A U T I S M

1
A U T I S M

2
WHAT IS AUTISM?
A U T I S M

• Autism is a life-long developmental
• disability that prevents individuals from
  properly understanding what they see, hear, and
  otherwise sense.
• This may result in severe problems with social
  relationships, communication, and behavior.
• Individuals with autism have to learn normal
  patterns of speech and communication and
  appropriate ways to relate to people, objects,
  and events.

3
A U T I S M

• This brain disorder may cause problems in
• learning, communication, social relationships,
• sensory processing and behavior.
• It affects the way individuals eat, dress,
• spend leisure time, work and understand their
  world.
• It is a spectrum disorder symptoms range from
• very mild to severe and can occur in different
• combinations from one individual to the next.

4
A U T I S M

• Usually becomes apparent in the first three year
  of life but can be identified at any point in
  life.
• About 10-15 of individuals with autism have
  average to above average intelligence. 25-35
  function in the borderline to mild mental
  retardation range. While the remaining are
  moderately to severely mentally retarded.
• It does not prevent learning. People with autism
  grow, change, learn, and acquire new skills
  throughout their lives.

5
HOW IS AUTISM DIAGNOSED?
A U T I S M

• There is no medical test for diagnosing autism.
• The diagnosis is made based on observations of
  the childs behavior, communication, and
  developmental levels by a multi-disciplinary team
  which may include
• Licensed psychiatrist or psychologist
• Certified speech pathologist
• Educational diagnostician
• Other student evaluation
• specialist skilled in screening
• and assessment of autism

6
A U T I S M
7
A U T I S M

• Asperger syndrome is applied to the mildest of
  the autism
• spectrum.
• Characterized by severe problems in three
  areas-communication skills, behavior skills,
  social skills.
• Occurs mostly in males ratio is 101
• Usually no developmental delays
• Diagnosis is make typically after age 4-can be
  made in adulthood
• Found throughout the world in families of all
  racial, ethnic and social backgrounds

8
A U T I S M

• Little is known about the cause of Asperger
  syndrome
• High cognitive ability-normal IQ to superior
  range
• Can include a sensory disorder
• Can be very compulsive, rigid, obsessive
• Usually socially awkward or timid
• No cure, but lots of research occurring

9
A U T I S M

• Can have sleeping problems
• Can have eating problems
• Remains throughout the individuals lifetime.
• Lots of treatments-
• Best treatment is education!!!!!

10
Characteristics
A U T I S M

• Social impairment with extreme egocentricity,
  ME
• Limited interests and preoccupations
• Repetitive routines and rituals
• Speech and language peculiarities
• Non-verbal communication problems
• Motor clumsiness

11
Characteristics seen in elementary schools
A U T I S M

• Limited social interactions
• Problems sustaining simple conversations
• Odd verbal responses
• Preference for a set routine
• Difficulty with transitions
• Behavioral concerns of hyperactivity,
  inattentiveness, aggression, outbursts
• Appearing in ones own world
• Over focus on specific objects or subjects

Supported in general education classrooms!
12
Characteristics in secondary schools
A U T I S M

• Socialization and behavioral adjustments still
  very difficult
• Often misunderstood by teachers and other
  students
• May be left-out, teased, bullied
• They want to make friends, but dont know how
• Depression can occur
• Misinterpret information, particularly abstract
  or figurative language
• Learning difficulties due to poor attention and
  organizational skills

Supported in general education classrooms!
13
Social Behaviors
A U T I S M

• Inability to interact with peers
• Lack of understanding of social cues
• Limited use of gestures
• Clumsy body language
• Limited facial expression
• Inappropriate expression
• Peculiar, stiff gaze

14
A U T I S M

• Does not play appropriately- wants to be the boss
  of every part of the activity
• More self-centered than selfish
• Does not usually join in and can become panicked
  if forced
• Does not see themselves as a member of a group
• Not usually interested in playing team sports
• Unaware of unwritten rules of social conduct and
  may say or do things that offend or annoy others.
• May appear ill-mannered

