1. Facts about Autism Autism is a spectrum disorder. Autism affects 1 in 110 children. More children will be diagnosed with autism this year than with AIDS, diabetes and cancer combined. Autism is the fastest growing serious developmental disability in the US. Boys are 4 times more likely than girls to have autism. There is no medical detection or cure for autism. Children do not outgrow autism. Most importantly: people with autism are people FIRST with gifts and strengths.

2. Symptoms Autism affects the way a child perceives the world andmakes communication and social interaction difficult. The child may have repetitive behaviors or intenseinterests. Symptoms and their severity are different from one child toanother with the same diagnosis. Symptoms of autism typically last throughout a personslifetime. 3. Social Symptoms Early in life, babies/young toddlers will gaze at people, turn toward voices, grasp a finger, and smile. By contrast, most children with autism have tremendous difficultly learning to engage with others. People with autism often seem uncaring, unfeeling or robotic. Smiling, eye contact, touching and simple conversations are often skills that are taught and practiced frequently. It is common for people with autism to have difficulty regulating their emotions. This can often look like immature behavior (crying, screaming, verbal outbursts, and sometimes violence). 4. Communication Difficulties Some people with autism remain non-verbal for their entire lives. With the less involved cases, speech is delayed but usually can improve. Some children only speak one word at a time while others can use sentences. Some children communicate with repeated phrases with a condition called echolalia. The use of two way conversations is often difficult. Body language, tone of voice, and sarcasm are often misunderstood if understood at all. Facial expressions, movements, and gestures from people with autism are often misunderstood as well. 5. Repetitive Behaviors Often people with autism have repetitive behaviors (flapping arms, lining up toys, pacing, routines). Some behaviors are extremely noticeable while others are not usually noticed by the general public. These behaviors are sometimes only expressed when upset or excited. In more extreme cases, these behaviors are at the level where the person can hardly function other than to stim. These behaviors are often uncontrollable however, with proper instruction, these behaviors can be reduced and hopefully the child can monitor their stimulatory behaviors. 6. Physical and Medical Issues that MayAccompany Autism Seizure disorders occur in as many as 39% of peoplewith autism. It is more common in children whohave shown cognitive deficits than those without. A small number of children with autism may alsohave Fragile X Syndrome, Angelmans Syndrome, orother chromosomal abnormalities. Many parents report gastrointestinal problems intheir children. Children with autism often have sleep problems thatoften affect the whole family. Sensory processing disorder is very common. This isan unusual response to sensory stimuli (input). 7. Helpful hints! Due to the impairmentthey belong.with communication, Using fidget toys, handspictures and other visual on activities and carpetcues are necessary and squares are helpful toextremely helpful. you as an adult leading Highly structuredan activity.activities are a must! Have a safe area the Areas that are clearly child can use asmarked are soothing and necessary.help children withautism know where 8. Pictures/Visual Cues When planning an activity, keep in mind often children with autism cannot process verbal or written language in the same manner that we typically do. When reading stories, it is important to have picture symbols for comprehension. (The dog is eating a bone. = picture of a dog eating) If you have toys or activities for the child to use, have pictures on the boxes to show them what is in each box. Also have pictures to show how to play with the toys. Often children of autism do not understand what is being asked of them and this causes anxiety and fear. 9. Cont. Have a visual schedule for the children to seeduring the entire activity. Each activity you planon doing should be represented vertically in sucha way that the child can look at the board and seewhat is next, what is last and when they get to doa preferred activity. Structuring your story times this way willdecrease the childs anxiety and increase hisenjoyment of the time with you. The more youinformed the child about his environment orwhats next the more success you will havebehaviorally. 10. Vertical ScheduleThis is what a classroomschedule might look like.You can change the layout tobe horizontal as well, butmost people prefer vertical. 11. Highly Structured Activities Each activity that you plan on doing with the childrenshould be structured in a way that the child is alwaysaware of what is happening. Free time is a big no no. If you want the children to havetime at a table to play with toys, make sure the toys arelabeled and a set time is given for the activity. Everything in the room should have a picture explainingits use and purpose. If you want the children to sit on the floor, have definedareas for the children to sit in, dont just say come sit. 12. Keeping our hands still. Often children with autism are unable to keep their hands still or quiet. It is difficult for them to sit with quiet hands or feet. Fidget toys can be anything that can fit in the childs hand or hands and often help the child to stay calm. These often give the children something to do with their hands and keeps the impulsivity to grab things low. These can include: Koosh balls Balloons full of sand Soft balls Legos Textured materials 13. Safe Area When you have an unfamiliar environment or the child is having a rough day, having a safe area allows the child to sort through things without harming themselves or others. A safe area can be a small corner of the room with bean bags or pillows that the child can curl up in or lay on to ease tension in their bodies. It can also be just away from everyone else. A great way to set up a safe area is to cover a large tablewith a cloth (sheet) to block out some of the light. The use of these areas are helpful when a child is over stimulated. When a child is over stimulated you often see poking, biting, hitting, wringing hands, loud outbursts, or pacing. 