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Autism is a life-long developmental disability that prevents individuals from

properly understanding what they see, hear, and otherwise sense.

This may result in severe problems with social relationships, communication, and behavior.

Individuals with autism have to learn normal patterns of speech and communication and appropriate ways to relate to people, objects, and events.

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This brain disorder may cause problems in;learning, communication, social relationships,sensory processing and behavior.

It affects the way individuals eat, dress,spend leisure time, work and understand

their world.

It is a spectrum disorder – symptoms range from

very mild to severe and can occur in different combinations from one individual to the next.

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Usually becomes apparent in the first three year of life but can be identified at any point in life.

About 10%-15% of individuals with autism have average to above average intelligence. 25%-35% function in the borderline to mild mental retardation range. While the remaining % are moderately to severely mentally retarded.

It does not prevent learning. People with autism grow, change, learn, and acquire new skills throughout their lives.

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There is no medical test for diagnosing autism.

The diagnosis is made based on observations of the child’s behavior, communication, and developmental levels by a multi-disciplinary team which may include:

Licensed psychiatrist or psychologist Certified speech pathologist Educational diagnostician Other student evaluation specialist skilled in screening

and assessment of autism

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Asperger syndrome is applied to the mildest of the autism

spectrum.

Characterized by severe problems in three areas-communication skills, behavior skills, social skills.

Occurs mostly in males: ratio is 10:1 Usually no developmental delays Diagnosis is make typically after age 4-can be

made in adulthood Found throughout the world in families of all

racial, ethnic and social backgrounds

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Little is known about the cause of Asperger syndrome

High cognitive ability-normal IQ to superior range

Can include a sensory disorder Can be very compulsive, rigid, obsessive Usually socially awkward or timid No cure, but lots of research occurring

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Can have sleeping problems Can have eating problems Remains throughout the individual’s

lifetime. Lots of treatments-

Best treatment is education!!!!!

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Social impairment with extreme egocentricity, “ME”

Limited interests and preoccupations Repetitive routines and rituals Speech and language peculiarities Non-verbal communication problems Motor clumsiness

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Limited social interactions Problems sustaining simple conversations Odd verbal responses Preference for a set routine Difficulty with transitions Behavioral concerns of hyperactivity,

inattentiveness, aggression, outbursts Appearing “in one’s own world” Over focus on specific objects or subjects

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classrooms!

Socialization and behavioral adjustments still very difficult

Often misunderstood by teachers and other students

May be left-out, teased, bullied They want to make friends, but don’t know

how Depression can occur Misinterpret information, particularly abstract

or figurative language Learning difficulties due to poor attention

and organizational skills

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Supported in general education classrooms!

Inability to interact with peers Lack of understanding of social cues Limited use of gestures Clumsy body language Limited facial expression Inappropriate expression Peculiar, stiff gaze

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Does not play appropriately- wants to be the boss of every part of the activity

More self-centered than selfish Does not usually join in and can become

panicked if forced Does not see themselves as a member of a

group Not usually interested in playing team sports Unaware of unwritten rules of social conduct

and may say or do things that offend or annoy others.

May appear ill-mannered

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Can become fascinated with: trains, dinosaurs, electronics, science, manufactures, models, art, animals, vacuum cleaners…to the exclusion of other activities

With repetitive adherence and more rote than meaning

Accumulate or collect objects or information Tend to ask the same questions over and over

about their interest Fascinated with order, predictability,

consistency and symmetry Appear to be routine oriented- a need to make

life predictable and ordered

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Chaos or uncertainty is not tolerated Research states that routines will become

more dominant and elaborate when the child experiences stress or change

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Communication appears odd Inability to use language for social

communication purposes Language can become “formal” during

adolescence Speech patterns are flat, lacking social

cadence May talk too much or too little Impairments in comprehension, including

misinterpretations of literal and implied meanings

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Cat got your

tongue?You’re pulling my leg!

He’s down in the dumps.

I’m walking on air!

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Everything is either….

Black White

There is no

gray

or

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Autism is an organically-based problem that to date is not reversible, we do not take “being normal” as the goal of our educational efforts.

The long-term goal should be to educate these individuals to fit into society as best possible by respecting their differences and working within their culture to teach skills needed to function in society.

We must increase their understanding.

We must make the environment more comprehensible.

