Autism and Aspergers Syndrome Different Not Less Autism

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Autism and Asperger’s Syndrome Different…. . Not Less

Autism and Asperger’s Syndrome Different…. . Not Less

Autism Spectrum Disorders • Autism - A pervasive developmental disability characterized by extreme withdrawal,

Autism Spectrum Disorders • Autism - A pervasive developmental disability characterized by extreme withdrawal, cognitive deficits, language disorders, self-stimulation, and onset before the age of thirty months. (Hallahan 374) • Asperger's Syndrome – Similar to mild autism, but usually without significant delays in cognition and language. (Hallahan, 376)

Autism Spectrum Disorders Rett’s Disorder – Normal development for five months to four years,

Autism Spectrum Disorders Rett’s Disorder – Normal development for five months to four years, followed by regression and mental retardation. (Hallahan, 376) Childhood Disintegrative Disorder – Normal development for at least two years, and up to ten years, followed by significant loss of skills. (Hallahan, 376) Pervasive Development Disorder Not Otherwise Specified (PDD-NOS)- Pervasive delay in development that does not fit into any of the other diagnostic categories. (Hallahan, 376)

Characteristics Impaired ability to form social and emotional relationships Repetitive body motions and behaviors

Characteristics Impaired ability to form social and emotional relationships Repetitive body motions and behaviors (rocking, flapping, pacing, whirling, chewing on clothing, humming) Resistance to changes in environment or routines

Characteristics Abnormal perceptual and motor experiences (“looking through” people) Not hearing some sounds and

Characteristics Abnormal perceptual and motor experiences (“looking through” people) Not hearing some sounds and overreacting to others Clumsy or unusual posture Hyperactivity or passivity Walking on tiptoes

Characteristics Severe speech impairment and language difficulty Retardation in some areas, often accompanied by

Characteristics Severe speech impairment and language difficulty Retardation in some areas, often accompanied by superior skills in others Excessive preoccupation with certain objects or something she likes (a video or song)

Characteristics Lack of awareness of body and body part functions Difficulty with identifying important

Characteristics Lack of awareness of body and body part functions Difficulty with identifying important global concepts and elements of tasks Difficulty with sequencing information or steps Difficulty with time concepts and time management

Characteristics Atypical or uneven academic, social, or emotional development Difficulty regulating emotions Difficulty reading

Characteristics Atypical or uneven academic, social, or emotional development Difficulty regulating emotions Difficulty reading or imitating facial expressions and body language

Characteristics Limited awareness of how a conversation is supposed to work (wait time) Difficulty

Characteristics Limited awareness of how a conversation is supposed to work (wait time) Difficulty with learning by listening Biting, scratching, or self-injury when faced with stress Generally slow progress

Characteristics • Overly sensitive to textures – clothing and even food • Responds negatively

Characteristics • Overly sensitive to textures – clothing and even food • Responds negatively to light touch, but perhaps better to deep pressure

Strengths • Rote memorization of facts and figures • Episodic memory • Visuospatial processing

Strengths • Rote memorization of facts and figures • Episodic memory • Visuospatial processing • Rule-based information processing • Ability to recognize patterns easily

Weaknesses • Failure to understand use symbolic language • Auditory memory and attention •

Weaknesses • Failure to understand use symbolic language • Auditory memory and attention • Complex sentence structures • Semantics – interpretation of words, similes, metaphors, idioms, irony, etc…

Weaknesses • Situational context of language • Difficulty with give and take during play

Weaknesses • Situational context of language • Difficulty with give and take during play • Poor comprehension and inferring skills • Deciphering between relevant and irrelevant information

The Classroom • Noise • Allow earmuffs to block sounds (fire drills!) • Soothing

The Classroom • Noise • Allow earmuffs to block sounds (fire drills!) • Soothing music • Use music to define transitions from one activity to another • Allow her to leave if noise levels are uncomfortable • Smells • Avoid heavy perfume or strong air fresheners • Ventilate if using markers or paint

The Classroom Visual considerations Less visual stimulation is better Use soft, neutral colors more

The Classroom Visual considerations Less visual stimulation is better Use soft, neutral colors more than bright colors Store unnecessary materials out of sight Teach in front of a blank background Use a study carrel when visual noise cannot be removed

The Classroom layout Avoid overcrowding Define personal space with taped outlines on the floor

