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6/29/12
1
Autism Spectrum Disorders (ASDs)
101 Presented by:
Anne*eWraggeStateCoordinator,NEASDNetwork
Email:[email protected]
NEASDNetwork2012 1
ObjecFves• ParFcipantswillgainknowledgeof
characterisFcsanddifferencesspecifictoindividualsontheauFsmspectrum
• ParFcipantswillgainknowledgeof
effecFveeducaFonalpracFcesforindividualswithASDstoincreasetheirsuccessinavarietyofsePngs
• ParFcipantswillgainknowledgeabout
variousresourceswithinthestateofNebraskaaswellasnaFonalonlineresources
Definition of Autism
• AuFsmisacomplex,developmentaldisabilitythatisevidentwithinthefirst3yearsoflife.• ItisabehaviorallydefinedsyndromethatisrecognizedbydifficulFesincommunicaFon,socialinteracFonandperceptualorganizaFon.• Symptomsvaryindegreeofseverity,frommildtosevereimpairments.
NEASDNetwork2012 3
Autism
• State Definition
To qualify for special education services in the category of autism the child must have a developmental disability which significantly affects verbal and non-verbal communication and social interaction, is generally evident before age three, and that affect the child’s educational performance
Rule 51 NEASDNetwork2012 4
The Bottom Line
AuFsmisadevelopmentaldisabilitythataffectsachild’scommunicaFon,socialinteracFonskills,andrestrictedinterestsorpa*ernsofbehavior.
NEASDNetwork2012 5
Autism Spectrum Disorder (ASD) • Aspectrum disorder • VarianceincharacterisFcsandlevelsoffuncFoning.
ClassicAu*sm HighFunc*oningAu*sm/AS
NEASDNetwork2012 6
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In Nebraska… …medical diagnosisandeduca6onal verifica6onareseparateprocesses.Amedical diagnosisisdeterminedviatheDiagnosFc&StaFsFcalManualIV‐TRforPervasiveDevelopmentalDisorders Verifica6onistheprocessconductedbyaschooldistricttodetermineifastudenthasadisabilitythataffectstheireducaFon,andtoplanappropriateeducaFonalservices.TheverificaFonwillreflectassessmentscompletedbyamulFdisciplinaryteam(MDT)
NEASDNetwork2012 7
Comprehensive Educational Assessment
AcomprehensiveevaluaFonmightincludethefollowingtypesofassessments:
• HealthHistory(generalhealth,hearing,vision,etc.)• CogniFve/psychological• Speech‐language(expressive/recepFve,pragmaFcs)• EducaFonal/Academicachievement• AdapFveBehavior• Sensory• GeneFcs
CommonlyuseddiagnosFctools:
• AuFsmDiagnosFcObservaFonSchedule(ADOS)• AuFsmDiagnosFcInterview(ADI)• ChildhoodAuFsmRaFngScale(CARS)• GilliamAuFsmRaFngScale(GARS)• SocialCommunicaFonQuesFonnaire(SCQ)
NEASDNetwork2012 8
Autism Facts 4to5FmesmoremalesthanfemalesMorecommonthanDownsyndrome,childhoodcancerorFragileXsyndrome.AcondiFonthatcanco‐occurwithothercondiFons,forexampleADHD,OCD,Depression,etc.
NEASDNetwork2012 9
Autism Facts Alifelongneurodevelopmentaldisability.KnowsnoracialorsocioeconomicdifferencesAdevelopmentaldisabilitythatcanbeimprovedandintervenedupon,butnot“cured”.
NEASDNetwork2012 10
Autism Myths AuFsmisNOT…amentalillnessunrulykidswhochoosenottobehavecausedbypoorparenFngalwaysassociatedwithmentalimpairmentalwaysassociatedwithbehavioralchallengesdiagnosedbyasinglemedicaltestorabriefobservaFon
NEASDNetwork2012 11
*DepartmentofHealthandHumanServices,CentersforDiseaseControlandPrevenFon.March2012.
Prevalence of ASD is estimated at
NEASDNetwork2012 12
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*Pediatrics,October5,2009,basedonNaFonalChildren’sHealthSurveycompletedwith78,000parentsin2007.
ages 3-17 in the U.S. have
an autism spectrum disorder
NEASDNetwork2012 13*AuFsFcSpectrumDisorders:ChangesintheCaliforniaCaseload,AnUpdateJune1987‐June2007.Cavagnaro,AndreT.,CaliforniaHealthandHumanServicesAgency.StateofCalifornia2003surveyofdevelopmentaldisabiliFes.
increase between 1987-2007
ASD is the
developmental disability.
NEASDNetwork2012 14
Prevalence • TheincidenceofauFsmisincreasingnaFonally• NebraskaisnoexcepFon.EducaFonalverificaFons
ofauFsmconFnuetorise:
• 1997‐98 240 • 2002‐03 546• 2003‐04 838• 2004‐05 995• 2007‐08 1449• 2008‐09 1697• 2009‐2010 2146
NEASDNetwork2012 15
The cost associated with care for Americans
with ASD is
*AuFsmSocietyesFmatesbasedonUKstudybyJarbrinkK,KnappM,2001,LondonSchoolofEconomics:"TheeconomicimpactonauFsminBritain,"5(1):7‐22.
