module created for epli application process
DESCRIPTION
Autism 101. Module created for EPLI Application Process (Select 5-10 minutes to present for the application; you may expand information and use your own examples and pictures). Latest CDC Report. If 1 in 88 children have an autism spectrum disorder… - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/1.jpg)
Module created for EPLI Application Process
(Select 5-10 minutes to present for the application; you may expand information and use your own examples and pictures)
Autism 101
![Page 2: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/2.jpg)
![Page 3: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/3.jpg)
Latest CDC ReportIf 1 in 88 children have an autism spectrum disorder…
The average elementary building will have 3-5 children with ASD
The average middle school building will have 7-9 students
The average high school will have about 14-15 students
![Page 4: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/4.jpg)
Autism is no longer a low incidence disorder
We need to change how we educate students
![Page 5: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/5.jpg)
Foundations of ASDAutism identified in 1943 by Leo Kanner
Asperger Syndrome identifed in 1944 by Hans Asperger
![Page 6: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/6.jpg)
What Is Autism? 1. Autism is a spectrum disorder.
2. Autism is a developmental disorder. As with any other child, children with autism will change and mature as he/she grows older.
3. Autism is a neurobiological disorder.
4. Many infants with autism may appear to be different from birth (avoid physical contact, become limp, passive/overly agitated, rock, bang heads on crib, can develop normally then regress). Retrospective diagnosis.
![Page 7: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/7.jpg)
Autism: What do we know?
Autism occurs 4 times as often in males than in females
Differences in girls
![Page 8: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/8.jpg)
Autism: What do we know?
Historically 70-75% were thought to have some degree of intellectual impairment; recent estimates closer to 40-50%
Testing of cognitive abilities continues to be a challenge
![Page 9: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/9.jpg)
Socialization Skills and Development
![Page 10: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/10.jpg)
Deficits in social communication and social interaction
1. Deficits in social-emotional reciprocity
2. Deficits in nonverbal communicative behaviors used for social interaction
3. Deficits in developing, maintaining, and understanding relationships
Autism Spectrum Disorder: Diagnostic Criteria
![Page 11: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/11.jpg)
Reciprocity◦ Back and forth sharing
Joint attention◦ Child does not show, bring, or point to items
of interest
Theory of Mind
Social-Emotional Reciprocity
![Page 12: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/12.jpg)
Social CharacteristicsLimited appropriate use of nonverbal
behaviors in social situations (e.g., eye gaze, gestures, body language)
Difficulties recognizing and responding to subtle social nuances, cues, and unspoken messages Identifying and responding to people’s tone
of voice, facial expressions, posture, etc.
![Page 13: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/13.jpg)
Nonverbal Communication Students with ASD often have
difficulties with the nonverbal communication in the classroom.
These students don’tunderstand “the look” that is given to them from a teacher.
![Page 14: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/14.jpg)
Theory of MindDeficits involve difficulty… understanding and appreciating the thoughts and feelings of others
understanding that others have beliefs, desires and intentions that are different from one's own
![Page 15: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/15.jpg)
Theory of Mind
What I see is what others see. What I know is what others know.
What I feel is what others feel. What I believe is what others
believe.
