Effective Practices for Elementary Children with

Autism Spectrum Disorders

UCDFall 2009

WelcomeIntroductions

JenMelindaClass

Course Overview/ ExpectationsTimeResourcesAssignmentsObservationsConfidentialitySpelling & GrammarLanguage Used/ Expectations

Expectations and Confidentiality

Expectations and Spelling/ Grammar

Expectations and Language Use

People First Language – means putting the person before the disability…Some people forget that people who have disabilities are people. Using People First Language helps others to remember. (Examples)

Using ‘People First Language’, gives people their “personhood.”

Dignifying Language – means using language that is respectful. So you would not use “lame, retarded” or “psycho” even when just joking around. You would not treat adults who have disabilities like they are children. And you would not say things that make other people think they should feel sorry for people who have disabilities.

Taken from article by: Ability Awareness in Action – The Five Fundamentals

Language Use

Media Examples

What does their use of language say about their attitudes toward people who are different?

Who does this language hurt?

Are there other ways to express your feelings without using disrespectful and non-dignifying language?

What are some alternatives?

What would happen if everyone used People First and dignifying Language?

Taken from article by: Ability Awareness in Action – The Five Fundamentalswww.abilityawareness.com

Expectations and Language Use

Think in terms of the “Criterion of the Least Dangerous Assumption”

“When we can not be sure, because we have too little information, we should base our efforts on assumptions which, if wrong, will have the least dangerous effect on outcomes.”

(Donnellan, A. & Leary, M. 1995, p.15)

Least Dangerous AssumptionConsideration

Examine the Attitudes

Can’t vs. Won’t

Characteristics of Individuals

with

Autism Spectrum Disorders

Fall 2009

UCD

Autistic Spectrum Disorders/ Pervasive Developmental Disorders

A u tis ticD isord er

A sp erg er'sD isord er

C h ild h oodD is in teg ra tive

D isord er

R ett 'sD isord er

P D D -N O S

P ervas ive D eve lop m en ta lD isord ers

Facts Prevalence of autism:

– 4-5 in 10,000 in initial studies (1960’s)

– 1 in 1,000 in more recent studies (1980’s)

More recently:– 1 in 166 (ASA, 2004).– 1 in 150 school-age children (CDC, 2/2007)

More common in males – 4:1 ratio

Knows no geographic, racial or socio-economic

distinction – an “equal opportunity disability”(Autism

Society of Colorado)

Often found in combination with other disabilities

Etiology Exact etiology of autism is still unknown, but is most

likely multifactorial Strong genetic predisposition- neurobiological

disorder– “…the brain of a child with autism, while not damaged, may be

neurologically wired in a dysfunctional or inefficient manner.” (Paris,

2000, p.283)

Multiple possible causes have been suggested “Refrigerator Mothers”

Traumatic Insult

Infectious Disease

Vaccinations

Genetic (Predisposition)

Chromosomal Abnormalities

Neurochemical Problems Food Allergies / Autoimmune Differences in Brain

Development Differences in Brain Function –

SPECT scans; looks for over- and/ or under- active areas of the brain (Dr. J. Michael Uszler, UCLA)

“I DON’T KNOW !”

“I DON’T KNOW !”

“I DON’T KNOW !”

Triad of Impairment

S o c ia l In te rac tion C o m m u n ica tio n /P la y

R es tric ted R angeo f Inte res ts/R epet i t iveB ehav io rs

A re as o fIm p a irm e nt

Range of AbilitiesMeasured IQ

Social Interaction

Communication

Motor SkillsGross & Fine

Sensory

Severe MR Gifted

AloofActive, but

Atypical

Non-verbal Verbal

Awkward/ Uncoordinated

Agile/ Coordinated

Severe Difficulties

MildDifficulties

Passive

If you know one student with autism, you know ONE student with autism.

Credit given to Brenda Smith Myles, “If you have seen one child with autism, you have seenone child with autism.”

Challenges in Communication

Communicative Range:

– Non-Verbal

– Use of Echolalia

– Limited Meaningful Speech

• Single Words

• Phrases/Short Sentences

– Meaningful Speech

• Multiple Sentences

• Lengthy Monologues

Expressive Language

– Difficulties in Language Use

• Pronouns

• Yes/No

• Statements as questions

• Echolalia

– Difficulties with Vocabulary

• Novel Words

• Word-finding Difficulties

• Use of Wrong Word

• Sometimes very well developed (Asperger)

Receptive Language– Vocabulary

• Different words with similar meanings (synonyms)• Similar words with different meanings• Same sounding word & different meanings

– Poor Comprehension

• Difficulty with new commands

• Words with multiple meanings

• Literal interpretation

• Humor & Sarcasm

• Figurative expressions

– (e.g. “Does the cat have your tongue?”)