The Classroom layout Avoid overcrowding Define personal space with taped outlines on the floor Have well-defined spaces to decrease the tendency to wander from area to area Keep the child’s desk location as consistent as possible or prepare him for a new location if necessary

The Classroom Temperature Warm temperatures can make students drowsy or agitated Model the practice

The Classroom Temperature Warm temperatures can make students drowsy or agitated Model the practice of adding and removing layers Lighting Reduce harsh lighting; use natural light as often as possible Use high quality bulbs Use a small lamp to focus attention on the work space and turn off overhead lights

The Classroom Desk placement Allow child to choose desk before other classmates arrive Place

The Classroom Desk placement Allow child to choose desk before other classmates arrive Place desk in a low-traffic area – away from trashcans, pencil sharpeners, doors, etc… During large group instructions, stand as close as possible to the student in order improve attending skills.

The Classroom Desk organization Tape a written or picture schedule on the desk Tape

The Classroom Desk organization Tape a written or picture schedule on the desk Tape a list of materials needed for the day – assist with gathering them until she can do it independently If necessary, keep the child’s supplies at your desk Provide duplicate books for home use. Teach child to organize his own materials to encourage independent organizational skills

Classroom Management • Define personal space • Maintain consistency in morning routines • Teach

Classroom Management • Define personal space • Maintain consistency in morning routines • Teach how to use supplies and materials • Keep directions short, clear, and direct • Teach how to put away equipment at end of activities • Minimize light incidental touching by peers • Draw a map of the school and laminate it • Use picture schedules

Transitions • Deliver instruction in short segments with breaks for free time or movement

Transitions • Deliver instruction in short segments with breaks for free time or movement • Communicate with other teachers about changes in schedule • Have peers model transitions (going to lunch, recess, getting ready to go home, etc…) • Use cues to signal transitions (be consistent) • Use a timer if student is bothered by a person telling her that “time is up. ”

Teach Social Skills Use his fixation to reward him for using words to ask

Teach Social Skills Use his fixation to reward him for using words to ask for it Teach words to use to express emotions and needs Practice skills for give and take in a two-way conversation

Teach Social Skills Use pictures of gestures and facial expressions to teach non-verbal communication

Teach Social Skills Use pictures of gestures and facial expressions to teach non-verbal communication Teach appropriate greetings and goodbyes Read social stories to teach appropriate behaviors Role play various scenarios for understanding ways to handle common situations Use peers as role models of appropriate behavior

Teach Communication Skills • Get his attention before speaking • Articulate clearly to model

Teach Communication Skills • Get his attention before speaking • Articulate clearly to model correct tone, volume, pauses • Use simple sentences rather than complex sentences • Give choices that honor preferences • Pre-teach new concepts and vocabulary before teaching it in a group setting • Use visuals to illustrate a lesson’s content • Use adaptive alternative communication if necessary – sign language, picture symbols, written cues

Teach Communication Skills • Teach students how to make requests or ask for help

Teach Communication Skills • Teach students how to make requests or ask for help • Use computer software for teaching grammar, vocabulary, math, social problem solving • Encourage peer interaction and play • Try team activities and group projects

Resources • http: //www. nichd. nih. gov/publications/pubs/upload/autis m_overview_2005. pdf • http: //main. uab. edu/show.

Resources • http: //www. nichd. nih. gov/publications/pubs/upload/autis m_overview_2005. pdf • http: //main. uab. edu/show. asp? durki=87709 • http: //www. nimh. nih. gov/health/publications/autism/com plete-index. shtml • http: //www. firstsigns. org/healthydev/milestones. htm • http: //www. firstsigns. org/treatment/EI. htm • http: //www. cdc. gov/ncbddd/actearly/index. htmlhttp: //w ww. cdc. gov/ncbddd/autism/facts. html

Bibliography Abraham, Michael, and. Educating the Young Child with Autism Spectrum Disorders. Minneapolis, MS:

Bibliography Abraham, Michael, and. Educating the Young Child with Autism Spectrum Disorders. Minneapolis, MS: Key Education Pub Co, 2008. Hallahan, Daniel, and James Kauffman. Exceptional Learners: Introduction to Special Education. 9 th ed. Boston, MA: Pearson Education, 2003. http: //www. autismspeaks. org/whatisit/index. php http: //www. cnn. com/2011/HEALTH/01/06/aut ism. vaccines/index. html http: //www. medinik. com/mentaldisorders/autism-spectrum-disorders