Autism Spectrum Disorder (ASD)

Alisha CancioMallory ClarkJason Noto

ESOL Comparison ChartELL ONLY

Earn a standard diploma

Does not affect functions in daily life

Will test out of their label

Do not have issues with repetitive behavior, problem behavior, and sensory/ movement disruptions

Not a biomedical or environmental/ chemical cause

Trouble understanding is caused by a language barrier

Is not a genetic difference in DNA

Have consistent language abilities, no matter the context

ESOL Comparison ChartELL ONLY

ELL students do not struggle with speech, reading, and writing skills in their native language

Will adapt socially, linguistically, and intellectually over time to fit in with peers

ELL is not a lifelong difference

Normal IQ scores, being about 100. (Maybe score lower due to language/ culture barrier?)

Does not affect memory

Something in common with entire family

May not understand because of cultural context

May be perceived as misbehaving due to different cultural expectations

Given a short term for services

Most are included in general education classrooms

ESOL Comparison ChartASD ONLY

Eligible for special diploma

Creates difficulty with activities in daily life

Will not test out of label

May have visible differences in repetitive behavior, problem behavior, and sensory/ movement disruptions

On the other hand, may not be a noticeable disability

There is a biomedical or environmental/ chemical cause

Does not result from nurturing style in home environment

Is a genetic difference linked to DNA

Will have inconsistent abilities, like performing well in school yet being unable to generalize to home/ school environments, or like savants, who markedly have low ability in all areas besides their super talent

May struggle with speech, reading, and writing skills in their native language.

ESOL Comparison ChartASD ONLY

Can learn strategies to adapt with peers socially, linguistically, and intellectually, but with difficulty

ASD is a life-long disability

Quite commonly (75% of autism) students will have an intellectual disability, meaning IQ scores below 70.

May affect memory

Can be something different than entire family

May not understand because of social, language, or intelligence context

Over-representation of European American children

Can be more likely to cause harm to self, others, or environment

Given services for a long term

About half are included in general education most of the time (54% of students in Gen Ed. 40% or more of the time)

Accommodations vary

ESOL Comparison ChartBOTH ASD and ESOL

Have a label that gets services

Receive accommodations

May be different socially and linguistically

Both might have a difficult time making friends, for different reasons

Both have extra resources at school to accommodate them in learning

Will likely benefit from having extra time to process or express knowledge

May be pulled out of class for extra supports

Describes a large spectrum of students

Can apply to students of different intelligence levels

May be very difficult for the family

Test scores may be inconsistent with abilities, whether due to having more time to process written word, struggling with literacy, sensory distractions, anxiety or differences in intellectual functioning

Benefit from multi-modal teaching

Benefit from having more time

ESOL Comparison ChartBOTH ASD and ESOL

May be withdrawn/ shy

May appear to give up easily, by lacking motivation or by displaying problem behavior

May struggle to follow rules, for different reasons

May have difficulties understanding pragmatics and fitting the cultural norm

Might have difficulties with language, communication, and expression

Might struggle with reading and writing

May use other methods of communication than speech, like hand gestures

Might take more time to learn material

Can be perceived to be misbehaved

Difference may be apparent by irregular speech

May have low standardized test scores

Might avoid eye contact

Might struggle with syntax (order of words)

Visuals help learning

What is ASD?

Autism Spectrum Disorder is developmental disability that significantly affects a student’s verbal and non-verbal communication, social interaction, and educational performance.

Symptoms MUST be evident by the age of 3.

Categorical definition

NO SUCH THING AS JUST “AUTISM”

Autism Spectrum Disorder means having one or more of the following:

Classic Autism Disorder

Rett’s Disorder

Childhood disintegrative disorder

Asperger’s disorder

Pervasive developmental disorder otherwise not specified

Thus, when someone says just “autism” they may mean ASD, or they may mean “classic autism.”

