autism training slideshow

Autism Spectrum Disorders:

Disorder Focus

by: Rachel Campbell

Education Inc. www.educationinc.us [email protected]

We would not be successful without the right teachers, and their desire for professional development. As our teachers develop, so do our students.

As an ongoing effort we encourage our staff to develop training presentations like the one you are viewing here on Autism Spectrum Disorders. If our development can help our clients and fans develop as well, then we are helping those kids that need it.

Please use this presentation as a training tool, and share it with those people that care for kids on the spectrum.

Enjoy!


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Autism Spectrum

Disorders

Image source http://www.hollistonautismwalk.org/

Introduction

• What are the Autism Spectrum

Disorders?

• What are the diagnostic criteria?

• What can we do in the classroom?


Autism Spectrum Disorders (Also known as pervasive developmental disorders)

• Pervasive Developmental Disorder Not Otherwise Specified (or atypical autism)

• Childhood Disintegrative Disorder

• Autism


Definition

• Autism Spectrum Disorders:

– Disorders are characterized by

varying degrees of impairment in:

• (1) Communication skills

• (2) Social interactions

• (3) Repetitive and stereotyped

patterns of behavior.


Pervasive Developmental Disorder

Not Otherwise Specified

(or atypical autism)

• Persons who display behaviors typical of

autism but to a lesser degree and/or with

an onset later than three years of age


Childhood Disintegrative

Disorder

• Normal development for at least 2 and

up to 10 years, followed by significant

loss of skills

• Much more prevalent in males.


Autism

Definition from IDEA:

• A developmental disability affecting verbal and

nonverbal communication and social interaction,

generally evident before age 3, that affects a child’s

performance. Other characteristics often associated

with autism are engagement in repetitive activities and

stereotyped movements, resistance to environmental

change or change in daily routines, and unusual

responses to sensory experiences. The term does not

apply if a child’s educational performance is adversely

affected primarily because the childe has serious

emotional disturbance.


Diagnostic Criteria

• For information on diagnostic criteria follow this link for the diagnostic criteria:

• http://autismnow.org/resources/first-signs-screening/

Image source http://www.mybraintest.org/autism-spectrum-disorder-aspergers-symptoms/


Autism Characteristics

• Impaired social interaction

• Impaired communication

• Repetitive and stereotyped patterns of behavior

• Impaired cognition

• Abnormal Sensory Perceptions



• Impaired social interaction

– Picked up/cuddled

– Smile/laugh

– Objects vs. people



• Impaired communication

– 50% thought to be mute

– Robotic, parroting or reverse pronouns



• Repetitive and stereotyped patterns of behavior

– Twirling, flapping of hands, rocking

– Restricted range of interest



• Impaired cognition– Remember location in

space rather than concept comprehension

• ie. “shopping”

– Autistic savant: splinter skills

• ie. Rain Man



• Abnormal Sensory Perceptions– Hyperresponsive or

hyporresponsive

– Synaesthesia: the stimulation of one sensory or cognitive system results in the stimulation of another


Causes• Neurological

• No single, known cause

• Genetic Problems

– Depending on the gene, a child may be more susceptible to the disorder

• Can affect the way brain cells communicate

• Can affect the severity of the symptoms

• Environmental Problems

– Causes many other health problems

– Exploring whether or not trigger autism • ie. air pollutants and viral infections


Vaccines and Autism

• No reliable study has

shown a link between

the MMR vaccine and

autism


Autism Facts

• Approximately 1 in 68 children are diagnosed with autism.

• Over the last 30 to 40 years there has been great increase in the number of diagnosed cases, and is currently increasing 10-17%, annually.


Autism Facts

• Autism is the fastest-growing serious developmental disability in the U.S, currently affecting more than 2 million individuals.

• Sometimes students can be identified as LD or DCD, when if fact they have autism.


Autism Facts

• Autism is more prevalent in boys than girls

* Approximately 5 times more likely

• Autism is more prevalent in siblings of

those with ASD

• Autism is more prevalent in those with

other developmental disorders such as

Fragile X syndrome, Developmental

Cognitive Delayed, or Tuberculosis.


Autism Facts

• Autism can cost a family an average of

$60,000 per year.

• Autism receives less than 5% of the

research funding of many less prevalent

childhood diseases.


Early Signs of Autism

• 6 months– No big smiles or warm, joyful expressions

• 9 months– No back and forth sharing of sounds, smiles,

etc

• 12 months– No consistent response to his/her name

– No babbling

– No back and forth gestures, such as pointing showing, reaching, waving, or three-pronged gaze


Early Signs of Autism

• 16 months– No words

• 24 months– No two-word meaningful phrases (without

imitation or repeating)


What can we do as teachers?

