Autism Awareness in the Library

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Autism Awareness in the Library

• Presented for the Washington Library Association
• 2009 Conference, Impact Influence
• Julie Ashmun, Project DATA
• University of Washington, Seattle
• and
• Jennifer Fenton, Washington State Library
• Contact Information
• Julie Ashmun [phone]
• westhoff_at_u.washington.edu

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What is Autism?

• Neurobehavioral disorder
• Life-long effects
• Onset of symptoms occurs in the first three years
  of life
• Spectrum disorder that varies in severity of
  symptoms

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• DSM-IV Criteria

Pervasive Developmental Disorders (PDD)
Pervasive Developmental Disorder Not otherwise
specified (PDD-NOS)
Aspergers Syndrome
Autistic Disorder
Childhood Disintegrated Disorder
Retts Disorder
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• Common Usage

Autism Spectrum Disorders (ASD)
Aspergers Syndrome
PDD-NOS
Classic Autism
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• . Brian Boys Club

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Autism Facts

• Prevalence 1 in 150
• More common in boys than girls
• Genetic factors seem to play a role
• No known causes of autism

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DSM IV defines autism by the following
characteristics

• Delays or abnormal functioning in at least one of
  the following areas with onset prior to three
  years
• (1) social interaction,
• (2) social communication, or
• (3) restrictive, repetitive, and/or stereotyped
  patterns of behavior

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Social Deficits (DSM-IV)

• Impairment in nonverbal communication (gestures,
  eye gaze, etc.)
• Failure in developing peer relationships
• Lack of spontaneous sharing of enjoyment,
  interests, etc.
• Lack of social or emotional reciprocity

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What You Might See

• Complete lack of interest in others
• Very attached to certain adults, but no interest
  in peers
• Inappropriate interest in others
• Wants friends, but doesnt get it
• Lack of understanding of facial expression
• Behavior problems related to lack of interest in
  social praise or social consequences
• Summer

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Communication (DSM-IV)

• Delay in or total lack of spoken language
• Impairment in ability to initiate or sustain
  conversation
• Stereotyped use of language
• Lack of make-believe play

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What You Might See

• Use of augmentative communication systems or no
  communication system.
• Children with very good language, but odd uses
  pronoun reversals, strange uses of words.
• Children with odd sounding language.
• Scripting
• Repetitive, unimaginative play or no play.
• Behavior problems because of limited language.
• Difficulty with processing language.

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Restricted, Repetitive and Sterotyped Patterns of
Behavior (DSM-IV)

• Abnormally obsessive interests
• Rigid adherence to routines
• Sterotyped motor movements
• Preoccupation with parts of objects

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What You Might See

• Obsessions with trains, maps, letters, etc.
• Hand flapping, vocalizing, spinning,
  self-injurious behavior
• Lack of interest in normal childhood activities
• Tantrums and other behavior problems around
  routine changes
• Behavior problems around obsessions
• Self stim

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Sensory Processing, Attention, and Self-Regulation

• Hypersensitivity to sounds and lights
• Aversion to social touch
• Avoidance of food textures
• Lack of response to pain
• Poor orientation to visual stimuli
• Over-focused with sensory features of objects
  (e.g. spinning objects, lights, vents)
• Hypo-responsiveness to stimuli

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Resources

• Autism Speaks
• www.autismspeaks.org
• Autism Society of America
• www.autism-society.org
• www.autismsource.org
• Autism Society of Washington, www.autismsocietyofw
  a.org
• Autism Research Institute
• www.autism.com
• Defeat Autism Now

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Supporting Individuals with Autism in the Library

• Environmental Modifications
• Clear Visible Boundaries (e.g. color coding,
  mapping, books to be restacked bucket)
• Materials Organized
• Time Transitions consider that children,
  especially boys, love to be on the computer
• Rules Expectations

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Visual Supports

• Are static and non-verbal
• Increase predictability and structure
• Enhance the communication process and serve as a
  cue
• Often do not require social interaction

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Communication

• Simple, concise language
• Provide clear directions with picture prompts
  when possible
• Use language to define steps in a sequence (e.g.
  first, then, last 1,2,3)
• Reduce nonverbal communication (e.g. individual
  may not be able to follow a point)

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Ideas and Questions

• How can you provide more support for an
  individual with autism and special needs in your
  library?
• Picture cues to go with the words to label area
• Comfy areas
• Clear rules for time limits and how to behave
• Other ideas?