Autism Spectrum Disorder

What Every Young Child With Autism Wished You Knew

Individuals with autism are visual learners.

What is autism spectrum disorder?

A neurobiological disorder of development that causes differences in the way information is processed. This difference affects the ability to:

Understand and use language to communicate Understand and relate to people, events and

objects Understand and respond to sensory stimuli Learn and think in the same way as typically

developing children

Autism is a Spectrum Disorder

Individuals range from high functioning to low functioning

From verbal to non-verbalFrom enjoying social interactions to

avoiding social interactions

How many people have autism spectrum disorder?

The current definition predicts that up to 1 of every 110 children born today will be diagnosed with autism spectrum disorder. *

1 in 73 students in CMS have a diagnosisof autism .

Autism affects boys 4 times more often than girls.

(*Centers for Disease Control & Prevention)

Four Primary Areas of Difference

Communication

Socialization/Social Skills

Behavior and Sensory Responses

Thinking and Learning

Children with ASD always exhibit varying degrees of difficulties in two or more of these areas.

Communication/Language

May have little or no speech; but may be quite verbal

Flat or limited facial expressions Limited use of gestures Fails to imitate actions or sounds Repeats words or phrases/Echolalia Uses unusual vocal intonation/rhythm Understands and uses language literally Asks repetitive questions

Social Interactions

May lack social motivation Seems content when left alone Seeks social contact in unusual ways Difficulty with turn-taking and other “play” Difficulty reading social cues Difficulty with joint attention (communicating

to share interest in an object or an event) Difficulty with facial recognition

Behavior/Sensory

Relating to the environment: Play is repetitive

• Using an object/toys for their intended use• May lack imaginary play

Upset by or resists changes; transitions difficult Develops rigid routines Drifts aimlessly about Exhibits strong and inflexible interests Exhibits narrow/odd interests Easily overwhelmed May react impulsively

Behavior/Sensory (cont.)

Responses to sensory stimuli: Sometimes seems deaf Over-sensitive to some sounds, sights, tastes

and odors; difficulty with modulating input Attracted to certain textures, patterns, odors Exhibits unusual motor movements Exhibits unusual response to pain

(Note: Usually involved in sensory seeking or avoidance behavior.)

Fear and Anxiety are Primary

“You have to understand that fear is the emotion that people with autism

experience most often.”

Temple Grandin

Thinking and Learning

Uneven pattern of skill development Learns developmental skills out of normal

sequence Concrete thinking; abstract concepts difficult May not recognize danger

Thinking and Learning (cont.)

Decreased ability to scan environment and identify important elements

Concept of time is impaired Language is understood and used literally May have difficulty processing multiple

directions

Why are children with autism spectrum disorder so different from each other?

Interrelationship of the severity of autism and intellectual ability

Impact of additional disabilities Inherited traits, personality, family culture,

family interests, past experiences

Strengths

Use visual information meaningfully Understand and use concrete rules Concentrate on topics of specific interests Children learn best through play

What kind of support is helpful?

PECS – Picture Exchange Communication System Visual Cues/Prompts Schedules Routines made visual Timers Social Stories Daily calendar Sensory outlets

Object Schedules

Picture Schedules

Variations of Picture Schedules

Choice Boards—Object Level

Blocks

Dinosaurs

Trains

Quantify

Timers

Tokens

Charlotte Area Advocacy Office

Nancy Popkin and Kim Tizzard, Parent Advocates

704-894-9678 / 1-877-869-2762

209 Delburg St., Suite 109 Davidson. NC 28036