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TIPS: Teach appropriate opening comments Teach student to seek assistance when

confused Teach conversational skills using small

group instruction, audio tapes and video tapes

Teach rules and cues regarding turn-taking in conversation and when to reply, interrupt or change the topic

Explain phrases and words that have multiple meanings

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Encourage the student to ask for an instruction to be repeated, simplified or written down if he does not understand

Pause between instructions and check for understanding

Limit oral questions to a number the student can manage

Use videos or expression cue cards to help the student to identify nonverbal expressions and their meanings

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Avoid verbal overload Simplify language and facial expressions Give student time to respond Avoid asking vague questions ( Why did you do

that? ) Chose your words carefully; they tend to be

very literal Give only 1-2 directions at a time Interpret student’s body language and words

(they may not appear to match) Consider literal interpretation of what was

said to explain student responses Avoid loud, scolding, demanding voice tone

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TIPS: Frequent teacher feedback and redirection Break down assignments Change task features Change task length Timed work sessions Reduced homework assignments Preferential seating Use nonverbal cues to get attention

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Ensure that tasks have a clear beginning and ending

Promote on task time but allow breaks Teach when to ask for and take breaks Design materials to encourage

independence and understanding Provide notes and other information in

advance Give more time to perform Assign a note taker Alternate tasks (like-dislike)

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TIPS: Use schedules and calendars Maintain lists of assignments Help the student to use “to do “ lists

and checklists Use color coded notebooks and folders Use individual visual supports Use social stories

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TIPS: Involve in structured fitness activities with

use of visuals Take slower writing speed into account

when giving assignments (length often needs to be reduced)

Provide extra time for tests Consider the use of a computer for written

assignments as some students may be more skilled at using a keyboard than writing

Allow student to copy from notes rather than the board or overhead

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TIPS: Don’t assume that the student has

understood simply because he/she can re-state the information

Be as concrete as possible in presenting new concepts and abstract material

Use activity-based learning where possible Use graphic organizers such as semantic

maps Break down tasks into smaller steps or

present it another way

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Provide direct instruction as well as modeling Show examples of what is required Use outlines to help student take notes and

organize and categorize information Avoid verbal overload Capitalize on student strengths, such as

memory Do not assume that they have understood

what they have read-check for comprehension

Supplement instruction with visual supports

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TIPS: Provide positive praise and tell the student

what he/she does right or well Teach the student to ask for help Teach techniques for coping with difficult

situations and for dealing with stress Use rehearsal strategies-role modeling Allow to practice behavioral expectation in

new situations Observe for anxiety and confusion

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Provide experiences in which the person can make choices

Help the student to understand his/her behaviors and reactions of others

Educate other students about Autism Use peer supports such as buddy systems

and peer support networks to diffuse situations

Teach appropriate social skills and classroom behavior

Teach replacement behaviors Modify or eliminate triggers Add prompts and assistance (e.g. social

stories, picture guides) Promote positive peer interactions

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Set expectations and routines for each setting

Add visuals to cue appropriate behavior Explain anticipated changes well in

advance Maintain consistency and predictability

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Be aware that normal levels of auditory and visual input can be perceived by the student as too much or too little

Keep the level of stimulation within the student’s ability to cope

Provide escape from noise (e.g. headphones, ear plugs, quiet place)

Assign seat in non-distracting locations Avoid wearing fragrances

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Give students informationGive directionsTeach social skills Organize environmentEstablish rules and behavior guidelinesTeach academic skillsSupport learning expressive communication

skillsMake communication more effective

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Address child’s difficulty with sequential memory and organization of time.

Assist children with language comprehension problems to understand what is expected of them.

Lessen the anxiety level thus reducing the occurrence of challenging behaviors.

Assist student to transition independently between activities and environments.

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Can incorporate social interactions Can increase student’s motivation Can teach concept of “change” Can increase transition successes

Visual structure must be directly taught and consistently used.

Visual structure must be directly taught with

consistency!

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Strategies

Schedules provide individuals with an understanding of what is to come and what is expected.

This knowledge gives the student a sense of understanding and security that leads to success and independence.

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Schedules and Calendars help us:

Know what is going to happen Know what is not going to happen Know when something is going to

happen Know what is changing Know what I have to remember Know what I have to look forward to Know what has already occurred

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Schedule in a binder

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Mini Schedule AUTISM

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Calendars AUTISM

1.Games should be fun for everyone.

2. If you win a game, you can:

smile,

give a high five

or say “yea!”

3. If you lose a game you can,

take a deep breath,

say “good job” to the winner,

“maybe next time”.

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Social Stories AUTISM

In order to be successful, individuals with autism require structure and routines that are designed to meet their unique needs.

Note Persons with autism can learn to function at

home and in the community.

With proper education some can go on to live successful lives.

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SupportKaren Alvarez Hanna ClusterDavid Delgado Rivera ClusterMaryLinda Gracia Pace ClusterMelinda Ottolino Porter ClusterSuzette Yekel Veterans Cluster

* Lopez Cluster is supported by assigned behavior specialists.

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Meet again Wednesday, April 20th at Veterans.

How to write and implement social stories

Explore visual supports Schedules And more…

Bring a digital camera. There will be samples!

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