Prepared by Chris PrestonJune 2013

Autism Spectrum Disorder Overview

•Commonly referred to as Autism, the name of the condition is Autism Spectrum Disorder because there are a broad range of characteristics and levels of severity, “Autism is a brain based non-progressive Pervasive Developmental Disorder that exhibits symptoms in three areas of human development: Socialization, Communication, and Behavior.” Autistic individuals experience impairment with reciprocal interaction and communication which appears early in life, generally before the age of three. The way this looks is different in every individual

•Though they vary in severity, Autistic traits persist into adulthood•Some adults with Autism function well, earn college degrees, and live independently•Others never develop the skills of daily living, and may be

incorrectly diagnosed with a variety of psychiatric illnesses

Source: http://www.rcpsych.ac.uk/

Autism Spectrum Disorders are reported to occur in all racial, ethnic, and socioeconomic groups, yet are on average 4 to 5 times more likely to occur in boys than in girls.

According to the Center for Disease Control an average of 1 in 88 children in the United States have an Autism Spectrum Disorder.

- Well-developed rote memory- Ability to remember phrases and words

from conversations and then use them in a way that makes the listener think they know what they are talking about

- Trouble retrieving smaller facts from large chunks of information

- Difficulty assigning meaning to memorized material- Example: Memorized McDonald’s menu, but

unaware that it contained food s/he might enjoy

All behavior serves a functionSocial: attention, escape from social pressure, sense of control, sanctuaryCommunicative: desire to communicate with othersSensory: escape from sensory overload, deep pressure, oral fixationRoutines: need for predictability, samenessReceptive: Clear explanations, visual or argumentative communicationCognitive: (thinking) promoting, visual communication, directed attention to detail (Mesibov, 2004)

“Communication is a range of purposeful behavior which is used with the intent within the structure of social exchanges, to transmit information, observations, or internal states, or to bring about changes in the immediate environment”

– Susan Stokes

“Behavior is not the issue in autism. It is a by-product…the end result of autism.”- Ros Blackburn

“There is nothing that I do that you wouldn’t do if you were provoked enough. The behavior is not autistic…there is no such thing as autistic behavior.” – Ros Blackburn

“To me, the outside world is a totally incomprehensible mayhem which terrifies me.” – Ros Blackburn

“My primary emotion is and always has been fear.” – Temple Grandin

Many students with Autism have difficulty with “Theory of Mind” which is the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires and intentions that are different from one's own

This can manifest itself in the following ways in your classroom:◦ Difficulty taking others’ perspective

Remind the student to look at the situation from another point of view

◦ Difficulty explaining own behavior Sometimes prompting the student with emotionally

descriptive words helps the student pinpoint their emotion

◦ Difficulty predicting how others may feel or think◦ Difficulty guessing the intentions of others◦ Problems with “turn taking”, sharing, topic

maintenance, personal space, and politeness

◦ Many students lack problem solving skills and may not switch methods when one isn’t producing the desired results Suggest alternate or replacement skill Provide lots of time to process the problem. There

might be a minute between responses◦ Unable to critically think when upset

Provide time to calm down or allow student a break from the situation

◦ Unable to put problems into proper perspective. Little problems such as a missing homework assignment or no pencil may be a huge problem Take their concerns seriously and be understanding

Trouble with abstract concepts and comments

Figures of speech, humor, figurative statements students take things literally, even clichés

◦ Students with Autism have difficulty with metaphors, idioms, parables and allegories It helps to provide the student with several hints and

clues◦ Difficulty comprehending abstract concepts

Humor, irony, puns, and sarcasm

Students with Autism often have issues with choosing the right words, tone of voice or time. The following behaviors are common: ◦ Trouble changing tone or content of comments based on

audience◦ Repeat the same phrase◦ Detailed commentary about a single topic that is typically

not of interest to their peers or is inappropriate at that time◦ Talk with an exaggerated tone or no inflection at all (dull

and monotone or too loud and flamboyant)◦ Making demands instead of requests◦ Difficulty staying on topic in a conversation or transitioning

to a new topic

◦ Most students with Autism process very well visually, but not orally

◦ Multi-sensory approaches are best Writing vocab words down on the board

◦ Some students can multi-task well, but most are avoiding you when they aren’t looking at you Checking for comprehension or directing a question at the

them will help maintain attention Multi-tasking mainly happens in math classes but students

may not be showing work as a result. Asking them to limit preferred activities will increase their quality of work

