Insights to Autism

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Insights to Autism

• Presented by Holli Boelz and Stephanie Wruck,
  District 742 Autism Specialists

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What is Autism?

• Autism is a brain disorder that typically
  affects a persons ability to communicate, form
  relationships with others, and respond
  appropriately to the environment

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Autism Spectrum Disorders
Pervasive Developmental Disorder Not Otherwise
Specified (PDD-NOS)
Autism
Aspergers Syndrome
Rett Syndrome
Disintegrative Disorder
DSM IV
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What Causes Autism?

• Researchers have not found a specific cause
• Evidence indicates there are genetic factors
  involved and that there are biological and/or
  neurological differences in the brains of
  children with Autism

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• Some people with autism are relatively high
  functioning with speech and intelligence intact
• Some people are developmentally delayed,
  non-verbal, or have serious language delays
• Some people seem closed off and shut down, while
  others seem locked into repetitive behaviors and
  rigid patterns of thinking

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• Although people with autism do not have exactly
  the same symptoms and deficits, they tend to
  share certain social, communication, motor, and
  sensory problems that affect their behavior in
  predictable ways.
• Regions 5 7, 00

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Mildly Impaired Social Behavior

• Socially interested but limited social exchange
• Seeks social interactions
• Relationships hampered by limited understanding
  of perspectives and feelings of others

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Moderately Impaired Social Behavior

• Shows enjoyment in a limited number of social
  routines.
• Shows little interest in interacting with peers
• May engage in parallel play or chasing games

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Severely Impaired Social Behavior

• Shows limited social awareness and interest
• Social interactions may be limited to simple
  routines with familiar adults
• Shows little social initiation and can be
  inconsistent in responsiveness to others

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Mildly Impaired Language and Communication Skills

• Speaks in complete sentences
• Language may be rigid or inflexible
• Conversational skills may be limited by the
  strong interest in particular topic
• Poor understanding of non-verbal cues
• May have comprehension problems and difficulty
  with abstract concepts

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Moderately Impaired Language and Communication
Skills

• Verbalizations may contain a combination of
  functional speech, jargon, and immediate/delayed
  echolalia
• Initiation of communication is for the purpose of
  meeting needs rather than social interactions

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Severely Impaired Language and Communication
Skills

• Does not use functional speech
• Non-verbal communication is limited and may
  include using others hands as tools

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Mildly Impaired Restrictive Range of Interests

• Shows some behavioral rigidity and inflexibility
• May have a few specific routines or rituals that
  minimally interfere with daily activities

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Moderately Impaired Restrictive Range of
Interests

• Resists changes in routines or interruption of
  activities
• Shows repetitive play with toys and may have
  motor stereo-types such as rocking or spinning

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Severely Impaired Restricted Range of Interests

• Shows extreme resistance to changes in activities
  and routines
• Stereotyped motor behaviors are difficult to
  redirect
• May focus on sensory aspects of toys or other
  objects

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Mildly Impaired Reaction to Sensory Stimulation

• Minimal reaction to lights, sounds, touch, or
  movement

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Moderately Impaired Reaction to Sensory
Stimulation

• Unusual or inconsistent responses to sensory
  input such as lights, sounds, touch, or movement.

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Severely Impaired Reaction to Sensory Stimulation

• Unpredictable responses to sensory input
• Over-reacts or under-reacts to pain

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What do you need to know when you encounter a
child with ASD?

• Here are 10 things every child with ASD wishes
  you knew!
• Adapted from the book by Ellen Notbohm

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I am first and foremost a child

• Use person first language
• Dont define by one characteristic

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My sensory perceptions may be disordered

• Be open to making accomodations

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Please remember to distinguish between wont (I
choose not to) and cant (I am not able to)

• Come speak directly to me in plain words

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I may be a concrete thinker

• May interpret language very literally
• Limit your use of sarcasm and figurative language

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Please be patient with my vocabulary

• I may have a limited vocabulary
• I may sound like a little professor, but it may
  not reflect what I am understanding

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Because language may be difficult for me, I might
be more visually orientated

• Please show me how to do something rather than
  just telling me, and please be prepared to show
  me many times

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Please focus and build on what I can do rather
than what I cant do

• There is more than one right way to do most
  things!
• Realize that I have strengths

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Please help me with social interactions

• It may look like I dont want to interact with
  other kids, but sometimes its just that I simply
  dont know how to start a conversation or join an
  activity

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Understand that all behavior is a form of
communication

• If you can figure out why my meltdowns occur,
  they can be prevented
• Behavior tells you, when my words cannot, how I
  perceive something that is happening in my
  environment

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Appreciate me for who I am

• I did not choose to have ASD. But remember that
  it is happening to me, not you. With your
  support and guidance, the possibilities of a
  successful future are broader than you might
  think. I promise you I am worth it.

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If youd like to contact us

• Holli Boelz
• Apollo High School
• Ext. 2590
• Stephanie Wruck
• Apollo High School
• Ext. 2589