14. How do I respond when. a child hits themselves? Ask the parents if the child needs a break, or if the child needs to take a walk. a child walks away from story time? Continue reading to the other children. As their parents are present, they can redirect them as necessary. They may just need a minute to clear their head. a child cannot transition? Show them pictures of what is happening next, what they could be missing out on. 15. As a teacher. I highly recommend you have another employee in theroom during story time to help with behaviors andactivities that are taking place. I highly recommend you start each story time withsome kind of physical activity ( jumping, walking in acircle around the seating area, dancing to music). I highly recommend you have song time. Introduceeach story with a song and close with a song. Childrenwith autism can find music very soothing. I highly recommend you make the stories interactive. 16. Sensory Processing Disorder Sensory processing (sometimes called "sensoryintegration" or SI) is a term that refers to the way thenervous system receives messages from the senses andturns them into appropriate motor and behavioralresponses. Whether you are biting into a hamburger,riding a bicycle, or reading a book, your successfulcompletion of the activity requires processingsensation or "sensory integration." Sensory Processing Disorder is a condition that existswhen sensory signals dont get organized intoappropriate responses. 17. A person with SPD finds it difficult to processand act upon information received through thesenses, which creates challenges in performingcountless everyday tasks. Motor clumsiness,behavioral problems, anxiety, depression, schoolfailure, and other impacts may result if thedisorder is not treated effectively. 18. What does this look like? Sensory Processing Disorder can affect people in only onesensefor example, just touch or just sight or justmovementor in multiple senses. One person with SPDmay over-respond to sensation and find clothing, physicalcontact, light, sound, food, or other sensory input to beunbearable. Another might under-respond and show littleor no reaction to stimulation, even pain or extreme hot andcold. In children whose sensory processing of messagesfrom the muscles and joints is impaired, posture and motorskills can be affected. These are the "floppy babies" whoworry new parents and the kids who get called "klutz" and"spaz" on the playground. Still other children exhibit anappetite for sensation that is in perpetual overdrive. 19. Many children with autism experience the worlddifferently than typically-developing people in termsof how their bodies interpret sensory information.Some children with autism do not respond to pain.Some are hypersensitive to touch or sound or light. When a child is not stimulated enough or has toomuch stimulation, the child can and most often willact out to get the needed stimulation or to get the overstimulation to stop. 20. How can I make story time moresensory friendly? When planning a story time, plan well ahead soyou can make the activities to go with the story. Allow children to sit on cushions or pillows orbean bags rather than the floor or chair. Add physical activity to the beginning of theactivity. Provide the safe area for children. 21. Ideas Play doh, Gak, Funny Foam, etc. Children need a variety of textures for interaction. Having these accessible helps the child to have something they can do with their fingers. You can hide object in these substances that are relevant to your story (i.e. Your story is about the beach, you have shells hidden in play-doh or sand that they have to find.) 22. Sand and Water Play Playing in the sand or water provides essential yet fun ways to experience necessary tactile input. Use your creativity, get plenty of towels, and have fun filling these tables with sand, rice, shaving cream, water, or any textured substance you can think of. Of course, put little toys in as well to encourage exploration. 23. Vestibular Movement Children need to move!! Dancing, jumping, walking, riding on scooters can help the time during breaks. Swings, rocking toys, scooters, and therapy (exercise)balls are great to have on hand for easy access. Often these objects are used in classrooms in the placeof chairs. 24. Oral Motor Toys Occupational Therapists and Speech Therapists treat hundredsof children every day who have difficulties with oral motorcontrol and difficulty regulating sensory input in the mouth(hypo- or hyper- sensitive). These are the children who have difficulties with speech, eating,are constantly putting things in their mouth, drooling, or nevereating anything besides applesauce and yogurt. Whistles, blow toys, straws (ie. playing hockey by blowing cottonballs or splatter painting by blowing on paint using a straw etc.),sweet and sour candies and gum, weird and different foods,making food into toys or animals are examples of how you canuse these. Disclaimer: I always Clorox these items or trash them after the activity. 25. Sensory Toys This is the easiest way to perform sensory integrationactivities... using toys already made and targeted forsensory input. Examples are: Tactile toys Play mats with textures Vibrating toys Textured puzzles Slimy, squishy toys Toys to sit on (balls, chairs) 26. Alternate seating options 27. Free Time Option