introduction to autism for general educators

A VERY brief overview from a worthwhile FCPS training through SPED PD

Introduction to Autism for General Educators

Autism occurs in 1 in 100 kids age 10 and younger at a 5:1 boy: girl ratio.

By stats, FCPS should have 400 students with ASD (Autism Spectrum Disorder), however, there are currently more than 500 in FCPS.

One if five families have MORE than one child diagnosed.

Older siblings tend to have Asperger’s, younger siblings more involved.

Quick Facts

"Autism"….

Think of a current

or former student

you’ve taught or

encountered that

was diagnosed

with “Autism”.

What

characteristics do

you think about

with that child?

What concerns

(ed) you about

working with him

or her?

“A pervasive, generally lifelong developmental disability manifesting itself before the age of 3, and characterized by severe deficits in communication and relationships, stereotypic, ritualistic behaviors, and a hyper or hypo sensitivity to stimuli.

Dr. Joanne Cafiero, 1992 (has done consultant work for FCPS)

What is Autism?

Diagnosis, in brief

The spectrum…•Autism•Asperger’s Syndrome•Rett’s Disorder (only girls, RARE, involves seizures)•Childhood Disintegrative Disorder (Rare)•Pervasive Developmental Disorder Not Otherwise Specified (PDD NOS)

Involves: Impaired Social Interaction (2), Impaired Communication (1), Behaviors (1)

Within the spectrum, children display a wide range of differences in academic, language, fine motor and behavioral skills, but there are common characteristics.

Difficulty understanding another’s viewpoint or belief (Can be taught but does not develop naturally)

Uneven patterns or intellectual functioning Difficulty understanding or expressing emotions. (Common no matter where on the

spectrum.) Difficulty with social activity and making friends Difficulty relating to people, events and objects (Can seem rude or arrogant, but NOT.

Simply matter-of-fact) Behavior problems are a result of lack of communication skills (similar to toddler

behavior) May repeat statements without understanding what they’ve said Often no fear of danger Excessive attachment to objects Difficulty generalizing, following directions, staying on task “Floppy” body – may be clumsy and awkward Hypersensitivity to sensory experiences (i.e. Classroom fan may sound like a freight train

OR may require MORE sensory input (hypo) Different reactions to situations Interests often ahead of peers

Common Characteristics

Possible anxiety, depression, isolation (lack of friendships may contribute) Overcompensation for feelings of incompetence (may seem arrogant) Limited ability to accept they may be wrong Tend to be visual learners (use visual organizers, even in discussion, not necessarily pictures)

Difficulty with Cause/Effect – may continue to use unsuccessful or incorrect strategies and not learn from mistakes – academically and behaviorally

Difficulty changing subjects frequently May have fear of making a mistake – perfectionists Fear of appearing stupid Advice can be perceived as criticism May excel at endurance or solitary sports Many have good mechanical and math abilities Many have musical talents Many have strong imagination Many have special and focused interests (vs. OCD… can you stop?) –

accommodate so it doesn’t interfere with life.

Characteristics, Continued

Autism from different perspectives

http://

www.nytimes.com/interactive/2010/04/02/health/healthguide/TE_autism.html

http://www.nytimes.com/interactive/2010/04/02/health/healthguide/

TE_autism.html

BE CONSISENT IN EVERY WAY!Do not take behavior personallyChange activities often and try to end with a

successDo not set expectations too high… OR too lowDo not accept common behavior problems as

part of Autism.Find what motivates the student (often

different)Allow choice when possible

Strategies for Working with a Child with Autism

Avoid power struggles – pick your battlesMake learning activities as concrete as

possible. Adjust for this learner as needed.Use personal connections (student

experiences) to increase participationState directions positivelyUse peer buddiesPrioritize strategies based on what most

impacts the student

Best Practices (General)

“They all have one thing in common: the language feels unnatural.

Hans Asperger (1944)

Speech

WaitingTempting (create a situation where the

student HAS to ask/seek help)Asking, Giving Choices (requires response)ModelingJump start (I want the _________)

Speech Strategies

Picture Communication Symbols (severe)PhotosDaily SchedulesActivity SchedulesCue Cards

Visual Strategies

Use short, clear, concrete languageTell students what TO DO not what NOT TO DOCheck for understanding – have student repeat directionsNo sarcasm – students don’t understand itBe positiveAvoid threats or reprimandsAcknowledge communication attempts, even if out of turn

or inappropriate timing Inclusion for models Students need to… request, gain attention of others, reject

or comment, give information, seek information, express feelings, participate in social routines

Make opportunities for the above during general activities

Communication Strategies

In a sense, “set the student up”Give the student a container he/she can not

open.Instruct the student to begin work without

giving directions or materialsOffer an item he/she dislikes

…. Sounds not so nice, but sets the student up for communication based on needs!

More on Communication –Creating Opportunities

Social Scripts – short encounters, involve other students

Video modeling – research shows students can gain skills and generalize into other situations

Peer Buddy – with someone who has similar interests

Practice – Engineering situations for the child

… most handled by SPED case manager and/or Guidance Counselor

Social Strategies – Behavior interferes with social interaction

Be aware of loud areas and noises (open classrooms, assemblies). May offer different choice if possible.

Be aware of texturesProvide a Sensory Box for those who need more

input (box with items to provide sensory experience – rice, bean bag, stress ball, Velcro…) ** if sensory activity is detrimental, ex. Nail biting, find an equal alternative

Opportunities for movement and weight – (“floppy body”) – may carry heavy object, binder on head, may need lap weight to feel tethered to seat.

Allow for computer time and/or drawing

Sensory Strategies

Did you recognize any traits we discussed?Did you come across any strategies you can

try with him/her in the classroom?

Please stop by or email me if you find something that works –I’d like to hear about it!

** Keep in mind – With Autism, each child differs VASTLY from one to the next, so with your NEXT student, you’ll want to revisit it ALL!

Think Back….. To your “Autistic” Student

Learning is circularWe are a TeamI think DifferentlyBehavior is CommunicationCommunicate EffectivelyTeach the Whole MeBe CuriousCan I Trust You?BelieveSee Me as Capable

Ten Things Your Student with Autism Wants You to Know…