NEASDNetwork2012 16
Why is the prevalence of ASDs increasing?
ForsuchcomplexcondiFonslikeASDs,nosinglefactorcanexplainwhymorechildrenarebeingidenFfiedwithASDs.SomeoftheincreaselikelyhasbeenduetochangesinthediagnosisandtreatmentofASDs,sometogreaterawareness,andsometobe*errecordkeeping,althoughexactlyhowmuchisduetothesefactorsisunknown.
• CentersforDiseaseControlandPrevenFon.PrevalenceofauFsmspectrumdisorders—
AuFsmandDevelopmentalDisabiliFesMonitoringNetwork,UnitedStates,2008.NEASDNetwork2012 17
What do we know about the causes and risk factors for ASDs?
MostscienFstsinthefieldofASDsbelievethatthereisnosinglecause.Researchhasshownthat:• BothgeneFcandnon‐geneFcfactorsplayaroleinwhetherornota
personwillhaveanASD.• ChildrenwhohaveasiblingorparentwithanASDareatahigherriskof
havinganASD.• ChildrenborntoolderparentsalsoareatahigherriskofhavinganASD.• ASDstendtooccurmoreouenamongpeoplewhohavecertaingeneFcor
chromosomalcondiFons.About10%ofchildrenwithASDsalsohavebeenidenFfiedashavingDownsyndrome,fragileXsyndrome,tuberoussclerosis,orothergeneFcandchromosomaldisorders.
• Whentakenduringpregnancy,someprescripFondrugshavebeenlinkedwithahigherriskofASDs.
• Asmallpercentageofchildrenwhoarebornprematurelyorwithlowbirth‐weightareatagreaterriskforhavingASDs.
– CentersforDiseaseControlandPrevenFon.PrevalenceofauFsmspectrumdisorders—AuFsmandDevelopmentalDisabiliFesMonitoringNetwork,UnitedStates,2008
NEASDNetwork2012 18
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UnderlyingCharacterisFcsofASDs
• ImpairmentsincommunicaFon• ImpairmentsinsocialinteracFon• Differencesininterestsandpa*ernsofbehavior
• SensoryDifferences
Understanding Characteristics of ASDs
NEASDNetwork2012 20
Communication Characteristics
Individuals with ASD may show some or all of the following communication deficits:
• Delay or absence of spoken language • Delay of non-verbal communication • Repetitive or non-functional use of
language (echolalia) • Difficulty initiating and/or sustaining
conversation • Lack of varied, spontaneous play skills
NEASDNetwork2012 21
Social Characteristics: Individuals with ASD may show some or all of the following deficits in social skills: • Inconsistentuseofnon‐verbalbehavior• Difficultyunderstandingsocial“rules”andrelaFonships.
• Difficultywithspontaneouslysharingexperiences.
• Lackofsocialreciprocity• UnconvenFonal/InappropriatemethodsofinteracFon.
NEASDNetwork2012 22
Differences in interests and patterns of behavior
IndividualswithASDmayshowsomeorallofthefollowingfeaturesrelatedtorestrictedinterests/pa*ernsofbehavior:• Useofobjects,instereotypic,and/orpreservaFveways.(Mayincludeunusualintensityorfocus)
• Awarenessofandneedforsequenceofevents
• Inflexibleadherencetospecificnon‐funcFonalrouFnesorrituals
NEASDNetwork2012 23
Differences in interests and patterns of behavior
• Self‐injuriousbehaviors• StereotypicandrepeFFvemovementsoflimbsortheenFrebody
• PreoccupaFonwithcertainsounds,words,phrases,ideas,oritemsanddifficultyswitchingthefocusofa*enFon.
NEASDNetwork2012 24
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Sensory Differences Characteristics
IndividualswithASDmayshowsomeorallofthefollowingsensorydeficits:
• AtypicalresponsestoanyorallofthefollowingsensorymodaliFes:sight,hearing,smell,taste,touch,balance,bodyawareness,andpain.
• UnusuallyhightounusuallylowlevelsofintensityinresponsetosensorysFmuli.
