HIGH FUNCTIONING AUTISMA PRESENTATION FOR GENERAL EDUCATION TEACHERS IN THE ELEMENTARY SCHOOL SETTING

WHAT IS HIGH FUNCTIONING AUTISM?

• Autism is a “developmental neurobiological difference in brain functions” (Langtree, 2015)• Students with high functioning autism usually display characteristics of autism, but at

a milder level (WebMD, 2015).• It is often confused with Asperger’s which is also on the autism spectrum (WebMD,

2015).• Difference between high functioning autism and Asperger’s is the age of which

language delays occur (WebMD, 2015).• High Functioning Autism: occurs at an early age• Asperger’s: occurs after the child has some spoken language ability

WHAT DOES HIGH FUNCTIONING AUTISM LOOK LIKE?• Delay in motor skills (WebMD, 2015)• Inability to interact appropriately in social situations (WebMD,

2015)• Not able to understand figurative language (ie. humor, puns,

etc.) (WebMD, 2015)• Obsession with a specific subject or item (WebMD, 2015)• Sensory Issues (ie. textures, noises, lights, smells, etc.)

(WebMD, 2015)

DIAGNOSING HIGH FUNCTIONING AUTISM

• No medical test• Based on observed behavior and psychoeducational testing• Parents often “feel” something is wrong before the child is 2 years

old (Langtree, 2015)• Social isolation• Lack of eye contact• Difficulties in verbal and non-verbal communication

• Developmental delay screenings are done as part of well-baby visits

PREVALENCE AND STATISTICS OF AUTISM

• About 1 in 68 children are diagnosed with autism (CDC, 2014)• Boys are almost 5 times more likely to be diagnosed with

autism than girls (CDC, 2014)• 46% of children with autism have average or above average

intellectual ability (IQ greater than 85) (CDC, 2014)• Only 44% of children with autism were evaluated for

developmental delays before they turned 3 (CDC, 2014)

INCLUSION TECHNIQUES

• Routine! Routine! Routine!• Students with autism (on both ends of the spectrum) need a

consistent routine in the classroom.• No surprises• Decreases anxiety• Helps create independence

INCLUSION TECHNIQUES

• Visual Supports• Visual schedules• Rules posted• Visual instructions

• Assign Peer Buddies• Give peer buddies strategies to use with students with autism• Model strategies• Rotate peer buddies

INCLUSION TECHNIQUES

• Transitions• Give students a list of activities they can do between assignments• Cuts down on downtime and attention seeking behaviors

• Provide a “Break Area”• Look for signs of frustration• Prompt students to take a break when signs are present• Provide stress relieving activities/tools (ie. Stress ball, headphones,

breathing techniques)

MYTHS ABOUT AUTISM• Autism can be cured.

• Autism can’t be cured, but medication and intensive behavior therapy can help children with autism develop social skills and limit problem behaviors (Child Mind Institute, 2015).

• Autism is caused by vaccines.• A paper published in 1998 claiming autism is caused by vaccines has been debunked

(Child Mind Institute, 2015).

• All kids with autism have cognitive delays.• Cognitive delay is not required for an autism diagnosis. Many kids with autism due have

a cognitive delay, but some (especially those with high functioning autism) do not (Child Mind Institute, 2015).

REFERENCES

• CDC (2014). 10 Things to Know About New Autism Data. Retrieved from http://www.cdc.gov/features/dsautismdata/index.html• Child Mind Institute (2015). Myths about Autism. Retrieved from

http://www.childmind.org/en/myths-about-autism/• Langtree, I. (2015). Early Indicators: High Functioning Autism and Aspergers

Syndrome. Disabled World. Retrieved from http://www.disabled-world.com/artman/publish/article_2255.shtml• WebMD (2015). High Functioning Autism and Asperger’s Syndrome. Retrieved

from http://www.webmd.com/brain/autism/high-functioning-autism