Understanding Autism Spectrum Disorder

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Understanding Autism Spectrum Disorder

• November 2011

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What is Autism?

• A behavioral syndrome present from early life
• Cause is still unknown
• Genetic
• Better identification
• Immunizations
• environment
• Increase in over 200

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What is Autism?

• Spectrum disorder
• DSM IV Pervasive Developmental Disorder
• Aspergers
• PDD-NOS
• Autism
• Rhett syndrome
• Childhood disintegrative disorder

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Spectrum Disorder

• Social
• Withdrawnpassive.active but odd
• Communication
• Nonverbalverbal
• Repetitive Behavior
• Simple..complex
• Measured intelligence
• Mental retardationgifted
• Motor Skills
• Uncoordinated..agile

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Sensory Integration

• The neurological process that organizes sensation
  from ones own body and from the environment to
  use the body effectively
• Normal processing vs. processing dysfunction

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Sensory System

• Five basic senses
• Vision, auditory, smell, touch, taste
• Hidden senses
• Vestibular system body in space (swinging)
• Proprioceptive system joint muscle input
  (jumping)
• Hypersensitive (over) and Hyposensitive (under)

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Programs with High Expectations

• Family centered not professional centered
• Student centered not diagnostic centered
• Solution oriented

• Approach challenging behaviors with open mind
• Follow behavior plans- sometimes they take time

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Teaching Strategies

• Identify other students to facilitate appropriate
  social interaction
• Eliminate adult prompts and dependency
• Avoid verbal overload (wright story)
• Avoid lecture

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Teaching Strategies

• Use concrete methods to teach
• Use redirection
• Wait for a response- 5 seconds
• Modify work
• Be consistent

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Teaching Strategies

• Use interruption strategy
• Use reinforcement- what is student working for?
• Use more positives than negatives
• Students engaged 100 of time

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Teaching Strategies

• Relate behaviors to natural environment
• Teach self-management skills
• Teach social skills
• Promote cognition
• Expand communication
• Prepare student for environment
• Use visual or written schedule
• Organization and predictability provide security

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Overview of Behavior

• Stay calm and try not over react
• Review students behavior plans
• Keep data
• Students should not be able to use behavior to
  get out of work

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Basic Functions of Behavior

• Escape
• Attention
• Sensory input
• Communication

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Low Expectations Lead to Disabling Students..

• Behavior problems
• Adult dependency
• Inability to communicate
• Inability to progress academically
• Loss of social and community acceptance