Autistic Spectrum Disorder

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Autistic Spectrum Disorder

• Learning characteristics and how to be inclusive
• Pat Crothers AVT/ASD. SWM Oct 2002
• What Autism is and why it is relevant.
• Characteristic learning behaviours
• Enhancing performance in the learning situation
• Effective teaching strategies
• Curriculum changes that enhance inclusion
• New Ascertainment Guidelines
• Advisory Visiting Teachers ASD statewide
• Useful websites

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What Autism is..(link to details)

• Autistic Spectrum Disorder (ASD) is the term used
  to refer to the low incidence area of Autism and
  Aspergers Syndrome including Pervasive
  Developmental Delay (NOS), PDD.
• ASD can occur across a range of intellectual
  levels. It is a life long disability that affects
  the individuals understanding and interpretation
  of the world around them, leading to problems
  with communication, social competence behaviour
  and sensory information processing.
• While students with ASD typically display
  rigidity and inflexibility of behaviour and
  thinking it is important for each student to be
  considered as an individual.
• Rates of incidence being quoted have been 1100
  and more recently 150

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Characteristic learning behaviours

• Understands and participates in communication
• Learns to interact with others
• Processes information through their senses.
• Learns to adapt to the environment therefore
  they
• Dont automatically know what to focus on or know
  what is relevant
• Cannot screen out irrelevant stimuli or
  background noise
• Make quick associations as if things that occur
  simultaneously or close together are forever
  etched in their minds.
• Unable to generate an alternate response or a new
  way to respond to solve problems.
• Imitate and insist on sameness.
• Difficulties with time and space.
• Dont generally integrate or generalise
  information.
• Very literal and concrete in understanding and
  use of language concepts
• More disrupted or enhanced by subtle changes in
  environmental conditions. (Ellis., B., 1990)

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Cont

• Autism affects how the child learns to
  understand, use language and to interact with
  people and the environment.
• Confusion, frustration and anxiety result from
  the severe communication and social interaction
  problems (such as withdrawal, aggression, self
  abuse, repetitive motor movements).

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Enhancing performance in the learning situation

• First, get the childs attention
• Choose tasks which can be completed within the
  childs attention span.
• Allow the child time to think before responding
• Maintain concentration e.g. keep looking
• Do not comment upon failure, just show the
  correct way.
• Ensure the task is relative easy to complete.
• Upon success start the next activity right away.
• Use a variety of activities in the same session.
• Minimize distraction of sound and movement.
• Initially choose activities that are relatively
  easy for the autistic child, particularly sensory
  motor tasks.
• Continue using physical prompts to start the
  activity.

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Effective teaching strategies

• Understand what ASD is and how it impacts on a
  persons life
• Look for a reason for every behaviour, then teach
  more appropriate ways for the student to express
  themselves
• Formally teach communication and social
  interaction skills
• Be aware of environmental factors which may be
  stressful
• Be flexible with the curriculum
• Provide a positive, orderly and structured
  environment

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Curriculum changes that enhance inclusion

• Vital that a whole school approach is adopted.
  Strategies that have been known to work are
• Include whole school community (school and
  outside)
• Access appropriate inservice in ASD (refer to new
  ascertainment guidelines-must now be documented
  with ascertainment report)
• Particular management and support strategies
• Contact Advisory Teacher in ASD (attached
  statewide contacts)
• Include parents (now vital in new ascertainment
  guidelines)

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New ascertainment Guidelines

• As from start of term 4 2002 the new
  ascertainment guidelines have come into
  being(available on the Education Queensland Web
  site). It is a process to identify program
  variation for students disabilities, to maximise
  educational outcomes.
• If you are aware of a student who has been
  identified or you are concerned that they may be
  exhibiting ASD type behaviours the overview of
  procedures (pg.6 in the Ascertainment Policy and
  Revised Procedures documentation) will explain
  the stages to follow to assist toward possible
  diagnosis through to ascertainment and support.

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Advisory Visiting TeachersAutistic Spectrum
Disorder

• There are 81 statewide, with assistance from
  Disability Support Unit, Brisbane.(contacts
  attached).They are also accessible through the
  local educational district office.
• The AVT may provide assistance with planning an
  inclusive curriculum to meet the needs of the
  students and their peers.

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Resources

• AVT ASD Contact List
• Web-based useful links
• Revised procedures (see flowchart p.6)