Autism, Education & Behavior Consulting Austin, Texas 2015 Supporting Students with Autism Spectrum...
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- Slide 1
- Autism, Education & Behavior Consulting Austin, Texas 2015
Supporting Students with Autism Spectrum Disorder
- Slide 2
- WHO ARE YOU? Find Your Hobby Partners Name Experience youve had
with autism in your professional, volunteer or personal lives
- Slide 3
- Learning Objectives Participants will: Identify the areas of
impairment associated with ASD Identify 3 learning characteristics
of children with ASD Use the information about learning
characteristics to identify how the participant will work, interact
and advocate for students with ASD
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- TODAYS AGENDA Autism Diagnosis Characteristics Strategies,
Curriculum and Materials Family/Child in Crisis Additional
Resources
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- It is sometimes said that if you know one person with autism,
you know one person with autism.
- Slide 6
- What is ASD? Diagnostic and Statistical Manual of Mental
Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013)
Autism spectrum disorder (ASD) and autism are both general terms
for a group of complex disorders of brain development
Neurodevelopmental Disorder A diagnosis of ASD now includes several
conditions that used to be diagnosed separately: autistic disorder,
pervasive developmental disorder not otherwise specified (PDD-NOS),
and Asperger syndrome. THESE CONDITIONS ARE NOW ALL CALLED AUTISM
SPECTRUM DISORDER.
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- DIAGNOSIS No medical test Doctors look at the childs behavior
and development to make a diagnosis ASD can sometimes be detected
at 18 months or younger By age 2, a diagnosis by an experienced
professional can be considered very reliable Many do not receive a
final diagnosis until much older
https://www.youtube.com/watch?v=qb_pX7n3ZRI Early Signs @ 24 months
1.23 minutes
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- DIAGNOSIS The diagnosis of autism spectrum disorder is based on
analysis of Social communication & social interaction
Restricted, repetitive patterns of behavior, interests, or
activities Severity of symptoms
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- DIAGNOSIS A.Persistent deficits in social communication &
social interaction across contexts not accounted for by general
developmental delays; 3/3 symptoms A1Deficits in social-emotional
reciprocity A2Deficits in nonverbal communicative behaviors used
for social interaction A3Deficits in developing, maintaining &
understanding relationships B.Deficits in restricted, repetitive
patterns of behavior, interests, or activities; 2/4 symptoms
B1Stereotyped or repetitive speech, motor movements or use of
objects B2Excessive adherence to routines, ritualized patterns of
verbal or nonverbal behavior, or excessive resistance to change
B3Highly restricted, fixated interests that are abnormal in
intensity or focus B4Hyper or hypo-reactivity to sensory input or
unusual interest in sensory aspects of the environment See Dr.
Laura Carpenter, Ph.D. 2/2013 Handout, DSM-5 Autism Spectrum
Disorder
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- DIAGNOSIS Symptoms can be currently present or reported in past
history In addition to the diagnosis, each person evaluated will
also be described in terms of any known genetic cause (e.g. Fragile
X syndrome, Rett syndrome) level of language intellectual
disability presence of medical conditions such as seizures,
anxiety, depression and/or gastrointestinal (GI) problems
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- DIAGNOSIS-DSM-5 NEW CATEGORY Social Communication Disorder
(SCD) Diagnosis for disabilities in social communication, without
the presence of repetitive behavior More research and information
is needed There are currently few guidelines for the treatment of
SCD Utilize autism-specific interventions
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- WHO PROVIDES DIAGNOSIS? Developmental Pediatrician Neurologist
Psychiatrist Team of Specialists (audiologist, speech &
language therapist occupational therapist) A Multi-Disciplinary
Evaluation is important for diagnosing autism and other challenges
that often accompany autism, such as delays in motor skills. DID
YOU KNOW The co-occurrence of one or more non-ASD developmental
diagnoses is 83%. The co-occurrence of one or more psychiatric
diagnoses is 10% DID YOU KNOW The co-occurrence of one or more
non-ASD developmental diagnoses is 83%. The co-occurrence of one or
more psychiatric diagnoses is 10%
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- PREVALENCE Centers for Disease Control (CDC) In March 2014, the
Centers for Disease Control and Prevention issued their ADDM autism
prevalence reportADDM autism prevalence report Prevalence of
autism: 1 in every 68 births in the United States nearly twice as
great as the 2004 rate of 1 in 125 Almost 1 in 42 Boys 1 in 189
Girls
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- http://www.cdc.gov/ncbddd/autism/data.html
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- PREVALENCE Autism Speaks, 2012 No longer a low incidence
disability Almost half (46%) of children identified with ASD have
average to above average intellectual ability.
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- Causes and Risk Factors We do not know all of the causes of
ASD. We do know there may be many factors that make a child more
likely to have ASD.