• Research programs

• Accommodations in the Lesson

• Accommodations in the Classroom

• Assessment Practices

• Resources


Research Programs

• Research does not tell us which types of intervention work best for different children

– Decisions made by the team based on needs of individual child

Education Inc. [email protected]

Research Programs

• A variety of resources and agencies must collaborate to develop comprehensive programs based on each child’s needs


Curriculum of Programs

The program should teach the child:

• Ability to attend

• Imitate others

• Comprehend and use language

• Play appropriately with toys

• Socially interact with others


Recommendations

for Education Intervention• Immediate enrollment into intervention

programs immediately after diagnosis

• Active participation in intensive

programming for a minimum of 25 hours

per week


Recommendations

for Education Intervention• Planned and repeated teaching

opportunities in various settings

• At least 1 adult for every 2 young children

• Parent training

• Ongoing assessment and evaluation


Accommodations in the

Lesson

1. Choose or make materials with clear, visual completion criteria.

2. Tasks that have visually clear instructions.

3. Provide students with visual aids for lectures.

4. Prepare students for transitions.

5. Use the student’s interests in lesson planning.



Lesson

6. Use clear, concise language.

7. Modeling.

8. Incorporate the strengths of students with autism in your lessons.

9. If student has difficulty with handwriting, for some assignments, allow alternative ways to respond.

10. Reinforce positive behavior.



Classroom

1. Close proximity to teacher/teacher’s assistant.

2. Procedures to keep noise levels acceptable.

3. Private location w/o distractions for test taking.

4. Eliminate clutter.

5. Present instructions orally and written.



Classroom

6. Frequent clarifications/reminders .

7. Refer to agendas.

8. Work is organized into manageable ‘chunks’.

9. Classroom expectations clear and understood, as well as consequences for misbehavior.

10.Extra assistance is provided as needed.


Teaching Strategies

• Direct Instruction

• Behavior Management

– Find ways to support positive behaviors rather than punish negative behaviors

• Instruction in Natural Settings– settings and interactions that non-disabled children enjoy

• Teaching one-on-one or in small groups


Assessment Practices

• Testing accommodations vary on case to

case basis

• Extended time and small-group of

individual administration are common

accommodations


Image source www.designbyravenmuse.com


Thank You! Please share this if you liked it!


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APA Works Cited

Autism Spectrum Disorder (ASD): Condition Information. (2013, December 1). Autism Spectrum Disorder (ASD): Condition Information. Retrieved February 8, 2014, from http://www.nichd.nih.gov/health/topics/autism/conditioninfo/Pages/default.aspx

Hallahan, D. P., & Kauffman, J. M. (1120). Exceptional learners: an introduction to special education (12th ed., International ed.). Upper Saddle River, N.J: Pearson Education

Nicole, C. (2007, January 1). Positively Autism ~ Lesson Modifications and Accommodations ~ November, 2007. Positively Autism ~ Lesson Modifications and Accommodations ~ November, 2007. Retrieved February 01, 2014, from http://www.positivelyautism.com/volume2issue10/index.html

Promoting Social Development for Students with Autism; Social Skills for Students with Autism. (n.d.). TeacherVision. Retrieved March 2, 2014, from http://www.teachervision.fen.com/autism/teaching-methods/8193.html?detoured=

Ruble, L., & Akshoomoff, N. Austism Spectrum Disorders: Intervention Options for Parents and Educators. National Association of School Psychologists , 38, 1-6.

Staff, M. (2012, October 6). Autism. Mayo Clinic. Retrieved April 29, 2014, from http://www.mayoclinic.com/health/autism/DS00348/DSECTION=causes

Teaching Autism Students in Inclusive Classrooms. (n.d.). Teaching Autism Students in Inclusive Classrooms. Retrieved February 1, 2014, from http://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.html

What Is Autism?. (2014, January 1). Autism Speaks. Retrieved March 1, 2014, from http://www.autismspeaks.org/what-autism


http://www.nichd.nih.gov/health/topics/autism/conditioninfo/Pages/default.aspx

http://www.positivelyautism.com/volume2issue10/index.html

http://www.mayoclinic.com/health/autism/DS00348/DSECTION=causes

http://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.html

http://www.autismspeaks.org/what-autism

autism training slideshow

Education

education program

rachel campbell education

behaviors typical of

diagnostic criteria

disorder focus

developmental disability

stereotyped movements

professional development