NEASDNetwork2012 25
Other Characteristics of ASD
• Anxietyandstress• ProblemaFcbehaviors
– Impulsive,showlackofjudgment– Social“rules”arenotrecognized– Actwithoutfear(norecogniFonofdanger)
NEASDNetwork2012 26
Features That Impact Learning
• A*enFondifficulFes• CommunicaFonimpairments• Lackofsocialskillsunderstanding• Auditoryprocessingimpairments• GeneralizaFonofskills• DifficulFesimitaFngbehavior• Behavioralissues• Troublewithtask/eventsequencing• TransiFonsandFmeconcepts
NEASDNetwork2012 27
Strengths of Individuals with ASDs
• Strongvisualperformanceskills• AbilitytolearnandfollowrouFnes• Focuseda*enFonrelatedtospecialinterests
• RoteMemory• Honest
NEASDNetwork2012 28
Individuals on the Autism Spectrum Often Specialize in:
• Workingalone…Challengedinworkingwithothers• TheConcrete…Challengedintheabstract• LiteralInterpretaFon…Challengedbymoresymbolic• Intheirownperspec*ve…Challengedinunderstandingthe
perspec*veofothers• Rela*onshipwithinforma*on…Challengedinrela*onshipswith
otherpeople• Inlivingthepresent…Challengedinhypothesizingaboutthe
future• Indoingthingstheirway…Challengedindoingthingsourway• Inseeingtheproblem…Challengedinfindingthesolu*on• Inrou*neinordertofeelsecure…Challengedingoingw/theflow• Inuni‐tasking…Challengedinmul*‐tasking• Indoingwhatfeelscomfortable…Challengedinmanagingfeeling
ofdiscomfort NEASDNetwork2012 29
A few words from some real experts…
VoicesofAuFsmh*p://www.nyFmes.com/interacFve/
2010/04/02/health/healthguide/TE_auFsm.html
NEASDNetwork2012 30
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Autism Spectrum Disorders:
EffecFveEducaFonalPracFces
NEASDNetwork2012 31
Children with different styles require different educational approaches
NEASDNetwork2012 32
What else do the experts say… Programs should have the following components: • Individualized Supports • Systematic Instruction • Structured Environment/Visual Strategies • Specialized Curriculum: Communication • Specialized Curriculum: Social Skills • Functional Approach to Problem Behavior • Family Involvement
Iovannone, R., Dunlap, G., Huber, H, & Kincaid, D. (Fall, 2003). Effective Educational Practices for Students with Autism Spectrum Disorders. Focus on Autism & Other Developmental Disabilities, 18, 150-165.
NEASDNetwork2012 33
Evidenced-Based Practice
An instructional strategy that: • Has a base of high quality research over a
range of different students, in a range of places, and over a range of behavior
• Has been shown to result in measurable
educational, social, or behavioral benefit
NEASDNetwork2012 34
Selecting Interventions: A Process Approach
• Assess individual strengths and needs • Know the facts about ASD interventions • Select an array of interventions based on
above • Utilize team members’ unique knowledge &
skills to integrate these components • Train all team members to integrate • Evaluate program
NEASDNetwork2012 35
The Bottom Line…
• There is NO secret recipe! • There is no “Quick fix” or “band aid” for
students with ASD • Individualize…some of the strategies
discussed may be exactly what one student needs
• None of them may be what another student needs!
NEASDNetwork2012 36
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ASD Web Based Resources
NEASDNetwork2012 37
NE ASD Network website
http://www.unl.edu/asdnetwork/ • Upcoming Trainings • First Signs Video • Regional Websites • Evidence Based Practices Guide • Online Training Links
NE ASD Network 2012
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The Autism Internet Modules were developed to make comprehensive, up-to-date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD).
http://www.autisminternetmodules.org/
NE ASD Network 2012
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The Nebraska ASD Network:
Supported by IDEA Part B Set Aside Funds – Nebraska Department of Education, Special Populations
NEASDNetwork2012 40
Nebraska’s Five ASD Regions
Western Region
Central Region
Northeast Region
Metro Region
Southeast Region
NEASDNetwork2012 41
Training/Support Provided by the Nebraska ASD Network
Consultative services upon request to school-based educational teams regarding: Assessment/Verification Process IFSP and IEP development Program Planning/Selecting interventions Ongoing consultation regarding effective intervention
strategies Regional Libraries and Regional Workshops provide
information and technical assistance State Conference, Website, Web Resources Website: http://www.unl.edu/asdnetwork/
NEASDNetwork2012 42
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Accessing ASD Network Services
Contact your regional coordinator for information on ASD resources, consultative support and training opportunities Parents may contact their local school district to discuss making a referral to the ASD Network.
NEASDNetwork2012 43
ASD Regional Coordinators VickiRu*erWesternRegion308‐635‐3696vru*[email protected]
DawnaSigurdson CentralRegion308‐237‐[email protected]
MelissaTrautman SoutheastRegion402‐761‐[email protected]
Sonja Chatfield Northeast Region
402-564-0815 [email protected]
Teri McGill
Metro Region 402-597-4957 [email protected]
NEASDNetwork2012 44
Websites NebraskaASDNetwork:TrainingandotherNetworkresourcesh*p://www.unl.edu/asdnetwork/AuFsmSpeaks:ASDInformaFonanddownloadableschool
CommunityToolKitwww.auFsmspeaks.orgAuFsmInternetModules:Freeon‐linetrainingmodulesof
evidencebasedintervenFonsh*p://www.auFsminternetmodules.org/index.php
NEASDNetwork2012 45
Websites h*p://www.firstsigns.org(VisitthissitetoaccesshandoutsonscreeningchildrenforauFsmspectrumdisorders)h*p://www.teacch.com(Originalsourceforstructuredteaching)h*p://www.do2learn.com(FreedownloadsofacFviFes,visuals,charts,andmuchmore)h*p://www.usevisualstrategies.com(ArFclesandfreepicturesaboutvisualsupports)
NEASDNetwork2012 46