at the end of this presentation you should be able to: describe characteristics of autism. discuss...
TRANSCRIPT
At the end of this presentation you should be able to:
• Describe characteristics of autism.• Discuss and understand how autism is identified and what causes have been
linked to autism.• Identify the needs of a student who is autistic in the classroom and larger
community.• Understand the benefits of collaboration and communication across settings.• Connect knowledge to specific case studies.
• Discuss and understand how instructional and curricular choices can support students with autism in progressing through the general education curriculum.
Chapter 10 Objectives
Autism
Chapter Objectives
Who Is Jeremy Jones?
• Jeremy is a 13-year-old boy with excellent mapping skills.• He rehearses his necessary social skills without prompting.• Using schoolwide positive behavior supports, Jeremy has been included in the
general curriculum.• He exhibits some common characteristics typical of students with autism.
Chapter 10
Autism
Connect knowledge to specific case studies.
How Do You Recognize Students with Autism?
• IDEA — Autism is a developmental disability that affects children prior to the age of three. – It most significantly affects three areas:
• Verbal & nonverbal communication• Social interaction• Academic performance
• Diagnostic and Statistical Manual of Mental Disorders — pervasive developmental disorder
• Autism is a spectrum disorder, including Asperger’s Syndrome
Defining Autism
How Do You Recognize Students with Autism?
Describe characteristics of autism.
•video clip•http://pbs-safvirage.com
Autism Spectrum DisorderPervasive Developmental Disorder
• Autistic Disorder• Rett’s Disorder• Childhood Disintigrative Disorder• Asperger’s Disorder• Pervasive Developmental Disorder Not
Otherwise Specified
• Language Development — ranging from no verbal communication to complex communication
– Delayed Language
– Echolalia
• Social Development — delays in social interaction and social skills
– Impaired use of nonverbal behavior
– Lack of peer relationships
– Failure to spontaneously share enjoyment, interests, and achievements with others
– Lack of reciprocity
Describing the Characteristics
How Do You Recognize Students with Autism?
Describe characteristics of autism.
• Repetitive behavior
– Obsessions, tics, and perseverations
• Problem behavior
– Self-injurious behavior
– Aggression
– stereotyped behavior (internal) vs. fixation (external)
• Need for environmental predictability
• Sensory and movement disorders (44-88%)
• Intellectual functioning
Describing the Characteristics
How Do You Recognize Students with Autism?
Describe characteristics of autism.
Theory of Mind
• Lack of understanding that beliefs, desires, intentions are different from those of others
• Interferes with reciprocal relationships• Small social networks
Causes
• Historical perspectives on causes
– “Refrigerator mothers”
• Biomedical causes
– Abnormalities in brain development
– Neurochemistry
– Genetic factors
• Immunization
http://www.childadvocate.net/autism_and_immunizations.htm
Identifying the Causes & Prevalence
How Do You Recognize Students with Autism?
Describe characteristics of autism and discuss what causes have been linked to autism.
Prevalence
• Prevalence has grown over the last decade to 7.5 children for every 10,000 children born
• Males outnumber females 4 to 1
•Video clip•http://www.rain-man.mov
Evaluating Students
How Do You Evaluate Students with Autism?
Discuss and understand how autism is identified.
Figure 10-1
• Usually occurs in early childhood
• Often uses some of the same tests given to students with mental retardation and severe/multiple disabilities
• Criteria may include:
– Speech and language
– Academic achievement
– Cognitive functioning
– Medical physical status
• Autism Diagnostic Interview - Revised
How Do You Evaluate Students with Autism?
Determining the Presence
Discuss and understand how autism is identified.
• Functional assessment — an ecological assessment– Describe the nature of the behaviors– Gather information from interested parties– Determine why the student engages in problem behavior– Hypothesize relationship between behavior and events before, during,
and after the behavior– Incorporate functional assessment information into the IEP– Help student develop alternative behaviors
Determining the Nature and Extent of Services
Identify the needs of an autistic student in the classroom and larger community.
How Do You Evaluate Students with Autism?
