Autism An Overview of Autism Spectrum Disorder ASD

Autism An Overview of Autism Spectrum Disorder (ASD)

Severe and Pervasive Impairment in Several Areas of Development • • • Developmental rates and sequences Social interaction and participation Communication (verbal and/or non-verbal) Sensory processing Repertoire of interests and activities

Developmental Rates and Sequences • Exhibits delays, arrests, and/or inconsistencies in the acquisition of motor, sensory, social or cognitive skills. • Areas of advanced skills. • Order of skill acquisition differs from typical developmental patterns.

Social Interaction and Participation • Impairment in use of nonverbal behaviors • Failure to develop peer relationships appropriate to developmental level • Lack of social and emotional reciprocity • May seek consistency in environmental events to the point of exhibiting rigidity in routines.

Communication • Affects both verbal and nonverbal skills • Total lack of development of spoken language to marked impairment in the ability to initiate or sustain conversations • Stereotyped or repetitive use of language (echolalia) • Abnormal pitch, intonation, rate, rhythm, or stress • Lacking comprehension • Impaired pragmatic speech

Sensory Processing • Exhibit unusual, repetitive or unconventional responses to sensory stimuli of any kind. • Responses may vary from low to high levels of activity. • One or more sensory issues may be involved • Sensory impairment has an “on again, off again” quality • Fatigue, sickness, anxiety can exert a negative effect • Comfort level, motivation, and trust have a positive effect upon one’s tolerance for adversity • Sensory-behavioral connection

Repertoire of Interests and Activities • Inflexible adherence to specific routines • Preoccupation with parts of objects; fascination with movement; attachment to inanimate objects • Restricted range of interests • Stress over change • Stereotyped body movements • The capacity to use objects in ageappropriate or functional manner may be absent, arrested, or delayed.

ASD PDD (Autism Spectrum Disorder) or (Pervasive Developmental Disorder) Autistic Disorder (Autism) Atypical Autism/ Asperger’s PDD-NOS (Pervasive Developmental Disorder-Not Other wise Specified Syndrome Childhood Disintegrative Disorder Rett’s Syndrome ASD = Pattern of Behaviors in: 1) Communication 2) Social Interaction 3) Behaviors and Interests

Variations of Characteristics • Intelligence- severely mentally retarded to gifted • Social Interaction- aloof to passive to active but odd • Communication- nonverbal to verbal • Behavior- intense to mild • Sensory- hyposensitive to hypersensitive • Motor- Uncoordinated to coordinated

Demographics • 1 in 250 children in the United States are diagnosed with ASD • 1 in 200 children in Forsyth County are diagnosed with ASD • found in all cultures and economic groups

Planning and Organization Deficits • Students with ASD require special understanding and special supports that address these deficits

Main Underlying Principles To Finding Effective Teaching and Intervention Strategies: • Accrue Knowledge • Abandon All Assumptions • Utilize Available Supports

Intervention: Addressing Sensory Issues • Give consideration to seating and position in lines, etc. to minimize distractions and unwanted contact • Incorporate physical activities • Play classical music • Allow adaptations when working with aversive tactile substances • Do an environmental assessment • Provide a “quiet place” • Use self-calming, “self-stimulating” activities as motivators

Intervention: Addressing Communication Issues • • • Voice tone and quality Use simple commands Avoid open-ended questions Provide adequate response time Use visual and physical prompts Work in tandem with speech therapist

Intervention: Addressing Cognitive Issues and Academic Instruction • • • Direct/facilitate attention to teacher or task Plan short work sessions and frequent breaks Alter more demanding and less demanding activities; be flexible Pre-teach new concepts Use small group instruction as needed Supplement instruction with visual and auditory aids Make adjustments with respect to curricular requirements Teach using the child’s interests Find out what to use as motivators (unusual); reinforce success

Intervention: Social Support • Use Social Stories by Carol Gray • Use Story Frames based on work by R. G. Zeigler, M. D. • Use social reminder or rule cards • Heighten awareness of social information in the environment • Read student’s signals and behavior • Promote the generalization and maintenance of social and play behaviors in unstructured environments (e. g. , recess, cafeteria, etc. )

Social Story for Using My Quiet Spot Sometimes, when people touch me, I get really upset. Sometimes, when there are lots of people around me, I start to feel upset. I feel like I need to run away. I feel like I need to yell! I can tell my teacher or (insert teacher’s aide’s name) I need to go to my quiet spot to calm down. I can say, “Quiet Spot!” when I feel as if I am upset. I can also show a picture of my Quiet Spot to my teacher or (insert teacher’s aide’s name) when I feel that I need to go to my Quiet Spot. I should try to go to my Quiet Spot before I shout, cry or hit someone. I will try to tell my teacher or (aide’s name) when I need my Quiet Spot. If I can’t, I will show them a picture card of my Quiet Spot. They will know what I mean. I can stay calm in school. My Quiet Spot helps me!

Intervention: Addressing Behavioral Issues • Detective work to uncover cause, scan the environment to uncover possible behavioral precipitants • Reduce or eliminate stressors • Read the student’s signals; react before inappropriate behavior occurs (“sensory” recommendations) • Be proactive in providing supports • Identify effective motivators • When direct behavioral support is indicated, use negative and positive reinforcement rather than punishment • Start small and build/ think in terms of shaping

Intervention: Miscellaneous • • • Provide structure/Prepare for and explain changes Set up peer support Allow for choices Have frequent contact with parents Know and understand medications student is on Take advantage of “teachable moments”