August 17 Presented by Anita Breen and Lorri Meyer, AIT Consultants 1

AUTISM

August 17Presented by Anita Breen and

Lorri Meyer, AIT Consultants 1

What is Autism?

Autism is a neurological disorder. The common characteristics are social interaction deficit,

communication deficit, and behavior problems. Autism is a spectrum disorder that affects individuals

differently and in varying degrees. The spectrum includes Autistic Disorder, Childhood

Disintegrative Disorder, Asperger Disorder, Rett’s Disorder, and Pervasive Developmental Disorder—Not Otherwise Specified

Every district has students identified with Autism Spectrum Disorder.

Autism Spectrum Disorders can be easily confused with ADD/ADHD, Obsessive Compulsive Disorder , Oppositional Defiant Disorder, Tourette’s Syndrome, Intellectual Disability



Autism Spectrum Disorder (ASD)



“Classic” Autism

Asperger’s Disorder

PDD-NOSPervasive Developmental Disorder—Not Otherwise Specified

Autism Facts

Autism affects 1 in every 110 individuals (2010) It occurs before the age of 3 It is 4X more common in boys than girls Autism is found in all cultures, races, and social structures around

the world. Parents notice a change in their child’s development as early as

12 months and characteristics become obvious by 2-6 years of age.

ASD is the fastest growing developmental disability in the US Only 56% of students with ASD complete high school. No known single cause for ASD. It is generally accepted that it is

caused by abnormalities in brain structure or function. Researchers are investigating a link between heredity, genetics, and medical problems. Some children are born with susceptibility to ASD, but researchers have not yet identified a single “trigger”.



Five behaviors identified by NICHD that signal further evaluation(National Institute of Child Health and Human Development)



• Does not babble or coo by 12 months

• Does not gesture (point, wave, grasp) by 12 months

• Does not say single words by 16 months

• Does not say two-word phrases on his or her own by 24 months

• Has any loss of any language or social skill at any age

Medical Diagnosis vs. Educational Identification

Medical Diagnosis-physician diagnosis based on assessment of symptoms, diagnostic tests, and DSM-IV-TR (2000)

Educational Identification-made by a multi-disciplinary team comprised of various school professionals and parents to determine whether a student qualifies for special education services under Individual Disabilities Education Act (IDEA) (2009)



A new case of autism is diagnosed

almost every 20 minutes



Characteristics



Characteristics of Autism Spectrum Disorders (ASD)

Communication deficits Repetitive patterns of behavior, interests, and

activities Social interaction deficits

Social maturity of someone 1/3 to 2/3 of their age (Asperger’s)

Behavior difficulties Sensory processing issues Emotional vulnerability Cognitive delays Motor skill deficits Difficulty generalizing skills



Communication

Lack of development of speech or use of gestures—receptive and expressive skill deficits

Inability to initialize or sustain a conversation

Repetitive use of language—echolalic speech

Preoccupation and focus in areas of interest

Preoccupation with parts of objects Monotone speech



COMMUNICATION ACTIVITY



Social

Lack of eye contact Prefer to play alone Lack of social reciprocity or empathy Lack of imitating social play Routines are important Lack of facial expressions



Sensory

Sensitive reactions—more intense or lack of intensity than peers

Lack caution when playing, impulsive to meet sensory input needs, excitability

May seem uninterested, oblivious, unwilling to participate

Hyperactive, easily upset, withdrawn Unable to complete tasks due to new stimuli

capturing attention Difficulty learning from experiences May appear stubborn or self-absorbed



Behaviors Exhibited

Must finish an interest activity before going to the next

Poor organization skills Handwriting tends to be difficult Engage in activities beside and not with peers or no

turn taking (reciprocity) Do not understand humor Literal thinkers—common expressions and idioms are

understood literally Impulsivity Meltdowns—rages, aggressive or self-abusive

behaviors, tantrums Transition is difficult—routines or environments



Transition Examples

Home to bus Locker to class Class to first assignment Getting and organizing materials Between groupings (individual to peer

groups) Class to lunch Waiting Ending the day Bus to home



Meltdowns vs. Temper Tantrums

Meltdowns Temper Tantrums

Does not look to see reactions of others.

Looks to see reaction of others.

Does not consider his/her own safety.

Takes precautions not to get hurt.

Winds down slowly. Uses social situation.

No one is in control. Ends when the situation is resolved.

A want has not been permitted. Has purpose/goal.



Meltdowns and/or Rages

Causes: Attention from peers or adults Frustration Confusion Power/control Sensory stimulation Fear or relief of fear To obtain something—activity,

interaction, comfort, routine, object

Expression of internal stimulation—sick, hungry, tired, too hot

Unstructured time Change of routine/lack of

schedule



Why the behavior?

Stress Excitement Fatigue Overstimulation To gain

attention To escape/avoid

To meet sensory needs

Does not understand

Self-esteem fears Need for control Need for

“sameness”



SENSORY ACTIVITY



If the only tool you have in your toolbox is a hammer, then everything looks like a nail. (So if we do not see the autism, we are treating all students the same. Each child has individual needs. Let’s explore the other tools in our toolboxes.)



