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Dana, Jason, Jenny, Jill

Dana, Jason, Jenny, Jill. Early Warning Signs Are these the descriptions of infants with Autism or infants without Autism. Avoids eye contact Studies mother’s face Seems deaf Is easily stimulated by sounds Adds to vocabulary and grammatical use

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Dana, Jason, Jenny, Jill

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  1. Dana, Jason, Jenny, Jill

  2. Early Warning SignsAre these the descriptions of infants with Autism or infants without Autism • Avoids eye contact • Studies mother’s face • Seems deaf • Is easily stimulated by sounds • Adds to vocabulary and grammatical use • Starts developing language, then abruptly stops talking altogether.

  3. A developmental brain disorder that begins in early childhood and persists throughout adulthood affects three crucial areas of development: communication, social interaction, and creative or imaginative play. Definition of Autism

  4. Autism Spectrum PDD-NOS Asperger CDD Rett’s-only girls Savants-Small percentage

  5. Presumed Causes of Autism • There are no proven causes of this disorder • Vaccinations for Measles, Mumps, and Rubella • Genetic and hereditary factors • Abnormalities in brain structure or function • Biological causes • Problems during and after pregnancy or delivery • Environmental factors • Viral infections • Metabolic imbalances • Exposure to chemicals

  6. Incidence Rates of Autism • 1 in every 500 babies born have Autism. • 5 boys to every 1 girl has Autism. • Autism is the third most common developmental disability. • Autism is more common than multiple sclerosis, cystic fibrosis, or childhood cancer.

  7. Diagnosis No medical tests are needed, but are used to rule out other possibilities. May appear that the child has mental retardation, hearing impairments, or a behavior disorder. Observation of communication, behavior, and development is the best way to diagnosis Autism.

  8. Those that help diagnose Parents/Caregivers Neurologists Psychologists Developmental pediatricians Speech/language therapists Learning consultants Early identification is the key to helping the child the most.

  9. Difficulty mixing and relating with other people Inappropriate laughing and giggling No fear of real dangers Apparent insensitivity to pain Inappropriate attachment to objects Repetitive or ritualistic behavior Rocking, spinning, head banging, hand twisting Words or phrases in place of normal, responsive language. Selective hearing, not responsive to verbal cues and may act as deaf Hypersensitivity or hyposensitivity to the senses Extreme emotional distress for no discernable reason Laughing, crying, showing distress Resists change in routine and environment Uneven gross/fine motor skills Marked physical over activity or extreme passivity Severely impaired verbal/nonverbal communication Little imaginative play Intellectual ability is limited Difficulty in expressing needs; uses gestures or pointing instead of words Prefers to be alone Characteristics of Autism

  10. Characteristics, contd. • Tantrums • May not want to cuddle or be cuddled • No eye contact, appears to “look through” people • Sustained odd play • Spins objects

  11. Treatment No Cure Therapies and interventions Parents Occupational therapist Speech therapist Behavioral therapist

  12. Educational/Behavioral Interventions Used the most often Should begin as early as possible for best results Highly structured and intensive skill-oriented training tailored to each individual Therapists help with development of social and language skills

  13. Instructional Considerations • Structured days • Visuals • Encourage talents • Use their fixations for motivation • Concrete visual methods • Padded weighted vest • Make eye contact with the child • Sing or whisper information to the child • Do not require that the child sees and hears at the same time • Teach generalizations • Sequencing can be difficult for Autistic children

  14. Instructional Considerations • Avoid long verbal instruction • Do not focus on handwriting, if possible let child type • Protect child from loud sounds • If possible, avoid using fluorescent lights • Social skills must be taught, they are not learned through observation • Present lessons in a controlled manner • Find alternative ways in which the child can demonstrate what they learned

  15. Instructional Considerations • Prepare the child • Set up a cueing system for keeping the child on task • Arrange for transitions • Focus on comprehension and content retention • Graphic and Visual organizers • Mnemonic Devices

  16. Technology • Boardmaker • Picture It • CompuThera • Microsoft PowerPoint

  17. Other Interesting Information • Draws in detail • Graphic memory • “Refrigerator Mothers” • Difficulty filtering noise • May have echolalia • May have a large vocabulary, but not know what they said • May not like light touch or certain clothing • May have above average ability to balance • May walk on toes

  18. Let Me Hear Your Voice : A Family's Triumph over Autismby Catherine Maurice Thinking In Pictures : and Other Reports from My Life with Autismby Temple Grandin Educating Children With Autismby National Research Council National Dissemination Center for Children with Disabilities www.NICHCY.org Activity Schedules for Children With Autism: Teaching Independent Behavior (Topics in Autism)by Lynn E., Ph.D McClannahan, Patricia J., Ph.D Krantz Behavioral Intervention for Young Children With Autism: A Manual for Parents and Professionalsby Catherine Maurice (Editor), Gina Green (Editor), Stephen C. Luce (Editor) When My Autism Gets Too Big! A Relaxation Book for Children with Autism Spectrum Disordersby Kari Dunn Buron, Brenda Smith Myles Resources

  19. Resources • National Institute of Child Health • Autism Society of America • Autism Research Institute • The New Jersey Center for Outreach and Services for the Autism Community, Inc. • National Autism Hotline • Natioanl Organization for Rare Disorders, Inc.

  20. http://www.autism-society.org/site/ http://www.nhautism.org/http://t3.preservice.org/T0401753/aut2.htm http://ww.google.com/search?hl=en&ie=UTF-8&q=characteristics+of+autism http://www.childbrain.com/pddq8.shtml http://originsofautism.com/ http://www.computhera.com/about.html http://www.polyxo.com/visualsupport/letsgetvisual.html No Author. Lights, Camera, Action! Using Engaging Computer-Cued Activity Schedules. Teaching Exceptional Children. 36 no1 40-5 S/O 2003. http://www.healthieryou.com/autism.html http://health.discovery.com/centers/mental/autism/autism2.html http://www.designbycher.com/autism_art.htm http://www.polyxo.com/discretetrial/ http://www.sasked.gov.sk.ca/k/pecs/se/docs/autism/Teaching%20Students%20with%20Autism%20Document.pdf http://www.autism.org/temple/tips.html Kluth, Paula; Darmody-Latham, Julie. (2003). Beyond sight words: Literacy opportunities for students with autism. Reading Teacher, 56, 6. References

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