STUDENTS WITH AUTISM Superintendents Conference Day May 9

STUDENTS WITH AUTISM Superintendent’s Conference Day May 9, 2014

Video Intro video

Autism, Defined DSM- IV Pervasive Developmental Disorder Autism Asperger’s PDD (NOS) Rett’s Syndrome Childhood Disintegrative Disorder DSM- V Autism 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

Autism, Defined Level 3 Severe deficits in verbal & nonverbal social communication Requires very substantial support Level 2 Marked deficits in verbal & nonverbal social communication even with supports Requires substantial support Level 1 Without supports, deficits in social communication cause noticeable impairments. Requires support

Autism Level 1 (Asperger’s) 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

The Brain 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

Social Communication & Interaction 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)

Social Communication & Interaction Difficulty with: 1. Developing, maintaining, & understanding of age-appropriate peer relationships 2. Adjusting behavior to various social contexts 3. Understanding emotions of self and others May appear to have a preference to be alone, when in actuality want peer interaction and acceptance

Reflection 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?

Restricted & Repetitive Behavior, Interests, or Activities 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)

Restricted & Repetitive Behavior, Interests, or Activities 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

Cognitive & Academic Profile 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 Strengths Rote learning Spelling Factual knowledge Math computation Sight word vocab. Typical Weaknesses Reading comprehension Verbal reasoning Character analysis Prediction Writing Differentiating relevant /irrelevant Generalizing

Case Scenario A student with autism is walking in the hall after lunch & begins repeatedly slapping himself in the head with his hand stating I hate my life. What 3 deficits, common to autism, are likely impacting this behavior: Sensory 2. Poor social awareness/understanding 3. Poor regulation of emotion 1.

Challenges 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

Recommended Approaches 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

Recommended Approaches 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

Recommended Approaches 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. )

Recommended Approaches 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

Recommended Approaches 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…)

Videos http: //diversidadeasperger. vilaconectada. net/20 13/05/informative-video-high-functionaustim. html http: //www. youtube. com/watch? v=Azq 6 s 0_h. Hc w http: //westfield. patch. com/groups/volunteering/ p/westfield-teen-creates-video-to-encourageunderstanding-of-people-withautism? ncid=newsltuspatc 00000001&evar 4=pi cks-1 -post&news. Ref=true

References 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.