Autism Spectrum DisorderAutism Spectrum Disorder(ASD) (ASD)

Alright…so what’s the point?Alright…so what’s the point?

St Pat’s is an inclusive schoolSt Pat’s is an inclusive school Associated behaviours with ASDsAssociated behaviours with ASDs Behaviours need strategiesBehaviours need strategies We need a whole school approachWe need a whole school approach Legal aspect of inclusion Legal aspect of inclusion ““Tony Shaddock Quote”Tony Shaddock Quote”

OverviewOverview

Session 1: What is ASD?Session 1: What is ASD?

Session 2: The Matrix Session 2: The Matrix

(Pat Kelly not Keanu Reeves!)(Pat Kelly not Keanu Reeves!)

Session 3: Strategies & ManagementSession 3: Strategies & Management

What next?What next?

Evaluation Evaluation

ASD is a spectrum disorder that ASD is a spectrum disorder that includes Autism includes Autism

and and

Asperger’s SyndromeAsperger’s Syndrome

So what do you already know?So what do you already know?‘Gingerbread Man’ Activity‘Gingerbread Man’ Activity

The SpectrumThe Spectrum

Autism Spectrum Disorder – sliding Autism Spectrum Disorder – sliding scale of impairments in behaviour, scale of impairments in behaviour, communication, sensory and social communication, sensory and social interaction, and cognitive functioninginteraction, and cognitive functioning

Asperger’sAsperger’s Asperger’s Asperger’s AutismAutism

SyndromeSyndrome Atypical autism/ Atypical autism/ low functioning low functioning

High FunctioningHigh Functioning

What is Autism?What is Autism?

Autism is a developmental disorder Autism is a developmental disorder characterized by a triad of impairments:characterized by a triad of impairments:

• Impaired social interactionImpaired social interaction• Impaired communicationImpaired communication• Restricted and repetitive behaviour Restricted and repetitive behaviour

Autism - Triad of ImpairmentsAutism - Triad of Impairments

Poster boy for Asperger’sPoster boy for Asperger’s

What is Asperger’s Syndrome? What is Asperger’s Syndrome?

Asperger’s Syndrome is a developmental Asperger’s Syndrome is a developmental

disorder characterized by dual impairments:disorder characterized by dual impairments:• Impaired social interactionImpaired social interaction• Restrictive and repetitive behaviours and Restrictive and repetitive behaviours and

interestsinterests

There is no intellectual disability, no There is no intellectual disability, no

intellectual delay. They are often bright or gifted.intellectual delay. They are often bright or gifted.

Do you recognise any of these qualities in students you know or have previously taught?

Suggested causes for ASDSuggested causes for ASD

1. Genetic factors1. Genetic factors

• Genetic vulnerability Genetic vulnerability • Higher incidence in families with a historyHigher incidence in families with a history

of ASDof ASD• Higher concordance with identical twins Higher concordance with identical twins

Suggested causes for ASDSuggested causes for ASD

2. Prenatal factors 2. Prenatal factors Obstetric complicationsObstetric complications

Thalidomide useThalidomide use

Brain injuryBrain injury

Breech presentationBreech presentation

Low apgar<5Low apgar<5

Premature birth (<35 weeks)Premature birth (<35 weeks)

Suggested causes for ASD?Suggested causes for ASD?

3. Other3. Other• Parental history of mental illnessParental history of mental illness• Rapid and excessive growth of head sizeRapid and excessive growth of head size

during first year of lifeduring first year of life• Link to subtle brain damageLink to subtle brain damage

Group ‘Group ‘Treasure HuntTreasure Hunt’ Activity’ Activity

Behavioural IssuesBehavioural Issues

• Anxiety, sadness, anger, stress Anxiety, sadness, anger, stress • Imaginary friendsImaginary friends• Unusual mannerismsUnusual mannerisms• Develop different accent to that of family Develop different accent to that of family • Repetitive actions such as tics, blinkingRepetitive actions such as tics, blinking• Motor clumsinessMotor clumsiness• Organizational problemsOrganizational problems• Poor time management skills. Poor time management skills.

Social IssuesSocial Issues

• Seek solitudeSeek solitude• Prone to being teasedProne to being teased• Avoid affectionAvoid affection• Inability to recognise social cuesInability to recognise social cues• Hard to make friendsHard to make friends• Clumsy with communication Clumsy with communication • LiteralLiteral• Poor eye contactPoor eye contact

Family IssuesFamily Issues

• grief - anger, numbness, denial, guilt grief - anger, numbness, denial, guilt • IsolationIsolation• Uncertainty, high stress levelUncertainty, high stress level• Depression & mental health issuesDepression & mental health issues• Reduced spontaneityReduced spontaneity• Goals put on hold, loss of expectationsGoals put on hold, loss of expectations• Decreased free timeDecreased free time• EconomicsEconomics• Employment issuesEmployment issues• Increased parental divorce Increased parental divorce • (83% by age of 12 – then 90% live with Mum)(83% by age of 12 – then 90% live with Mum)• genetic loading with more than one ASD childgenetic loading with more than one ASD child• worries about future.worries about future.

Learning ImplicationsLearning Implications

• Behaviour seen as naughty rather than Behaviour seen as naughty rather than symptomatic symptomatic

• Lack of understandingLack of understanding• Need for routine and structureNeed for routine and structure• Regular supportRegular support• Willingness to try new ideasWillingness to try new ideas• Drawing on strengthsDrawing on strengths• Visual cuesVisual cues• Awareness of sensory issuesAwareness of sensory issues

Physical IssuesPhysical Issues

• Management of the environmentManagement of the environment• Avoid known triggersAvoid known triggers• Awareness of sensory issuesAwareness of sensory issues• Visual cuesVisual cues• Adapting where necessaryAdapting where necessary• Back up plan – designated personBack up plan – designated person• Time outTime out

The MatrixThe Matrix

Strategies & ManagementStrategies & Management

Need to always consider –Need to always consider –

‘ ‘Family School PartnershipFamily School Partnership’’• Open communicationOpen communication• Agreed & familiar strategies – Agreed & familiar strategies –

visual cues, structurevisual cues, structure• Regular supportRegular support• Willingness to try new ideasWillingness to try new ideas• Drawing on strengthsDrawing on strengths