Don’t be embarrassed to ask someone which one they are referring to if they simply say “autism.” Some people will be quite impressed that you even know the difference!

Autism Spectrum Disorder

Alternative Treatments

Common Medications:• Sleep Aids• Anti-psychotics• Anti-depressants• ADD, or ADHD medications.

*Medications are used mostly on severe cases.

These are often used these to treat these types of behavioral problems, such as aggression, self-injurious behavior, and severe tantrums. These behavior must keeps the student with an autism spectrum disorder (“autism”) from functioning more effectively at home or school.

People with ASD also are more likely to experience seizures, depression, ADD and ADHD. In fact, it is estimated that 25% of those diagnosed with an autism spectrum disorder will suffer at least one seizure before the onset of puberty. Epilepsy will be prevalent in 10%-30% of those who have been diagnosed with autism.

BBC: My Autism and Me

http://www.youtube.com/watch?v=FeGaffIJvHM

o Develop and follow a structured daily schedule. Prepare student about any schedule changes in advance.

o Maintain a familiar routine.

o Incorporate the use of visuals whenever possible.

o Create visual labels for the classroom.

o Teach interaction skills. Encourage students to cooperate in activities or assign a peer buddy for them to work with.

o Make sure students do not feel isolated from the rest of the class.

Parents should be involved in planning interventions. Keep in contact with student’s supports. Communication is key!

Know the student’s IEP.

Develop behavioral plans and use social stories for behavior management.

Reinforce positive behavior with positive feedback.

Consider your classroom structure. The environment should be predictable.

Remember that each student with ASD is unique!

Address students directly by their name.

Do not demand eye contact.

Use concrete language. Keep it simple and straight to the point.

Avoid the use of sarcasm.

Give students enough response time.

Focus on your student’s strengths and what they can do rather than what they cannot.

Patience, Patience, Patience!

Example of a Social Story

Facilitating Friendships

Friendships are among the most intimate and important relationships in our lives. For students with Autism Spectrum Disorders (ASD), development of friendships is can be a significant challenge.

Keep In Mind…

Focus On Strengths

Individuals with autism spectrum disorders experience many difficulties throughout their lives, however, it is important to recognize that not all of the traits associated with these disorders are negative ones. There are many strengths that are inherent to this group of disorders as well, and they are traits to be admired in anyone, even those people without disabilities.

⇐ Understand concrete concepts very well.⇐ Understand context-specific language (language that can be directly related to an experience).⇐ Recall visual images and memories easily.⇐ Think in a visual way.⇐ Have extraordinarily good long-term memory.⇐Understand and use concrete rules and sequences.⇐Can be very precise and detail-oriented.⇐Be dependent upon maintaining schedules and being on time.⇐ Be extremely focused, if it is a pleasurable task .

Individuals with autism spectrum disorders often can:

Savants

MUSIC~ the ability to replay complex sequences after only one exposure.

ART~ the ability to draw complex scenes with accurate perspective either created or replicated following a single brief viewing.

MEMORY ~the ability to memorize exact historical dates, historical places, routes or facts, coordination skills and mathematic skills.

*Only 10 percent of people with autism have savant syndrome, and fewer than 1 percent of non-autistic people exhibit savant skills.

Savant syndrome is a condition whereby a person with a developmental disability, often Autism Spectrum Disorder, is found to be especially brilliant in one particular area or field.

By focusing on deficits, we overlook the strengths of brains built differently.Researchers characterize an acute attention to detail as “ weak central coherence” a deficit. But some people currently argue that it can be a very positive reaction as well.

Temple Grandin: What's Right with the Autistic Mind?

“10 Things That Every Child With Autism Wants You To

Know.”

http://www.youtube.com/watch?v=RlEWEO4cEAo

References

http://www.autismkey.com/autism-and-seizures/

http://theautismhelper.com/

http://www.autismspeaks.org/

http://theadventuresofroom83.blogspot.com/

http://psychcentral.com/lib/medications-for-autism/0005716