![Page 16: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/16.jpg)
Theory of Mind
Sally Anne Test Video
![Page 17: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/17.jpg)
Communication Skills
![Page 18: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/18.jpg)
Communication
Range of Communication challenges in students with ASD Non-speaking (with or without the ability to
speak) Minimal speaking or echolalia Highly verbal
◦ Difficulty initiating and sustaining a conversation◦ Diffculty with pragamatics
![Page 19: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/19.jpg)
Communication Facial expression doesn’t augment
communicative intent Prosody tends to be flat or exaggerated
and voice can be too loud or soft with rate of speech being too slow or too fast
Echolalia (processing the utterance as a whole “chunk”, not as individual words)
Language can be repetitive, overly formal, idiosyncratic
![Page 20: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/20.jpg)
Communication Considerations
In ASD expressive language and receptive language are not equal
![Page 21: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/21.jpg)
Communication-Stress & Anxiety
Understanding and communicative expression breaks down under stress-
Even if a student has verbal language, it may be difficult for him to communicate when upset
A student under stress needs more visual and less verbal input
![Page 22: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/22.jpg)
“Children with delays in language development are at risk for using challenging behaviors as a way to
communicate their needs and wants”
Florida State University , 2005
![Page 23: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/23.jpg)
Restricted and Repetitive Patterns of Behavior
![Page 24: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/24.jpg)
Restricted, repetitive patterns of behavior, interests, or activities (at least 2)
1. Stereotyped or repetitive motor movements, use of objects, or speech
2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior
3. Highly restricted, fixated interests that are abnormal in intensity or focus
4. Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment
Autism Spectrum Disorder: Diagnostic Criteria
![Page 25: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/25.jpg)
Cognitive Inflexibility Difficulty with change Insistence on sameness Rule-governed Routines/rituals Concrete thinking Difficulty letting go of thought and ideas Over-focus on details (weak central
coherence)
![Page 26: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/26.jpg)
Cognitive Strengths Processing whole chunks of information
quickly Good rote memory Good long-term memory Process visual information meaningfully Understand and use context-free
information and rules
![Page 27: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/27.jpg)
Other Characteristics
![Page 28: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/28.jpg)
Hypersensitivity(too sensitive)
Sensitivity to bright light or the flicker of fluorescent lights
Being fascinated with light and reflection
Intense perception of colors
The smell or taste of any food is too strong
Intolerance of the texture of certain foods
Painful reaction to loud and / or high noises
Overreaction to hot/cold Intolerance of the feel of
clothes or shoes Extreme touch sensitivity
Hyposensitivity(minimally responsive)
Seems not to feel pain or temperature.
Prone to inadvertent self-injury
Seeks deep pressure (e.g. crawls under heavy carpets) and tight clothes
Appears not to hear certain sounds
The person might wave his/her hands around or rock back and forth or make strange noises in order to stimulate the senses
![Page 29: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/29.jpg)
Signs of Sensory Difficulties
Putting hands over ears (sensitivity to noise), vocalizing to override the sound
Flicking fingers in front of eyes (visual sensitivity)
Having meltdowns at the cafeteria or at an assembly (sensory overload)
Not appearing to hear certain sounds or showing panic reactions to certain unexpected sounds (noise)
Rocking, pacing, fleeing
![Page 30: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/30.jpg)
Autism Spectrum Disorders Sensory Characteristics
When I was a child, large noisy gatherings of relatives were overwhelming, and I would just lose control and throw temper tantrums.
Temple Grandin
![Page 31: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/31.jpg)
Autism Spectrum Disorders Signs of Anxiety
Pacing, motor over-activity Self-injurious behavior Perseveration –preferred topics or activities,
questions asking Increased self-talk Increased self-stimulation (e.g. rocking,
flapping)
![Page 32: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/32.jpg)
Autism Spectrum Disorders Signs of Anxiety
Social withdrawal/avoidance Decreased attention span Temper outbursts
![Page 33: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/33.jpg)
Autism Spectrum Disorders Signs of Anxiety Many of these behaviors will look like
problem behaviors
![Page 34: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/34.jpg)
Autism Spectrum Disorders Sources of Anxiety
Sensory under- or over-stimulation Changes in schedule, routine New people, events, environments Unfamiliar task demands Immersion in social settings Teasing and bullying
![Page 35: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/35.jpg)
Ultimate Goals for Students with ASD
General or special education classes in the student’s home school district
Development of functional communication system(s)
Peer relationships Highest level of independence possible Employment
![Page 36: Module created for EPLI Application Process](https://reader035.vdocuments.net/reader035/viewer/2022062410/568163f2550346895dd572f9/html5/thumbnails/36.jpg)
IDEA ‘04“Almost 30 years of research and experience had demonstrated that the education of students with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent
possible”The Universally Designed Classroom
(2005)