ASD Autistic Spectrum Disorder

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ASDAutistic Spectrum Disorder

• Mark Chalmers, Cherie Tindall
• Helen Bichel

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What is ASD?

• ASD (Autistic Spectrum Disorder) is a condition
  in which an individual lacks social
  responsiveness from a very early age, has a high
  need for structure and routines, and demonstrates
  significant language impairments.
• (Friend and Bursuck, 2002)

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What is ASDcontd?

• Developmental disorder
• Very individualised
• Includes
• Autism
• Aspergers Syndrome (AS)
• Pervasive Developmental Disorder-Not otherwise
  specified (PDD-NOS)
• Rates of diagnosis is 1 in 50 students, and 4
  males to every female

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Characteristics of ASD

• Difficulty in social communications, social
  awareness and interactions
• Emotionally distant (including friends family and
  classmates)
• Inflexible have a need for routine
• When distressed display behaviours including
  rocking or talking to themselves
• Obsessive interests
• Over-attention to detail

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Characteristicscontd

• Cannot screen out background noise
• Small attention span, especially when the topic
  is not to their interest
• Takes things literally
• Difficulties with time and space
• Can be aggressive towards self and others when
  frustrated or confused
• Unable to generate an alternate response or a new
  way to respond to solve problems

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Implications for Curriculum Design

• Formally teach communication and social
  interaction skills
• Be flexible
• Be aware of environmental factors
• Positive, orderly and structured learning
  environment
• Take into account students interests when
  planning programs
• Take into account IEP and support staff advice

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Implications for Curriculum Delivery

• Focus students attention
• Provide lots of visual cues
• Provide large, clear, colour-coded timetables
• Provide a quiet/time-out area
• Avoid giving work in large blocks
• Provide a number of small tasks during session
• Allow child time to think before responding
• Positive reinforcement
• Avoid use of sarcasm and slang
• Design tasks that are achievable

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Implications for Curriculum Deliverycontd

• Minimise sound and movement distractions
• Include students in the normal program as much as
  possible
• Develop techniques to help students deal with
  stressful situations that may arise
• Repeat instructions 1-on-1
• It is important to understand the disorder and
  the specific needs of each student

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Resources

• Websites
• Autistic Spectrum Disorders http//www.geocities.c
  om/Heartland/Fields/6979/autigen2.htm
• Autism Support
  http//www.hunnybee.com.au/autismsupport1.html
• Autism Research Institute
  www.autism.com/ari
• The National Association for Autism in Australia
  www.autismaus.com.au
• Asperger Australia
  www.ozemail.com.au/rbmitch/Asperger2.htm

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Resourcescontd

• Books for Children
• Gorrod, L. (1997) My Brother is Different,
  London The National Austistic Society.
• Gottlieb, E. (1997) The Boy Who Went Away, New
  York St Martins Press
• Santomauro, J. (1999) The Mystery of the Special
  Kid, Brisbane Santomauro, J.
• Books for Parents and Educators
• Attwood, T. (1998) Aspergers Syndrome A guide
  for parents and professionals, London, Jessica
  Kingsley Publishers
• Myles, B.S. Simpson, R.L. (1998) Aspergers
  Syndrome A guide for educators and parents,
  Texas PRO-ED Inc.
• Quill, K.A. (1995) Teaching Children with Autism
  Strategies to Enhance Communication and
  Socialisation, New York Delmar Publishers Inc.
• Santomauro, J. (2002) Special Student, Brisbane
  Santomauro, J.