15
Interests and behavior
A U T I S M

• Can become fascinated with trains, dinosaurs,
  electronics, science, manufactures, models, art,
  animals, vacuum cleanersto the exclusion of
  other activities
• With repetitive adherence and more rote than
  meaning
• Accumulate or collect objects or information
• Tend to ask the same questions over and over
  about their interest
• Fascinated with order, predictability,
  consistency and symmetry
• Appear to be routine oriented- a need to make
  life predictable and ordered

16
A U T I S M

• Chaos or uncertainty is not tolerated
• Research states that routines will become more
  dominant and elaborate when the child experiences
  stress or change

17
Use of language for communication
A U T I S M

• Communication appears odd
• Inability to use language for social
  communication purposes
• Language can become formal during adolescence
• Speech patterns are flat, lacking social cadence
• May talk too much or too little
• Impairments in comprehension, including
  misinterpretations of literal and implied meanings

18
Individuals with autism will not understand
idioms!
A U T I S M
Cat got your tongue?
Youre pulling my leg!
Hes down in the dumps.
Im walking on air!
19
A U T I S M

• Everything is either.

Black
White
or
There is no gray
20
So because we now know
A U T I S M

• Autism is an organically-based problem that to
  date is not reversible, we do not take being
  normal as the goal of our educational efforts.
• The long-term goal should be to educate these
  individuals to fit into society as best possible
  by respecting their differences and working
  within their culture to teach skills needed to
  function in society.
• We must increase their understanding.
• We must make the environment more comprehensible.

21
A U T I S M
22
Problem difficulties with language
A U T I S M

• TIPS
• Teach appropriate opening comments
• Teach student to seek assistance when confused
• Teach conversational skills using small group
  instruction, audio tapes and video tapes
• Teach rules and cues regarding turn-taking in
  conversation and when to reply, interrupt or
  change the topic
• Explain phrases and words that have multiple
  meanings

23
A U T I S M

• Encourage the student to ask for an instruction
  to be repeated, simplified or written down if he
  does not understand
• Pause between instructions and check for
  understanding
• Limit oral questions to a number the student can
  manage
• Use videos or expression cue cards to help the
  student to identify nonverbal expressions and
  their meanings

24

A U T I S M

• Avoid verbal overload
• Simplify language and facial expressions
• Give student time to respond
• Avoid asking vague questions ( Why did you do
  that? )
• Chose your words carefully they tend to be very
  literal
• Give only 1-2 directions at a time
• Interpret students body language and words
  (they may not appear to match)
• Consider literal interpretation of what was
  said to explain student responses
• Avoid loud, scolding, demanding voice tone

25
Problem Poor concentration
A U T I S M

• TIPS
• Frequent teacher feedback and redirection
• Break down assignments
• Change task features
• Change task length
• Timed work sessions
• Reduced homework assignments
• Preferential seating
• Use nonverbal cues to get attention

26
A U T I S M

• Ensure that tasks have a clear beginning and
  ending
• Promote on task time but allow breaks
• Teach when to ask for and take breaks
• Design materials to encourage independence and
  understanding
• Provide notes and other information in advance
• Give more time to perform
• Assign a note taker
• Alternate tasks (like-dislike)

27
Problem poor organization skills
A U T I S M

• TIPS
• Use schedules and calendars
• Maintain lists of assignments
• Help the student to use to do lists and
  checklists
• Use color coded notebooks and folders
• Use individual visual supports
• Use social stories

28
Problem poor motor coordination
A U T I S M

• TIPS
• Involve in structured fitness activities with use
  of visuals
• Take slower writing speed into account when
  giving assignments (length often needs to be
  reduced)
• Provide extra time for tests
• Consider the use of a computer for written
  assignments as some students may be more skilled
  at using a keyboard than writing
• Allow student to copy from notes rather than the
  board or overhead

29
Problem Academic Difficulties
A U T I S M

• TIPS
• Dont assume that the student has understood
  simply because he/she can re-state the
  information
• Be as concrete as possible in presenting new
  concepts and abstract material
• Use activity-based learning where possible
• Use graphic organizers such as semantic maps
• Break down tasks into smaller steps or present it
  another way

