of a Schedule

• Use daily schedules lists to assist in
  sequencing of activities to ease transitions
• Use a variety of visual cues (objects, photos,
  words, check lists)
• Individualize to the students developmental
  level skills
• Determine the length of the schedule based on the
  students skill level
• Independence is the goal

11
Develop Work Systems Geared to the Students Level

• Work systems need clear visual cues that the
  student can understand
• What work?
• How much work?
• How does the student know when the work is
  finished?
• What comes next?

12
Develop Work Systems Geared to the Students Level

• Once the student understands the basic framework,
  individual tasks can be varied
• Gear activities so they end before the student
  becomes frustrated

13
Consider Location, Distractions Boundaries

• Hallway sounds, ringing telephones, visual
  distractions smells can interfere with
  concentration
• Furniture materials should be clearly organized
• Locate the student near or facing the teacher
• Place the student between two model students in
  large groups
• Use visual barriers

14
Behavior is Communication

• Write behavior rules for the child to read as
  necessary
• Use social stories to model appropriate behavior
• Positive rewards work better than punishment
• Student needs a method of communication to let
  you know when something is not right within the
  system

15
Behavior is Communication

• You need a method to let the student know there
  will be a change in the daily routine or
  schedule, or if something needs to be interrupted
  before it is finished
• Pay attention to likes, dislikes and interests
  use their strengths

16
Working with Children with ASD

• Enjoy the special gifts and talents these
  children bring to your classroom!