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Autism AwarenessFor
The School Transportation Association of Indiana
Presented by Barb Fogarty Autism Consultant
MSD of Lawrence Township SchoolsIndianapolis, IN
Training Presentation Adapted From:
Glenda Pate and Lucy Wieland
Old National Trail Special Education Cooperative
522 Anderson St., Box 267, Greencastle, IN 46135
765-653-2781
The Wheels on the Bus ...
….go round and round all through the town.
Characteristics of
Autism
Autism Spectrum Disorders (ASD) are lifelong
developmental disorders characterized by impairments in communication, learning, and
social interaction which typically become evident in infancy or
early childhood.
AUTISM SPECTRUM
PASSIVE
SEVEREMILD
IQ
Severe/Profound
Moderate Mild Normal Gifted
MILDMILDSEVERESEVERE
PASSIVEPASSIVE
Children with autism
tend to display difficulties with:
Communication Skills
Social Skills
Behavior
&
Communication
Language
COMMUNICATIONMay have difficulties:
* Understanding what they hear
* Comprehending simple language* Using appropriate language
Grammar/pronoun confusion
Using “made up expressions”
Idiosyncratic language
Verbal rituals
* Using appropriate voice volume-
loudness/softness
Communication-(cont.)
May have difficulties with:* Direct gaze* Reciprocal gaze* Abstract, vague concepts (i.e. if you say “take a seat”,
the student my try to physically take a seat)
* Teasing* Tend to be very literal (i.e. if you say Hi Pal, the ASD
student will say, “my name is not Pal, it is Jeff)
40-45% of students with autism are nonverbal
Regardless of the student’s level of functioning, communication will be challenging.
A common error is to assume students with ASD understand communication.
A student with ASD may use nonverbal gestures (a poke or tap) to communicate rather than using words.
All behavior communicates a need, anxiety and/or frustration.
Social Behavior
SOCIALMay have difficulties:
Understanding social gesturesMaking/maintaining eye contactShowing and directingSocial smile (reciprocal)Ability to judge social situations and
reading the intentions of othersMaking friendsReading nonverbal cues
BEHAVIORMay display:
Unusual preoccupationsRepetitive use of objectsCompulsions/rituals
–Hand/finger mannerisms–Body movements
Unusual sensory interests/inputSelf-stimulatory behaviorSelf-injurious behaviorSpecial skills
Social interactions are always difficult for students with ASD.
Difficulties may include a lack of interest in social interaction, reciprocal conversation and active listening.
Students with ASD have difficulty understanding social situations—they are not rude!
Are often bullied by other students
Sensory Input
Sensory Input
Students with ASD often have varying sensory issues which are sometimes erroneously classified as behaviorally- based.
Oversensitivity- tactile & auditory defensiveness *sensitive to sunlight *sensitive to touch-even a light brush of someone’s hand may feel like a hard punch *extremely sensitive to noise of students, traffic etc. Undersensitivity – absence of pain. Fatigue, anxiety, comfort level, trust and motivation often
effect sensory-based issues.
Miscellaneous Characteristics
1/4 to 1/3 have epilepsy4 out of 5 will be boysGirls usually have more severe
characteristicsSame incident rate in all countries, races,
socio-economic statusMay have poor motor skills
Characteristics of Asperger’s Syndrome
Students with Asperger’s are higher functioning and look “normal”.
Behavior is often thought of as “oppositional”, “defiant”, “spoiled”, and
“manipulative”.
Common difficulties include:Perseveration on specific topics of interestInsistence on sameness/difficulty with
changes in routineInability to make friendsDifficulty with reciprocal conversationsPedantic speechSocially naïve and literal thinkers Poor coping strategiesRestricted range of interest
Difficulties-(cont.)
Tend to be reclusiveDifficulty being in large groupsDifficulties with abstract conceptsProblem-solving abilities tend to be poorVocabulary will sound great; but overall
comprehension is poorLow frustration toleranceEmotional vulnerability
Students with autism will perform better when provided structured
settings within their environment.
On the bus, students can be provided:
Physical Structure
Visual Schedules
Provide structure by assigning seats so the student will
know where he will sit.
Define student’s personal space on seat with tape or
chalk lines.
Forewarn the student of changes – substitute bus
driver, change in route, etc.
Provide visual cues. List bus rules.
Limit auditory input. Don’t attempt to reason with the
student.
Helpful Hints for the Bus:
Helpful Hints for the Bus:
Use short/concise directives Tell student what “to do”-such as “sit down” When giving students directions, allow “wait
time” for processing Use concrete language, objects…avoid abstract phrases Be consistent with routine Look at the physical setting of environment Look at student placement within environment Provide visual or gestural cues in place of
verbalizations
Recognize that students maybe responding from their
developmental age rather that their chronological age
Provide with social stories explaining appropriate
behavior.
Provide choices when possible
Pair students with good role models and facilitate
interaction when possible.
Be aware that these students are easy targets to be
teased and bullied by other
Helpful Hints for the Bus:
Do not force eye contact
For students who touch/kick items (such as back of
seats) or use bus equipment improperly, (opening
and closing windows), put a visual “stop” sign or
universal no sign on them
Make sure these students know the expectations that we
feel are common sense---such as being quiet on snowy
and icy days, if the bus driver frowns at you, you need
to be quiet
Helpful Hints for the Bus:
Behavior StrategiesReact before inappropriate behavior
occursScan the environment for red flagsWatch for signs of escalating stress—
such as rocking, tense body language, escalating voice level—verify that you know they are getting upset—reassure them—and direct them to items that will calm them
Allow student to look at book, draw, listen to own music, hold fidgets etc.
to keep the student calm
Behavior StrategiesAllow use of headphones to block out
noiseDiffuse tense situationsIncrease structure & predictabilityConfidentiality is paramount. Do not tell
others that an autistic student is on your bus unless you have permission from the parents.
The special education teacher of record is your resource for any specific information pertaining to that autistic student.
SOCIAL STORIES are a way to help with students with autism.
They provide the student with rules explaining/defining
social interactions and social settings.
Social stories are written for a specific student and a specific situation.
Situations that are difficult for the student.
Situations where the student “misreads” the situation or the interaction.
A Social Skill assessment shows an individual, specific need.