Autism Awareness Presented by Carrie M Gravely M
Autism Awareness Presented by: Carrie M. Gravely, M. Ed. Autism Certification, VCU Paraprofessional Training
How is Autism Diagnosed? • Person needs to evidence problems in 3 broad areas, with age of onset prior to 3 years: – Social interaction (2 broad characteristics must be present) – Communication (1 broad characteristic must be present) – Stereotyped patterns of behavior (1 must be present) (According to the DSM-IV for Pervasive Developmental Disorders)
DSM-IV • [The following is from Diagnostic and Statistical Manual of Mental Disorders: DSM IV] (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C) • (A) qualitative impairment in social interaction, as manifested by at least two of the following: • 1. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction 2. failure to develop peer relationships appropriate to developmental level 3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e. g. , by a lack of showing, bringing, or pointing out objects of interest to other people) 4. lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or "mechanical" aids ) • • (B) qualitative impairments in communication as manifested by at least one of the following: 1. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime) 2. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others 3. stereotyped and repetitive use of language or idiosyncratic language 4. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level • • (C) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following: 1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus 2. apparently inflexible adherence to specific, nonfunctional routines or rituals 3. stereotyped and repetitive motor mannerisms (e. g hand or finger flapping or twisting, or complex whole-body movements) 4. persistent preoccupation with parts of objects • • (II) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (A) social interaction (B) language as used in social communication (C) symbolic or imaginative play • (III) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder
No Single Cause; No Single Cure The following conditions have been implicated: • • • Viral infections (encephalitis, congenital rubella) Metabolic imbalance (phenylketonuria) Exposure to alcohol and drugs Exposure to environmental chemicals (lead) Genetic/chromosomal factors Oxygen deprivation Marie Bristol Powers, NIH Understanding the Nature of Autism, A Practical Guide, J. Janzen, 1996
Statistics • Experts estimate that two to six children out of every 1, 000 will have autism. Males are four times more likely to have autism than females. • Therefore, it can be summarized that between 1 in 500 (2/1, 000) to 1 in 166 children (6/1, 000) have autism. • There is not a full population count of all individuals with autism in the United States. However, using the occurrence data stated above, we can estimate that if 4 million children are born in the United States every year, approximately 24, 000 of these children will eventually be diagnosed with autism. From - http: //autism. emedtv. com/autism-statistics. html
Video – Autism Every Day http: //www. youtube. com/watch? v=FDMMw. G 7 Rr. FQ Common Emotions Experienced by families: • Denial or disbelief • Guilt • Sadness or depression • Anger • Loneliness
Video Teaching Young Children with Autism: Effective Practices in Virginia • Individualization of Instruction • Engaging lessons • All interventions should be implemented by a team consistently
Focus Areas for Young Children with Autism and Related Disorders: Planning for Intervention and Education • Communication (How a child understands and responds to non-verbal and verbal language) • Behavior (How a child responds to both external and internal events and stimuli) • Socialization (How a child shows interest in and responds to peer and adult interaction throughout their variety of daily settings) • Sensory processing and integration skills • Content and strategies for intervention
Common Misconceptions about Autism Misconceptions • Autism is an emotional disorder Facts • Autism is an organic disorder that has diverse biological causes. • It is difficult to distinguish between • Autism and schizophrenia differ on autism and childhood schizophrenia several important features, including age of onset, cognitive level, course and family history. • Autism appears to be evenly • Autism occurs more commonly distributed across all SES and among higher SES and educational levels • Autism exists only in childhood • Autism is usually a lifelong disorder.
Characteristics • • • Communication Sensory responses and needs Cognitive Behavior Social Skill Development
Resources • • • www. ttaconline. org www. autismspeaks. org/resources www. autism-resources. org www. autism-society. org http: //www. cindysautisticsupport. com/aste achersites. html
Online Training Modules
Reinforcement Inventory
Types of Schedules Many children with ASD understand by seeing rather than hearing. Visual schedules display planned activities in symbols (words, pictures, photograph, icons, actual objects) that are understood in the order in which they will occur.
Visual Supports • Label things in the classroom • Pictures • Use of pictures to reinforce spoken language • Visual structure helps children to remain in control and calm • Helps students be independent
Sensory Processing • Tactile – the use of special clothing and personal contact (i. e. , brushing, weighted items, rolling in a blanket, sand, play dough) • Vestibular – maintain balance and move through space (i. e. , swinging) • Proprioceptive – know what our joints and muscles are doing (i. e. jumping on a trampoline, balance beam, rolling on a ball)
Wrap-Up • • • What is Autism? How is it diagnosed? Characteristics? Where can I find more training? What are visual supports? What is sensory processing? What is a reinforcement inventory? What are examples of visual schedules? Name 3 conditions that have been implicated for the cause of Autism.
- Slides: 17