• Lengthy discussions/Lectures

Common Challenges with Communication Interactions Initiating Conversations Sustaining the Conversation

• Maintaining the topic • Interrupting• Allowing others to comment/ask questions• Asking for clarification• Showing interest in others’ comments/ideas

Ending the Conversation• Knowing when/how to end conversations• Knowing how to change the topic • Knowing when the other person is finished

Challenges in Social Interaction “Unconventional” play

Difficulties with sharing

Difficulties with personal boundaries

Interaction Style:

– Aloof– Passive– Active but atypical

Peer Relationships

Nonverbal Interactions:

– Eye Contact, Gestures, Facial Expression, Posture/Orientation

Difficulty with understanding social rules/

conventions

Social Reciprocity

Emotional Reciprocity– Expression of Affect

– Reading Other’s Emotions

Perspective Taking– Joint Attention

– Theory of Mind

Social Rhythms – Dr. Ralph Mauer

Rhythms affect everything we do- we sustain movement through rhythms- many tasks are completed through a rhythm- every day has a rhythm – a regular schedule has

a rhythm- can move and participate more easily when you

can predict or are familiar with the rhythm.

Information from lecture given by: Kate McGinnity, M.S. and Nan Negri, PhD

Conference at the University of San Diego Autism Institute, July 9-11, 2007

Social Rhythms Continued People put out rhythms – some strong/ others

very subtle We often match the rhythm of each other. Joining another’s rhythm creates synchrony.

**Often very difficult for those with ASD to “read” and respond to appropriately

More synchrony = more intimacy (better relationship)

Up to “us” to accommodate – meet and match

Information taken from lecture given by Kate McGinnity, M.S. and Nan Negri, PhD

Conference at the University of San Diego, Autism Institute July 9-11, 2007

Restricted Range of Interests Preoccupation with parts of objects

Insistence on Sameness– Perseveration

– Strong Reactions to Changes

– (Apparent) “Nonfunctional” Routines/Rituals

Stereotyped Motor Mannerisms

Preoccupation with an interest that is atypical in intensity or focus

Related Areas of Challenges

Sensory

Uneven Profile of Skills/Weaknesses

Fine & Gross Motor/ Movement

Academic

Organization

Attention

Emotional Regulation

I’ve been talking about sensory difficulties now for about 25 years. I’m getting sick and tired of people not listening. These are real problems.

Temple Grandin, speech at the US Autism & Asperger Association 2007 International Conference. (August 9)

Sensory Processing Difficulties Unusual & inconsistent responses to the

environment

Hypo- and/or Hyper-sensitivity to:

– Visual input

– Auditory input

– Gustatory input (Taste/ Oral)

– Tactile input (Touch)

– Olfactory input (Smell)

– Vestibular input

– Proprioceptive input

Uneven Skill Profile

IQ can range from cognitive impaired to gifted.

Scattered profile of strengths/ weaknesses

- “Splinter skills”

Physical/ performance vs. verbal

- Performance typically higher for people with autism

- Verbal typically higher for people with Asperger

Syndrome

Concrete vs. abstract

Motor/ Movement Difficulties

Marked Differences in:- Starting - Stopping- Executing - Continuing - Combining - Switching

Actions/ movements Donnellan, A., Leary, M. (1995) Movement Differences and Diversity in Autism/ Mental Retardation

Appreciating and Accommodating People with Communication and Behavior Challenges.

Motor/ Movement Difficulties May Impede:

- Postures - Actions - Speech - Thoughts - Perceptions - Emotions - Memories

Looking at this list neurologically there are all forms of movement.

Donnellan, A., Leary, M. (1995) Movement Differences and Diversity in Autism/ Mental Retardation Appreciating and Accommodating People with Communication and Behavior Challenges.

Academics Poor preschool / elementary skills (Autism)

Hyperlexia*

Rote facts*

Good Spelling*

– * (More commonly Asperger)

Poor reading comprehension– Making inferences & predictions

Difficulty with Abstract concepts– Mathematics

– Literary

Organizational Problems

Often appear to be inattentive

Often lose items

Forgets assignments, materials & instructions

Difficulty starting assignments

Difficulty breaking assignments into

subcomponents

Difficulty with writing assignments

Attention Objects may be easier to attend to than people -

Consider why this may be true.

Stimulus Overload

Stimulus Over-selectivity

Distractibility

Daydreaming / often seem “lost” in their own

thoughts

Better Attention to Visual than Auditory Stimuli –

Why might this also be true?

Difficulty following instructions

Emotional-Autism

Extreme reactions to changes in routine

Frequent tantrums

May exhibit overly aggressive or passive

reactions

Emotional Reaction often does not seem

related to situation

– May laugh or cry “for no (apparent) reason”

– Facial expression may not “match” situation

Emotional - Asperger’s/High Functioning Autism Depression

– Sensitivity to failure in social and/or academic arenas depression

– Low self-worth

– Loss of interest in preferred activities

– Persecutory feelings / others have it “in for them”

– Emotionally flat / Irritable

– Changes in sleep patterns

– Feelings of hopelessness / negative view of the future

– May not SEEM as depressed as they are

Anxiety

– Unpredictable / Uncontrollable Situations

• Changes in plans and/or routines

• Unfamiliar situations

• Waiting

– Academic Achievement

– Difficulty with Comprehension

– Social Situations

– Rule-breaking

– Emotional Displays / Discussions of Feelings

– OCD

If you know one student with autism, you know ONE student with autism.

Credit given to Brenda Smith Myles, “If you have seen one child with autism, you have seen one child with autism.”

We will not fully understand the puzzle of autism until we begin to put together all the pieces, and seeking the perspective of the individual with autism is a key piece in this puzzle.

Patterson, J. (2002), unpublished MA thesis. First-hand Accounts of Social Behavior in Individuals with Autism. San Diego, CA