◦ Students have poor eye contact when talking to almost everyone Many students with Autism are more comfortable and

accurate when using peripheral vision Eye contact is stressful and lacking in meaning for students

with Autism because of their lack of Theory of Mind

- Many students with Autism have difficulty with written and oral expression

◦ Prompts and cues to help organize their ideas◦ Their minds (and backpacks) are often disorganized

Please feel free to notify the case manager or Para so we can get them organized and deliver any missing work

◦ They require leading questions and follow up in order to share desired information

◦ In response to a question, they will give you the bare minimum or a random fact that is not really what you are looking for Ask them for a specific detail or how much additional info

you may need, such as, “Can you use that in a sentence”◦ Very protective of their personal belongings and

personal space (including hand-outs and class materials) Announce or give a warning if you are going to touch their

materials, collect paperwork or move their seats.

Students with Autism often have trouble using a proportional response to joking, hurtful comments or unwanted actions.

The important point to remember is that these students don’t see it as an overreaction. They probably were very scared or offended. They may see it as an overreaction later on but it takes time

Students with Autism hold grudges◦ If they were in a fight or teased by student in Middle School they may

still think the student has a problem with them unless the student says differently

◦ Mediations between students work very well

After an incident in class, if possible, use comparisons and examples of rational reactions to illustrate proper and improper reactions. If necessary, call EXT 57672 and we can bring the student to our room to use a social story or discuss the ideal responses to incidents. Below are some actual examples of overreactions we have dealt with in the past.

Example: Student is called a “suck up” by another student. It annoys him and frustrates him. He reacts by screaming obscenities at the other student.

Example: Student gets hit by a crumbled piece of paper being thrown at a trashcan. He reacts by standing up and saying “You could have killed me or done serious harm.” A desk was thrown in retaliation.

1. Routines: A predictable routine for the student to follow assists the student with structure and stability

2. Changes: Advanced warning of changes to the routine with an explanation help eliminate behavior problems and resistance.

3. Defined Expectations: Defined classroom rules you believe in and enforce provide a heightened sense of fairness for the student.

4. Multi-Sensory: Providing instructions in a written and oral way whenever possible helps the student process information. Using a syllabus or checking their planners are great ways to help the student stay organized. Our staff works to make sure we are aware of all assignments, but if we are not in the classroom, sometimes we are unaware of assignments.

5. Organization: Helping them put class work or homework in a defined place in the class or their backpacks is best way to ensure work makes it home or to our room. Note: Due to organizational issues, many completed assignments may still be in their backpacks.

6. Consistency: Consistent, straightforward, clear messages help students with Autism understand what is being asked of them. Providing breaks to ease tension or confusion use another good strategy.

7. Team Approach: Our staff is here to help the classroom time go smoothly and be productive. We are always available in an emergency, but the best way to avoid “emergencies” are to use the behavior plans provided, which are based on proven research or successful past use.

8. Criticism: Instead of, “Write some more!” try, “Please write me a minimum of 4 more sentences.” Giving specific expectations helps students with Autism comply with requests. Once criteria is set, expectations can be adjusted more easily.

More and more students with Autism are on special gluton-free or sugar-free diets. Please be respectful and understanding if this interferes with classroom parties, lessons, or socialization.

Our staff adjusts programming as our students continue to grow and mature. Changes will be made after careful deliberation and collaboration with parents and other staff. We will notify you about any changes and ask that you do your best to adhere to behavior plans, or come to us with problems. Attendance at meetings and IEPs is helpful to ensure that programming and expectations are appropriate for your classroom.

All teachers and staff are important to the learning process and the student’s programming. Please provide any important information related to students with Autism including anecdotes or behavior witnessed outside the classroom. Autism affects social moments and lunch and hallway passing time is when they are most relaxed and social, so behavior you witness at these time is especially helpful to determine social goals.

Thank you for your understanding and flexibility with the Para-Educators and staff that assist students with Autism in you classroom. Also, please be aware that sometimes staff regularly in your class may not be available due to extenuating circumstances, such as emergencies, absences or changes or changes in programming.

Websites and contact infohttp://www.pkwy.k12.mo.us/north/homepages/assignment.cfm?UserID=cpreston&TeacherCourseID=453DA744-1CC4-EACA-CEF846D2C490FBD1

http://www.autismneighborhood.org

http://www.autismspeaks.org

http://www.autismnow.org

http://www.amy-laurent.com

Look Me In The Eye- John Elder RobinsonCurious Incident Of The Dog In The Night-Time- Mark HaddonThe Pleasure of My Company- Steve Martin

Please contact me with any questions as well or check my staff website for more info under the Autism Info link.

Chris Preston cpreston@pkwy.k12.mo.usExt 57672RM 1228