Including Students
How Do You Ensure Progress in the General Curriculum?
Identify the needs of an autistic student in the classroom and larger community.
Figure 10-2
• Augmenting curriculum and instruction
– Positive behavior supports
• Create a positive learning context for all students
• Group support
• Individual support
• Augmenting instruction
– Social stories
Planning Universally Designed Learning
Discuss and understand how instructional and curricular choices can support students with autism in progressing through the general education curriculum.
How Do You Ensure Progress in the General Curriculum?
Augmenting Instruction
• Social stories– Descriptive sentences– Perspective sentences– Directive sentences– Control sentences
Positive Behavior Support
• 80% reduction in problem behavior• Functional assessment• Focus on individual and significant persons• Reorganization of environment• Effective for pervasive and intermittent problems
Universal Support
• Clearly defined expectations• Instruction of expectations• Acknowledgement of appropriate behavior• Evaluate and adapt programs as needed
through team approach• Target support for intense skill development
Group Support
• Observation• Personal interviews• Development of hypothesis• Teaching of expected behaviors
Individual Support
• Functional assessment• Development of positive support plan• Incorporation into IEP• Allow access to general curriculum
Positive Behavior Support Plan
• Describe behavior• FBA findings• Hypothesis• Desired behavior• IEP goals and objectives• Interventions• Crisis management• Monitoring procedures
• Make instruction across school, home, and community settings coherent– Key people in each setting must collaborate
• Collaboration across disciplines– Students may have sensory and movement disorders– Educators, occupational therapists, speech and language therapists,
physical therapists, adaptive physical educators, students, and families must collaborate to provide effective intervention in sensory processing.
– Occupational therapy is very common for children with autism.• Sensory processing• Coordination• Fine-motor skills
Collaborating to Meet Students’ Needs
Understand the benefits of collaboration and communication across settings.
How Do You Ensure Progress in the General Curriculum?
What Can You Learn from Others Who Teach Students with Autism?
Early Childhood
• Early intervention is crucial for children with autism.• Program staff conducts a functional behavioral assessment:
– Nature of the behavior– Context in which behavior occurs– Antecedents and consequences of behavior– Communicative functions of behavior
• Requires collaboration from family and all specialists to develop a behavioral plan to be used in all settings.
Early Childhood
What Can You Learn from Others Who Teach Students with Autism?
Connect knowledge to specific case studies.
Elementary Years
• Tiffany Park Elementary, Seattle, WA• Utilized individual positive behavior supports• A collaborative team worked to determine the functions of the behavior of one
student, Sam.• The team restructured Sam’s environment, collected data, communicated daily
with each other, and used the same consistent responses to behaviors.• Sam succeeded and became an honor student who participates in age-
appropriate activities with peers who do not have disabilities.
Elementary
What Can You Learn from Others Who Teach Students with Autism?
Connect knowledge to specific case studies.
Middle and Secondary
What Can You Learn from Others Who Teach Students with Autism?
Connect knowledge to specific case studies.
Middle and Secondary Years
• Use of social stories– A process that results in a product for use by the individual student with
autism– A short story that describes a situation, concept, or social skill that needs
reinforcement– Allows the child to be familiar with the situation and know the appropriate
behavioral response• Utilize both individual and schoolwide positive behavior support.
Transitional and Post Secondary
What Can You Learn from Others Who Teach Students with Autism?
Connect knowledge to specific case studies.
Transitional and Post-Secondary Years
• Community Services for Autistic Adults and Children (CSAAC)• Serves adults and students to allow them to remain in their communities to
work, live, and spend recreational time• Believes all persons with autism can be contributing members of their
community with the proper supports• Provides job coaches and residential support
A Vision for Jeremy’s Future
• Plans to continue on to his local high school• Possible opportunities to work with the local weatherman• May be able to use the local bus system to get around the city and volunteer in
the family church with his parents• Seems likely he can become part of the neighborhood Chamber of Commerce
activities• He could possibly go on to attend the local community college to develop a
career utilizing his strong mapping skills.
A Vision for Jeremy’s Future
Connect knowledge to specific case studies.