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- Causes and Risk Factors RISK FACTOR 1 Genetic
predisposition-Research has identified more than 100 autism risk
genes. RISK FACTOR 2 Children who have a sibling with ASD are at a
higher risk of also having ASD. 5-10 5-10 RISK FACTOR 3 ASD tends
to occur more often in people who have certain genetic or
chromosomal conditions, such as fragile Xfragile X syndromesyndrome
or tuberous sclerosis. 11-14tuberous sclerosis 11-14
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- Causes and Risk Factors RISK FACTOR 4 When taken during
pregnancy, the prescription drugs valproic acid (Depakote) and
thalidomide have been linked with a higher risk of ASD. 15-16 15-16
RISK FACTOR 5 There is some evidence that the critical period for
developing ASD occurs before, during, and immediately after birth.
17 17 RISK FACTOR 6 Children born to older parents are at greater
risk
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- Causes and Risk Factors CDC currently working on one of the
largest U.S. studies to date, called Study to Explore Early
Development (SEED).Study to Explore Early Development (SEED) SEED
is looking at many possible risk factors for ASD, including
genetic, environmental, pregnancy, and behavioral factors.
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- LONG TERM Researchers estimated the lifetime cost of caring for
a child with autism is as great as $2.4 million Researchers
estimated Spending on special education, housing during adulthood,
& indirect costs like lost productivity were the biggest
contributors to the million-dollar price tag
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- Slide 22
- D.J. Svobodo Artist, Motivational Speaker, Author, Artist
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- Susan Boyle, Singer, Performer
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- Dan Akroyd, Actor, Producer, Writer
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- STRATEGY 1 Visual supports are a way of making auditory
information visual.
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- STRATEGY 2 Structured and consistent schedules, agendas, &
plans
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- STRATEGY 3 Prepare for Transition
https://www.youtube.com/user/timetimer Time: 2.03 minutes
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- Linear Clock or Wait Strip A different, linear concept of a
visual timer that features a concrete visual representation of
time, amount of steps to be completed, number of minutes to work,
math problems to be completed using a series of dots as a visual
guide. 54321 Linear Clock
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- STRATEGY 4 Create a Break Area Teach how to request a Break
Teach what to do in the Break Area Provide Breaks and a Home
Base
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- Supportive Space Non-punitive Scheduled/unscheduled Safe Break
Area Overview of changes in day/schedule Escape from stress of
current environment Provide Breaks and a Home Base
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- STRATEGY 5 ALL students need SENSORY SUPPORTS
https://vimeo.com/52193530 Time: 2.23 minutes
- Slide 32
- Sensory Supports Matrix Student: _________
TimeActivityLocationSkill DevelopmentSensory Supports Needed 8:00
8:15Opening/Calendar Time ClassroomPoint to color of the weekKoosh
ball that is bounced on his body for reinforcer
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- Examples of sensory overload 12 signs of Sensory Overload
1.Loss of Balance/coordination 2.Skin flushes/goes pale 3.Child is
verbalizing STOP! 4.Child refuses activities 5.Racing heartbeat
6.Hysteria/crying 7.Stomach Distress/nausea/vomiting, cramps
8.Sweating 9.Child becomes Angry/Agitated 10.Child begins repeating
11.Self-stimulatory behaviors occur 12.Child lashes out
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- STRATEGY 6 SUPPORTING SOCIAL INTERACTIONS Direct Instruction
Social Narratives Cartooning Power Card Strategy Incredible 5-Point
Scale 34
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- DIRECT INSTRUCTION Levels of Learning Acquisition Fluency
Generalization Maintenance 35 GENERALIZATION Teach in a group and
in the real setting Teach REAL skills Practice DAILY 3X3X3
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- SOCIAL NARRATIVES/SOCIAL STORIES Social Narratives are stories
developed to provide learners with insight into social situations.
Emphasizes the significant social cues of given social situations
The story provides the learner with examples of appropriate social
responses Allows educators to pre-teach social situations and
provide learners with strategies to respond to those situations The
narrative must be individualized to the learners needs and
interests http://www.kansasasd.com/socialnarratives.php SOCIAL
NARRATIVES
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- CARTOONING 37 Promotes social understanding Use conversation
and thought bubbles Use comic strip format Facilitates
understanding of social situations Arwood, E. & Brown, M. M.
(1999) A guide to cartooning and flowcharting: See the ideas.
