Autism and Behavior Autism Spectrum Disorders Child Disintegrative

Autism and Behavior

Autism Spectrum Disorders Child Disintegrative Disorder Rhett’s Syndrome Autism Asperger’s Syndrome High Functioning Autism PDD -NOS

Etiology of Autism By the 1970’s a large body of evidence existed favoring neurobiological etiology.

Gender Differences 1. Male : Female ratio in autism is 3 -5 : 1 2. In normal IQ individuals perhaps 25 -50: 1 3. When females have autism, they tend to have lower cognitive ability 4. There has been little research completed to evaluate gender differences

Is the Frequency Increasing? No question that more cases are being identified, but is there a “real” increase? • Changes in definition • Better diagnosis at both ends of spectrum • Growing awareness of the condition • Educational implications of the label (for services)

Commonalities in all ASD Triad of Disabilities *Social *Communication *Behavior

Why social skills are important • Successful peer relationships are predictive of later social, emotional, and occupational adjustment.

3 Psychological Theories related to Social Cognition 1. Theory of mind 2. Central coherence 3. Executive functioning

Theory of Mind • The ability to stand in someone else’s shoes and see things from their perspective • Must be taught to individuals with ASD

Theory of Mind Implication • Initiating conversation • Conversations revolve around personal interests • Taking turns • Recognizing, repairing conversation breakdown • Predicting other behaviors • Difficulty in developing peer relationships

Implication (cont…) • Understanding emotions • Distinguishing if actions are intentional or accidental • Impaired ability to empathize • Understanding social interactions • Differentiating fact from fiction • Trouble understanding social cues.

Central Coherence • Inability to see the big picture • Great ability to see parts to whole

Central Coherence Implications • • Interpretations are literal Idiosyncratic focus on attention Identifying salient information Non-compliance issues because of difficulty with new tasks.

Executive Functioning Implications • Difficulty planning and organizing an approach to a task • Self monitoring • Behavioral flexibility – insistence on sameness • Problem solving • Starting and stopping a task • Setting goals

Why Social Skills are Important • Social engagement is a pivotal behavior… 1. Leads to an increase in language learning and use 2. Leads to decrease in inappropriate behaviors.

Maladaptive Behaviors 1. Should not be automatically seen as willful or malicious 2. Always ask why the student is behaving a certain way 3. Have to consider anxiety, depression, rigidity, and social inappropriateness with the population.

Social Skills Intervention • Perspective-taking • Behavior skill development • Self-control

Social Behavior Mapping Specific Situation – Science Class Undesired Behavior Feeling of other people Consequences You experience How you then feel about consequences Calling out answers Sad Teacher gets mad at you Bad Annoyed Angry Peers tell you to be quiet Disappointed confused

Four Components of Direct Instruction 1. 2. 3. 4. Define why skill is important Define what the skill is exactly Practice skill (role play) Generalize to classroom

Outcast “ I am among many people, but by myself. I stand in the middle of a circle of excitement, whose center is pure loneliness. I gaze longingly outward at the people talking, laughing, making the most of their young age. How I wish someone could join me in isolation. Show me they know me I exist. But instead, I sit patiently and vow to myself. Next time, I will start on the edge. ” Jeffrey Harris, Age 16