ADVANCING OUR STUDENTS WITH AUTISM

SST9Chris Wnoroski, Special Education Consultant; Chris.Wnoroski@email.sparcc.org

August 1, 2012

WHAT IS AUTISM SPECTRUM DISORDER? Autism is a neurobehavioral syndrome resulting

from a dysfunction of the central nervous system that leads to disordered development.

IDEA – Education Definition: “Autism means a developmental disability significantly affecting verbal and non-verbal communication and social interactions, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in routine, and unusual responses to sensory experiences.”

Only 6% of individuals with ASD have full-time employment

Only 12% of individuals with AS have full-time employment

Adults say that finding a job would improve their lives more than anything else

Barnard et al., 2001

Employment Status of Individuals with ASD

AUTISM SPECTRUM DISORDER

Currently affects 1 in 88 (according to CDC 3/12)

1.5 million Americans have some form of ASD Autism is the fastest-growing serious

developmental disability in the U.S. Autism costs the nation $137 billion per year

A neurobiological disorder that affects how a person thinks, communicates, and

interacts with others

AUTISM FACTS CONTINUED There is no medical detection or cure

for autism More prevalent in males – 5 times Live a normal lifespan Knows no racial, ethnic, income, social,

or educational boundaries No known cause

CAUSE ??? RESEARCH CONTINUES Genetic link that

predisposes some individuals

Environmental trigger Abnormal growth of

the head during first 18 months

Suspected relationship with gastrointestinal disorders

NUMBER OF STUDENTS IDENTIFIED IN OHIO SCHOOLS

NUMBER OF STUDENTS IDENTIFIED WITH AUTISM IN STARK COUNTY SCHOOLS - 2011

730

Who are our students

with ASD??

Autism is identified as a spectrum disorder Students with autism present with unique

characteristics The “Autism Umbrella” includes autism,

asperger syndrome, PDD-NOS Prevasive Develpmental Disorder Not Otherwise Specified

AUTISM• Display characteristics prior to 36 months of age• Often accompanied by mental retardation (75%)• Cognitive skills are often uneven (i.e., splinter skills,

hyperlexia)• Deficits in executive function (forward planning and

cognitive flexibility)• Fine and gross motor skill deficits

DSM-IV-TR

ASPERGER SYNDROME (AS)• Normal language development• Very literal, speak beyond their maturity level, have

difficulty with comprehension and abstract reasoning• Difficulty with social situations and unstructured time• Sensory difficulties• Motor functioning issues• Organization issues

Myles, 2001

PDD-NOS Includes atypical autism A severe and pervasive impairment in the

development of reciprocal social interaction or verbal and nonverbal communication skills

Generally used when stereotyped behavior, interests, and activities are present, but the criteria are not met for a specific pervasive developmental disorder such as autism, Asperger Syndrome, schizophrenia, schizotypical personality disorder, or avoidant personality disorder

UNDERLYING CHARACTERISTICS• Social • Communication • Restricted patterns of behavior • Sensory differences• Cognitive differences• Motor differences• Emotional vulnerability• Medical or biological differences

Aspy & Grossman, 2007

INFLEXIBLE THINKING Difficulty with change Insistence on sameness Preference for routines Rigid, egocentric thinking or perceptions Rule-bound Perfectionistic-fear of failure Concrete thinkers Irrational fears Over focus on details/ miss the “big picture”

WHAT SHOULD WE DO??? To ensure that our students with autism receive

educational benefit in our schools we need to:Build internal CAPACITY to teach students with ASD within our districts and

Develop and support a TEAM who possess competence and confidence to provide effective education to our students with autism

THIS IS WHAT YOU SAID Results of Stark County Autism Survey

2011/2012 identified that districts wanted:Increased professional development

related to Applied Behavior Analysis, TEACCH and strategies and intervention for general education staff related to students with Asperger’s syndrome

Increased consultation availability for school staff related to specific students and programs

PROFESSIONAL DEVELOPMENT THROUGHOUT THE YEAR…..

PARAPROFESSIONAL TRAINING Start the School Year Off Right with

your Paraprofessional , Denise Uitto–August 14, 2012

Audience – Teachers who work with paraprofessionals preK-12

Will address collaboration, communication and scheduling strategies associated with utilizing paraprofessionals as well as establishing expectations for student support and assigning responsibilities

PARAPROFESSIONAL TRAINING CONTINUED Paraprofessional Training, Denise Uitto, -

August 31, 2012 Audience- Paraprofessionals preK-12 Participants will be engaged in:

An overview of IDEA laws and regulations An introduction to Standards for Paraprofessionals Discussions about professionalism, ethics and

confidentiality The provision of instructional supports for students The development of team work and communication

TEACCHSEPTEMBER 20 AND 21 - 2012 Treatment and Education of Autistic and

other Communication Handicapped CHildren – Dr. Sloan Burgess, KSU

Audience – educational professionals preK – 12 2 Day interactive workshop will provide

participants with a basic working knowledge of TEACCH methodology and its role in working with students with ASD

Effective interventions for students with ADHD, cognitive disabilities, multiples disabilities, learning disabilities as well as ASD

Emphasis on visual supports, physical structure, work “activity” system, daily schedule

APPLIED BEHAVIOR ANALYSIS – ABAOCT.10 AND 12 , DEC. 12 AND 14 - 2012 Using Applied Behavior Analysis to

Improve Outcomes for Students with Autism – 4 days; Dr. Richard Cowan, Dr. Melody Tankersly, KSU

Audience – Educational professionals prek-12 Provide comprehensive knowledge and skill in

making data based decisions to guide evidenced based practices

Provide positive behavior and learning supports that can be easily applied in everyday classrooms DATA, DATA, DATA, DATA, DATA

MORE PD – COMING SOON!!! Autism Series – A series of 5 after school

sessions, 1 per month – Topics to include: Autism 101, Social Competence and Communication, Behavioral Issues and Interventions, Sensory Needs, Family/School Collaboration

Audience- educational staff and families Strategies and Interventions for students

with Asperger Syndrome and High Functioning Autism

Audience – Educational professionals (especially regular education teachers) prek-12

MORE PD – COMING SOON!!! District Autism Team Training (DAT) –

OCALI 2-day institute plus follow up on site visits

involves a district process-planning framework for designing comprehensive programs for individuals with autism spectrum disorders including assessment intervention design implementation and progress monitoring.Participants will utilize tools to conduct baseline

assessment on key components essential to the development and implementation of comprehensive programming for ASD

YOUR COST FOR PROFESSIONAL DEVELOPMENT

FREE!!!

CONSULTATION

Collaboration with the ESC and SST9 – Purpose to assist districts build capacity to provide for students with ASD

Two types of consultation available1. Student Specific Consultation – Obtained through the ESC –

Fee assessed Need parent Permission

2. Program Consultation – Obtained through SST9o Assessment/review of current classroom practices

3. Both Consultation Models Require referral from Special Education Director Provide onsite observation/collaboration with building

level teams Require a commitment from building level teams to

meet to discuss needs and solutions Number of meetings vary based upon needs

COLLABORATION, COMMUNICATION, AND COMMITMENT

WWW.SST9.ORGWWW.STARKCOUNTYESC.ORGINFORMATION AVAILABLE

Stark County Schools are committed to provide exemplary services to students with Disabilities through the collaboration of families and staff based upon the specific needs of the student.