autism spectrum disorders presented by: amber melton southaven high school
TRANSCRIPT
Autism Spectrum DisordersPresented by: Amber Melton
Southaven High School
Autism spectrum disorders (ASD)
• A range of complex neurodevelopmental disorders
• Disorders are characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior
(National Institute of Neurological Disorders and Stroke, 2012)
DSM-IV Definition of Autism(MI definition)
Restricted & Repetitive Behavior
Impairment in Socialization
Impairment in Communication
START - 2011
Autism Spectrum DisordersPDD-NOS
Impaired social interaction orImpaired communication
orRestricted repetitive and stereotyped patterns or behaviors, interests and activities.
Asperger’s DisorderImpaired social interactionandNormal communication/language development.*and Restricted repetitive and stereotyped patterns or behaviors, interests and activities.
Autistic DisorderImpaired social interaction andImpaired communication
and Restricted repetitive and stereotyped patterns or behaviors, interests and activities.
*Tony Atwood states that there is a qualitative impairment in subtle communication skills with Asperger’s Syndrome – Conversation, pedantic speech and literal.Childhood Disintegrative Disorder and Rett’s Syndrome fall under the broad category of Pervasive Developmental Disorders
Neurobiological/Neurodevelopmental disorder that impacts:
• Processing
• Attention and shifting
• Basic social behaviors
• Interaction with the environment
• Learning
Lord, 2010
Triad of ASD
Why do students with ASD need to be included in the General Ed. Classroom?
• In order to prepare all students for employment and independent living, students need Socialization Skills and Independent Functioning
• Students with ASD don’t typically lose their job because of a lack of job skills…they typically lose their job because of a lack of socialization skills.
• To develop socialization skills you must have social opportunities.
• Research indicates that there are improved outcomes when students with ASD are integrated with their typical peers. This leads to Independence!
Developing Tolerance
• Develop a level of Sensitivity• Model Tolerance/Inclusion• Think about ways to support differences in
students• Develop a plan to include students with
differences
Sensitivity Awareness
When you can see the two animals in this picture, please stand up.
Visual Processing Problems
• It’s not always a motivational issue.
• Anxiety and Pressure may lead to behavior problems.• Motivation vs. Ability Can the student do something or are they just tired of working so hard at something others do easily?
• How does it feel not being able to do something others can do easily?
Turn the picture 90 degrees
What would you do if this was your student?
This won’t work!
Or this…
Not this either!
Stages of a Meltdown
• Anxiety/Starting Out – a noticeable change in behavior– Can be an increase or a decrease– Examples:
Stages of a Meltdown
• Defensive/Picking Up Steam – beginning stage of loss of rationality– Student may become belligerent – Student may challenge authority– Examples
Stages of a Meltdown
• Acting-Out/Point of No Return – total loss of control which results in physical or emotional acting out episode– It’s on!!!!!– Flight or fight mechanism is triggered– Examples
Stages of a Meltdown
• Tension Reduction/Recovery Period – a decrease in physical and emotional energy that occurs after one has acted out– This is your goal– Can happen after any stage– Examples
Your Response
• Supportive – be non-judgemental and empathic to attempt to alleviate anxiety– Listen– Show concern– Ask questions– Acknowledge the student’s feelings– Understand that students with ASD and EMD
sometimes do not have automatic sensory regulation
Your Response
• Directive – an approach to take control of a potentially escalating situation – Set limits– Re-direct– Offer choices – positive, positive; positive,
negative; or negative, positive
Your Response• Remove the audience• Allow the student to vent and just listen• Silence is ok• Do not attempt to touch the student unless he is a threat to himself or
others
Your Response
• Once the student has reached tension reduction, re-establish communication
• Reassure the student that your relationship is not damaged
• Allow “down” time
Keys to Verbal Intervention and Setting Limits
• Simple and clear• Reasonable• Enforceable• Stay calm• Be aware of body language• Give undivided attention
Interventions/Techniques
• Positive Reinforcement• Response Cost (if, then)• Proximity Control• Ignoring• Contracts
Why the Meltdown?
• Precipitating Factors – internal or external causes of acting out behavior over which staff have little to no control – examples: poverty, rejection, bullying
• Sensory Processing Problems– the inability to filter external sensations or organize sensory messages– Sensitivity to light, noise, touch, taste, or smell
– Perfumes, crowded areas, scratchy clothing, bright lighting
Why the Meltdown?
• Difficulty with Abstract Thinking – inability to imagine what is not directly perceived by the senses – If I can’t see it, hear it, or touch it, it must not be true!
• Difficulty with Perspective Taking – the inability to feel empathy (to feel what others feel)
• Inflexibility – inability to accept change or alter what is expected
What Can You Do?
• Offer sensory breaks• Teach social skills• Give specific directions
and questions• Break tasks into smaller
steps• Use visual images to
teach abstract thoughts
• Use visual schedules• Use timers for transitions• Warnings about
schedule changes• Use video modeling• Help peers understand
their behavior and ask them to be supportive and accepting
What can you do?
• Use rewards, punishment is not as successful with EMD students
• Be consistent• Be structured• Positive
reinforcement
• Structure the classroom setting to offer a quiet place to work
• Avoid demanding eye contact
• Implement the use of a “safe person” for needed breaks
• Avoid a power struggle
Evidence Based Practices/Teaching Intervention Strategies
Five of the Evidence Based Practices (EBP’s) are listed below:
• Social Stories • Visual Strategies• Self-Management• Prompting• Reinforcement
NPDC http://autismpdc.fpg.unc.edu/OCALI, AIM website autisminternetmodules.org 37 modules presently availableNational Autism Center, National Standards Project(www.nationalautismcenter.org)
Quick Tips to Effectively Support Students with ASD (AU)
• Use peers to assist students with ASD• Assist the student with communication by
providing a break card or using pictures or written language.
• Behavior is communication• Teach students about peer social expectations
and language• Use a team based approach See handout: Ten Things Every Child with Autism Wishes You Knew
Reference
www.tisd.k12.mi.us/hps/Autism/Autism%20Today.pptx