30
A U T I S M

• Provide direct instruction as well as modeling
• Show examples of what is required
• Use outlines to help student take notes and
  organize and categorize information
• Avoid verbal overload
• Capitalize on student strengths, such as memory
• Do not assume that they have understood what they
  have read-check for comprehension
• Supplement instruction with visual supports

31
Problem Emotional vulnerability
A U T I S M

• TIPS
• Provide positive praise and tell the student what
  he/she does right or well
• Teach the student to ask for help
• Teach techniques for coping with difficult
  situations and for dealing with stress
• Use rehearsal strategies-role modeling
• Allow to practice behavioral expectation in new
  situations
• Observe for anxiety and confusion

32
A U T I S M

• Provide experiences in which the person can make
  choices
• Help the student to understand his/her behaviors
  and reactions of others
• Educate other students about Autism
• Use peer supports such as buddy systems and peer
  support networks to diffuse situations
• Teach appropriate social skills and classroom
  behavior
• Teach replacement behaviors
• Modify or eliminate triggers
• Add prompts and assistance (e.g. social stories,
  picture guides)
• Promote positive peer interactions

33
A U T I S M

• Set expectations and routines for each setting
• Add visuals to cue appropriate behavior
• Explain anticipated changes well in advance
• Maintain consistency and predictability

34
Problem Sensory sensitivities
A U T I S M

• Be aware that normal levels of auditory and
  visual input can be perceived by the student as
  too much or too little
• Keep the level of stimulation within the
  students ability to cope
• Provide escape from noise (e.g. headphones, ear
  plugs, quiet place)
• Assign seat in non-distracting locations
• Avoid wearing fragrances

35
Visual Strategies
A U T I S M

• Give students information
• Give directions
• Teach social skills
• Organize environment
• Establish rules and behavior guidelines
• Teach academic skills
• Support learning expressive communication skills
• Make communication more effective

36
Visual Structures are important because they
A U T I S M

• Address childs difficulty with sequential memory
  and organization of time.
• Assist children with language comprehension
  problems to understand what is expected of them.
• Lessen the anxiety level thus reducing the
  occurrence of challenging behaviors.
• Assist student to transition independently
  between activities and environments.

37
A U T I S M

• Can incorporate social interactions
• Can increase students motivation
• Can teach concept of change
• Can increase transition successes
• Visual structure must be directly taught and
  consistently used.
• Visual structure must be directly taught with
  consistency!

38

• Strategies

39
Schedules
A U T I S M

• Schedules provide individuals with an
  understanding of what is to come and what is
  expected.
• This knowledge gives the student a sense of
  understanding and security that leads to success
  and independence.

40
Schedules and Calendars help us
A U T I S M

• Know what is going to happen
• Know what is not going to happen
• Know when something is going to happen
• Know what is changing
• Know what I have to remember
• Know what I have to look forward to
• Know what has already occurred

41
A U T I S M
written schedule
42
A U T I S M
43
A U T I S M
44
A U T I S M
Schedule in a binder
45
A U T I S M
46
Mini Schedule
A U T I S M
47
A U T I S M
48
Calendars
A U T I S M
49
Socialization---Power card
A U T I S M

• 1.Games should be fun for everyone.
• 2. If you win a game, you can
• smile,
• give a high five
• or say yea!
• 3. If you lose a game you can,
• take a deep breath,
• say good job to the winner,
• maybe next time.

50
Social Stories
A U T I S M
51
Success
A U T I S M

• In order to be successful, individuals with
  autism require structure and routines that are
  designed to meet their unique needs.
• Note
• Persons with autism can learn to function at
  home and in the community.
• With proper education some can go on to live
  successful lives.

52
Famous People with Autism
53
Support
A U T I S M

• Karen Alvarez Hanna Cluster
• David Delgado Rivera Cluster
• MaryLinda Gracia Pace Cluster
• Melinda Ottolino Porter Cluster
• Suzette Yekel Veterans Cluster
• Lopez Cluster is supported by assigned behavior
  specialists.

54
Whats next?
A U T I S M

• Meet again Wednesday, April 20th at Veterans.
• How to write and implement social stories
• Explore visual supports
• Schedules
• And more
• Bring a digital camera. There will be samples!