S tudents with Autism

1. Students with Autism Superintendent’s Conference Day May 9, 2014

2. Video • Intro video

3. Autism, Defined DSM- IV Pervasive Developmental Disorder Autism Asperger’s PDD (NOS) Rett’s Syndrome Childhood Disintegrative Disorder • DSM- V • Autism Spectrum Disorder • Now autism is a single condition with different levels of severity in two core domains: • Persistent deficits in social communication and social interaction across multiple contexts, & • Restricted, repetitive patterns of behavior, interest, or activities

4. Autism, Defined

5. Autism Level 1 (Asperger’s) • A developmental and neurological disorder • The number and intensity of symptoms varies from case to case • Usually classified as student with Autism, but may also be classified OHI or ED

7. The Brain • Obsessions/Hyper-Focus: increased activation in the brain network that governs attention • Intentions of other people: decreased activity and fewer fibers connecting cells in the brain area that governs the resting state of the brain • Clumsiness: decreased activity in motor areas of the brain • Social Behavior: decreased activity in brain areas which may play a role in thinking of self, other people, and the relation between the two, including exploring the intentions of others • Executive Function: problems with organization and planning hamper independence

8. Social Communication & Interaction • Abnormal social approach and failure of normal back-&-forth conversation • Reduced sharing of interests, emotions, or mood • Poor integration of verbal and nonverbal communication • May have limited use or understanding of non-verbal behavior (poor eye contact, lack of facial expression, gestures)

9. Social Communication & Interaction • Difficulty with: • Developing, maintaining, & understanding of age-appropriate peer relationships • Adjusting behavior to various social contexts • Understanding emotions of self and others • May appear to have a preference to be alone, when in actuality want peer interaction and acceptance

10. Reflection • What routines/tendencies do you have, which you perform on a regular basis; those which might cause you some annoyance or stress if you are forced to avoid them or not complete them? • Everyone has sensory needs to some extent. What frequent self-stimulating behaviors do you exhibit? • What environmental factors are you sensitive to or easily overwhelmed by?

11. Restricted & Repetitive Behavior, Interests, or Activities • Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal and nonverbal behavior • Highly restricted, fixated interests/activities/patterns that are abnormal in intensity or focus • Stereotyped or repetitive motor movements, use of objects, or speech (i.e. lining up toys or flipping objects, echolalia, & idiosyncratic phrases)

12. Restricted & Repetitive Behavior, Interests, or Activities • Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment • May become upset with loud noises and/or demonstrate an intolerance for stimulating environments • May require sensory input through chewing, flapping, rocking, tapping, humming, and sometimes hitting self

13. Cognitive & Academic Profile • Often (not always) exhibit above average intelligence, sometimes quite gifted in verbal and/or visual perceptual ability. Expressive language often better developed than receptive language (can be hyper-verbal) Typical Strengths • Rote learning • Spelling • Factual knowledge • Math computation • Sight word vocab. Typical Weaknesses • Reading comprehension • Verbal reasoning • Character analysis • Prediction • Writing • Differentiating relevant /irrelevant • Generalizing

14. Case Scenario • A student with autism is walking in the hall after lunch & begins repeatedly slapping himself in the head with his hand and stating I hate my life. • What 3 deficits, common to autism, are likely impacting this behavior: • Sensory • Poor social awareness/understanding • Poor regulation of emotion

15. Challenges • Often targets of teasing / harassment from peers • Other adolescents begin to question authority while the student with an Autism is still in the mentality of following the rules • Being a stickler for the rules, the student with Autism may correct another student who is breaking a rule • Other adolescents may misinterpret the students autistic behavior • Depression & Anxiety • Sensory processing issues

16. Recommended Approaches Communication • Break complex directions into smaller pieces • Repeat instructions when necessary • Make clear, precise statements • Explain sarcasm, metaphors, idioms, and words with double meaning • Help student find a phrase or signal for when he or she doesn’t understand • Provide cues with “why” & “what if” questions and abstract concepts

17. Recommended Approaches Social Interaction • Protect from harassment / teasing • Pair student with a “social mentor” • Identify when isolated by choice and when isolated because of peer exclusion • Explain Asperger’s to classmates • Help student understand humor • Utilize support from student counselor ,if necessary

18. Recommended Approaches Sensory Skills • Predict sensory/environmental changes and make student aware before they occur allowing preparation/adjustment • If necessary, provide personal, quiet space for student to relax and collect thoughts • Allow student to have a calming item to use when experiencing sensory issues (stress ball, drawing, drink of water, etc.)

19. Recommended Approaches Behavior Skills • Model acceptance of student for peers • Don’t take student’s comments personally • Use the student’s special interest to engage in conversation and learning • Be consistent with routine and expectations • If necessary, teach student replacement behaviors to manage frustration, anger, and anxiety

20. Recommended Approaches Academic Skills • Be calm, matter-of-fact and predictable • Check for comprehension & cue to relevant details • Provide visual aides when possible • Provide organizational assistance • Use concrete examples • Use predictable classroom routines, rules, and expectations • Provide frequent positive feedback • With group work may need to assign specific tasks for each student • Use nonverbal cues to refocus (i.e. pointing, close proximity, special signal, etc…)

21. Videos • http://diversidadeasperger.vilaconectada.net/2013/05/informative-video-high-function-austim.html • http://www.youtube.com/watch?v=Azq6s0_hHcw • http://westfield.patch.com/groups/volunteering/p/westfield-teen-creates-video-to-encourage-understanding-of-people-with-autism?ncid=newsltuspatc00000001&evar4=picks-1-post&newsRef=true

22. References • American Psychiatric Publishing (2013), Highlights of Changes from DSM-IV-TR to DSM-5. • American Psychological Association (2013), DSM-5. • Autism Speaks (2013), DSM-5 Diagnostic Criteria. • Henry, K. (2005) How Do I Teach This Kid? • Jackson, L. (2002) Freaks, Geeks & Asperger Syndrome. • Schmidt, C., & Heybyrne, B. (2004) Autism in the School-Aged Child. • Sicile-Kira, C. (2004). Autism Spectrum Disorders. • Smith Myles, B., & Andreon D. (2001) Asperger Syndrome and Adolescence. • Yamnitzky, J. (2007), University of Pittsburgh.