Portland, OR: Apricot
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- 38
- Slide 39
- POWER CARD STRATEGY Power Card Strategy involves including
special interests with visual aids to teach and reinforce academic,
behavioral and social skills to individuals with Autism Spectrum
Disorder. https://www.youtube.com/watch?v=kKDQIC5Hv0U Time: 1.46
minutes
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- 40 The Incredible 5-Point Scale Autism Asperger Publishing
Company
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- https://www.socialthinking.com/
- Slide 42
- VIDEO 5 Things Teachers Should Know About Students With
High-Functioning Autism https://www.youtube.com/watch?v=txx8G6_FsaU
3.28 minutes
- Slide 43
- STRATEGY 7 Channel Their Strengths Dr. Temple Grandin,
Professor of Animal Sciences James, Durbin, American Idol Finalist,
Musician David Byrne, Oscar Winner Musician
- Slide 44
- ACTIVITY Pair up or break into small groups Discuss 1
characteristic and a matching strategy that you will use with a
student
- Slide 45
- FAMILY STRESSORS In the homeOutside the home Sleep issues
Behavioral/Communication Issues Marital differences Medication
issues Homework issues Sibling issues Insurance limitations Finding
a doctor, hairdresser, dentist, etc. Medication issues Community
isolation No friends Recreation leisure limitations Faith based
issues
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- Services & Supports for High Functioning ASD No single or
best treatment CBT helpful for teens/adults in learning social
skills and self- control of emotions, obsessions and repetitive
behaviors. Educational and social support programs that focus on
social and adaptive skills utilizing a step by step highly
structured activities. The instructor may repeat important ideas or
instructions to help reinforce more adaptive behaviors. Parent
training/Support Group social skill development programs SLP, OT,
PT Early interventions Behavioral interventions Medications such as
selective serotonin reuptake inhibitors (SSRIs), antipsychotics and
stimulants to treat associated problems such as anxiety, depression
and hyperactivity and ADHD.
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- Autism Addendum is MANDATORY for Students with ASD Review and
update addendum at ANNUAL ARD Consider all 11 elements of the
supplement We are NOT required to provide all of the services in
each of the 11 components We are required TO CONSIDER all 11
components
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- Components of the Autism Addendum 1. Extended educational
programming 2. Daily schedule with minimal unstructured time 3.
In-home/community training 4. Positive behavior support strategies
5. Transition planning 6. Parent/family training support 7. Staff
to student ratio 8. Communication interventions 9. Social skills
supports 10. Professional educator/staff support needed 11.
Research based strategies
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- In-Home/Community Training and Viable Alternatives The ARD
committee has considered information about daily schedule
reflecting IN-HOME / COMMUNITY TRAINING or VIABLE ALTERNATIVES for
acquisition of social / behavioral skills in new contexts and
determined:
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- Purpose of in-home and community based training: Helps Ss reach
acquisition of social/behavioral skills Promotes maintenance &
generalization of skills across school, home, community The
district provides an in-home trainer Requires in-home training
needs assessment Goals/objectives for in-home training are
developed from assessment TAC 89.1055(e)(3) In-home/community-based
training is an option an ARD committee may choose for a student
with autism in order for the student to learn or reinforce social
skills in a variety of settings. TAC 89.1055(e)(3)
In-Home/Community Training and Viable Alternatives
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- Parent/Family Training The ARD committee has considered
information about PARENT / FAMILY TRAINING and determined: An ARD
committee should address fading strategies when parent training is
discussed.
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- Parent/family training and support, provided by qualified
personnel with experience in Autism Spectrum Disorders (ASD)
Provides a family with skills necessary for a child to succeed in
the home &/or community setting Includes information regarding
resources (Ex. parent support groups, workshops, videos,
conferences, and materials designed to increase parent knowledge of
specific teaching/management techniques related to the child's
curriculum) Facilitates parental carryover of in-home training (Ex.
strategies for behavior management and developing structured home
environments and/or communication training so that parents are
active participants in promoting the continuity of interventions
across all settings Parent/Family Training
- Slide 53
- COMMUNITY RESOURCES Austin Travis County Integral
Carehttp://www.integralcare.org/http://www.integralcare.org/
Growing
Rootshttp://growingrootsaustin.com/http://growingrootsaustin.com/
Spectrum
Serviceshttp://www.spectrumsocial.net/http://www.spectrumsocial.net/
Easter Seals Central
Texashttp://www.easterseals.com/centraltx/http://www.easterseals.com/centraltx/
Any Baby Canhttp://www.anybabycan.org/http://www.anybabycan.org/
Blue Sky
Abilitieshttp://www.blueskyabilities.com/index.htmlhttp://www.blueskyabilities.com/index.html
Austin ISD FASST
Teamhttp://eparentsupport.org/page.php?2http://eparentsupport.org/page.php?2
Texas Child Study Center
https://www.dellchildrens.net/services_and_programs/texas_child_study_center__mental_health_services/
https://www.dellchildrens.net/services_and_programs/texas_child_study_center__mental_health_services/
DARS Autism Program
http://www.dars.state.tx.us/autism/ContractorsProvidingServices.shtml
http://www.dars.state.tx.us/autism/ContractorsProvidingServices.shtml
- Slide 54
- RESOURCES Autism Society of Central Texas
http://www.austinautismsociety.org/ Autism Speaks
http://www.autismspeaks.org/ Region 13 Autism Supports
http://www4.esc13.net/autism Autism Society of America
http://www.autism-society.org/ Austin ISD Behavior Specialists
Website https://sites.google.com/site/aisdbehavior/home
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- Remember, that we are All teachers
https://www.youtube.com/watch?v=JnylM 1hI2jc
https://www.youtube.com/watch?v=JnylM 1hI2jc