Superintendent’s Conference DayMay 9, 2014

Intro video

DSM- IVPervasive Developmental

Disorder

AutismAsperger’sPDD (NOS)

Rett’s SyndromeChildhood

Disintegrative Disorder

DSM- VAutism Spectrum

Disorder

•Now autism is a single condition with different levels of severity in two core domains:

1.Persistent deficits in social communication and social interaction across multiple contexts, &2.Restricted, repetitive patterns of behavior, interest, or activities

A developmental and neurological disorder

The number and intensity of symptoms varies from case to case

Usually classified as student with Autism, but may also be classified OHI or ED

Obsessions/Hyper-Focus: increased activation in the brain network that governs attention

Intentions of other people: decreased activity and fewer fibers connecting cells in the brain area that governs the resting state of the brain

Clumsiness: decreased activity in motor areas of the brain

Social Behavior: decreased activity in brain areas which may play a role in thinking of self, other people, and the relation between the two, including exploring the intentions of others

Executive Function: problems with organization and planning hamper independence

Abnormal social approach and failure of normal back-&-forth conversation

Reduced sharing of interests, emotions, or mood

Poor integration of verbal and nonverbal communication

May have limited use or understanding of non-verbal behavior (poor eye contact, lack of facial expression, gestures)

Difficulty with:

1. Developing, maintaining, & understanding of age-appropriate peer relationships

2. Adjusting behavior to various social contexts3. Understanding emotions of self and others

May appear to have a preference to be alone, when in actuality want peer interaction and acceptance

1. What routines/tendencies do you have, which you perform on a regular basis; those which might cause you some annoyance or stress if you are forced to avoid them or not complete them?

2. Everyone has sensory needs to some extent. What frequent self-stimulating behaviors do you exhibit?

3. What environmental factors are you sensitive to or easily overwhelmed by?

Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal and nonverbal behavior

Highly restricted, fixated interests/activities/patterns that are abnormal in intensity or focus

Stereotyped or repetitive motor movements, use of objects, or speech (i.e. lining up toys or flipping objects, echolalia, & idiosyncratic phrases)

Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment

May become upset with loud noises and/or demonstrate an intolerance for stimulating environments

May require sensory input through chewing, flapping, rocking, tapping, humming, and sometimes hitting self

Often (not always) exhibit above average intelligence, sometimes quite gifted in verbal and/or visual perceptual ability. Expressive language often better developed than receptive language (can be hyper-verbal)

Typical StrengthsRote learningSpelling Factual knowledgeMath computationSight word vocab.

Typical WeaknessesReading comprehensionVerbal reasoningCharacter analysisPredictionWritingDifferentiating relevant /irrelevantGeneralizing

A student with autism is walking in the hall after lunch & begins repeatedly slapping himself in the head with his hand and stating I hate my life.

What 3 deficits, common to autism, are likely impacting this behavior:1. Sensory2. Poor social awareness/understanding3. Poor regulation of emotion

Often targets of teasing / harassment from peers

Other adolescents begin to question authority while the student with an Autism is still in the mentality of following the rules

Being a stickler for the rules, the student with Autism may correct another student who is breaking a rule

Other adolescents may misinterpret the students autistic behavior

Depression & Anxiety

Sensory processing issues

Communication

Break complex directions into smaller pieces

Repeat instructions when necessary

Make clear, precise statements

Explain sarcasm, metaphors, idioms, and words with double meaning

Help student find a phrase or signal for when he or she doesn’t understand

Provide cues with “why” & “what if” questions and abstract concepts

Social Interaction

Protect from harassment / teasing

Pair student with a “social mentor”

Identify when isolated by choice and when isolated because of peer exclusion

Explain Asperger’s to classmates

Help student understand humor

Utilize support from student counselor ,if necessary

Sensory Skills

Predict sensory/environmental changes and make student aware before they occur allowing preparation/adjustment

If necessary, provide personal, quiet space for student to relax and collect thoughts

Allow student to have a calming item to use when experiencing sensory issues (stress ball, drawing, drink of water, etc.)

Behavior Skills

Model acceptance of student for peers

Don’t take student’s comments personally

Use the student’s special interest to engage in conversation and learning

Be consistent with routine and expectations

If necessary, teach student replacement behaviors to manage frustration, anger, and anxiety

Academic Skills

Be calm, matter-of-fact and predictable

Check for comprehension & cue to relevant details

Provide visual aides when possible

Provide organizational assistance

Use concrete examples

Use predictable classroom routines, rules, and expectations

Provide frequent positive feedback

With group work may need to assign specific tasks for each student

Use nonverbal cues to refocus (i.e. pointing, close proximity, special signal, etc…)

http://diversidadeasperger.vilaconectada.net/2013/05/informative-video-high-function-austim.html

http://www.youtube.com/watch?v=Azq6s0_hHcw

http://westfield.patch.com/groups/volunteering/p/westfield-teen-creates-video-to-encourage-understanding-of-people-with-autism?ncid=newsltuspatc00000001&evar4=picks-1-post&newsRef=true

American Psychiatric Publishing (2013), Highlights of Changes from DSM-IV-TR to DSM-5.

American Psychological Association (2013), DSM-5. Autism Speaks (2013), DSM-5 Diagnostic Criteria. Henry, K. (2005) How Do I Teach This Kid? Jackson, L. (2002) Freaks, Geeks & Asperger

Syndrome. Schmidt, C., & Heybyrne, B. (2004) Autism in the

School-Aged Child. Sicile-Kira, C. (2004). Autism Spectrum Disorders. Smith Myles, B., & Andreon D. (2001) Asperger

Syndrome and Adolescence. Yamnitzky, J. (2007), University of Pittsburgh.