Interventions



Visual-Organizational Support

Helps transition within and between activities

Helps understand expectations Prepares student for a change Lessens anxiety Helps students comprehend verbal

language Teaches independence



Visuals/Organization Examples Schedules Color code Models of expected outcomes Graphic organizers Consistent Classroom rules Examples of how to head the paper Homework assignment area in the room Work stations Sticky notes for preparing or calming a student Example of correct finished products 5 point scale



5 Point Scale



Classroom Examples

Class work Shorten assignments

Odds/evens Circle the ones you want them to complete Top/bottom half Allow the student to circle and do X number of

problems Highlight important or relevant points Graphic organizers Stopping and starting point on assignment



More ideas

Extended time to complete Model expectations with visuals of the

difference between an A paper and a C paper Fill in the blank notes for lectures Incorporate their interests in assignments Allow them choices that you are comfortable

with Limit homework to daily in class work, an

extra study time, no homework To ease handwriting, use a computer or scribe



ACTIVITY



GIQ

8

Priming

Priming—preparing the student before the activity by telling, showing with a visual schedule, or using a social narrative. Right before the activity The day before The period before The beginning of class



Social Narratives-Power Cards

Social narratives and power cards use a student’s specific interest to engage the student. A story is written and illustrated with lots of visual pictures of what is acceptable behavior.

Examples Preventing behaviors Teaching a new skills Showing a change in schedule (e.g., field trip)



Power Card

Jeff and Matt Hardy are rule breakers on WWE. They are acting when they break the rules on TV. When Jeff and Matt go to school they follow the rules. They also follow the rules at home. When Jeff Hardy has to do something that the teacher tells him to do he does not complain. He knows that the teacher is in charge and sometimes he has to do things he doesn’t want to do. Matt Hardy does not tell people he is bored when he is doing something at school. Matt and Jeff Hardy follow the rules and then they get to have fun when they are done with their work.



Hidden Curriculum Hidden curriculum is the unwritten social rules

and expectations of social behavior that most students just seem to learn without direct instruction.

Examples Raising your hand to go to the restroom When to use utensils and when not to when

eating Don’t say everything you think (telling teacher

she is fat or breath stinks) For kids with ASD, these skills often need to be

taught directly through visual supports, examples, and role playing.



Safe Place/Sensory Breaks

Allow a safe place or frequent sensory breaks They choose when they need a break Short breaks Walking, eating, fidgets, reinforcement of

goals/behaviors Be alert for high anxiety levels or need

for breaks



VIDEO



http://www.youtube.com/watch?v=fiOI365yD1Q&feature=player_embedded

Other Helpful Hints

Use language that is clear and concrete Ask questions of who, where, when, what, instead of

why or how Use limited sarcasm, idioms, and inferences Tell the student what to do, instead of what not to

do Give the student processing time (10-15 seconds) Give directions and new information in small

segments, teaching each step separately Give praise often Pair verbal with visuals (pictures or gestures) Consistent routines



More Helpful Hints

Understand that behavior is a form of communication and that a change is needed on our part.

Encourage peer mentoring Build on strengths and interests Be aware of student’s sensory needs and

concerns in all settings Do things “with” instead of “for” the student Have high expectations. We get what we

expect!



Still More Helpful Hints

Consider the physical environment (lighting, noise, temperature, color, smell)

Treat the student with the same respect you treat your other students

Empower the student to be an active participant in all classroom and social activities





Assistive Technology



Low to Mid Tech

Graph paper for math Pencil grips Mechanical pencils Highlighters Visual timers Air pillow/cushion Color code/paper Delineate work area Picture

schedules/communica-tion notebooks

Comic strips

Stress relievers Darkened rooms Chew toys Headphones Power cards Strategy cards Puppets Code words Social Narratives Weighted blanket Menu of reinforcers Graphic organizers



Nothing good in life ever happens

quickly!



Websites to Explore

http://www.usd333.com/vnews/display.v/SEC/Special%20Education/LCNCK%7CAutism Go to usd333 website-special education-autism

AIM Modules– http://www.ocali.org/aim/- The Ohio Center for Autism and Low Incidence (OCALI). The AIM project is developing online modules on ASD including characteristics, diagnosis, interventions and supports, transition, and employment.

Autism Speaks- http://www.autismspeaks.org offers good information and links to helpful resources for parents and teachers.



http://www.usd333.com/vnews/display.v/SEC/Special%20Education/LCNCK%7CAutism

http://www.usd333.com/vnews/display.v/SEC/Special%20Education/LCNCK%7CAutism

http://www.ocali.org/aim/-

http://www.autismspeaks.org/

More…

iCAN – http://www.autismnetwork.org – The Interactive Collaborative Autism Network site is for anyone who lives with, teaches, or otherwise supports children and youth with autism spectrum disorders, including parents, teachers, and individuals with ASD.

Kansas Autism Spectrum Disorders - http://www.kansasasd.com/KSASD/Home.html -The Kansas Instructional Support Network (KISN) is one of the Kansas Statewide Technical Assistance Resource System (K-STARS) projects funded through a Title VI-B grant from the Kansas State Department of Education’s Student Support Services. Contains many informational links and technical assistance to districts.

http://autismspectrum.illinoisstate.edu/courses/non-credit.shtml A 54 non credit contact hour course in autism. Basic level autism team training workshop



http://www.autismnetwork.org/

http://www.kansasasd.com/KSASD/Home.html

http://www.kansped.org/ksde/kstars/kstars.html

http://autismspectrum.illinoisstate.edu/courses/non-credit.shtml

Resources LCNCK Autism Intervention Team

Deb Reha, Coordinator Anna Berger-Washington Elementary Anita Breen-Concordia High School Sharon Hartman—Clifton/Clyde Middle School Lorri Meyer—Concordia Elementary Lori Stahlman—SLP Deb Tipton—SLP Shawn Woolsey-Option/Opt2

LCNCK website



AUTISM

A.. Always U..Unique T.. Totally I.. Interesting S.. Sometimes M.. Mysterious



Bibliography

www.kansasasd.org National Institute of Child Health and

Human Development www.autism-society.org



http://www.autism-society.org/

Documents

August 17 Presented by Anita Breen and Lorri Meyer, AIT Consultants 1