Empowering Our Staffs

1. Media Presentation: Living with Autism2. What is Autism?

- Linda Chu3. Types of Autism

- Xavier Jimenez4. The Individualized Education Plan (IEP)

- Phebe Fricioni*Interventions*Accommodations

5. A Sample Lesson Plan- Phebe Fricioni

6. Agencies- Linda Chu & Phebe Fricioni

7. Feedback- Xavier Jimenez

8. Questions?

A developmental disability coming from a neurological disorder affecting the normal functioning of the brain

Affects:1) Communication Skills2) Social Skills3) Reasoning

Characterized by:◦ Social impairments◦ Communication difficulties◦ Restricted, repetitive, and stereotyped patterns of

behavior Experts say that 3 to 6 children out of 1000

will have an Autism Spectrum Disorder (ASD)

Males are 4 times more likely to be diagnosed with ASD than females

Lack of eye contact Repetition of words or phrases Inability to express needs verbally Inability to handle change Insensitivity to pain Indifferent to social engagement Repetitive movements Self-abusive behavior Delay in Speech (refer to IEP sample)

No babbling or pointing by age 1

No single words by 16 months or two-thirds phrases by age 2

No response to name Loss of language or

social skills Poor eye contact Excessive lining up of

toys of objects No smiling or social

responsiveness

Impaired ability to make friends

Inability to initiate or sustain a conversation

Absence or impairment of imaginative and social play

Stereotyped, repetitive, and unusual use of language

Preoccupation with certain objects or subjects

Inflexible adherence to specific routines or rituals

Kanner’s Syndrome – the well-known type of autism; AKA classic autistic disorder

Rett’s Syndrome- a rare form of autism; frequently occurs in girls; physical

signs are obvious- muscle atrophy Childhood Disintegrative Disorder- even

more rare than Rett’s; strikes children who appear to have normal development from birth

Pervasive Developmental Disorder- - Not Otherwise Specified (PDD-NOS)- represents most of the symptoms as classic autism; not much difference between PDD-NOS; includes- Childhood Disintegrative Disorder- Rett’s Syndrome

Asperger Syndrome- commonly misdiagnosed at first: points toward OCD or ADD; present classic problems with communication and social skills; characterized by above-average language developent; Albert Einstein

What It Is Symptomology

A rare type of PDD characterized by varying degrees of impairment in communication skills, social interactions, and stereotyped patterns of behavior

Normal development (age appropriate) until CA 2 through 4

At CA 4- regression begins with loss of bowel/bladder control

Seizures (Petite to Grand Mal)

Low I.Q. due to cognitive regression

What It Is Symptomology

A rare type of PDDaffecting mostly females; 1/10,000-15,000 people

Responsible for impairments in communication and social interaction skills

Symptoms can be treated with PT, OT, and speech therapies

Linked to possible mutation with a single gene sequence

Normal development (age appropriate) until CA 6-18 months

Regression takes over: lack of response to parents, pull away from people, if speech-forms develop--these cease; loss of voluntary controls of feet and wringing of hands

What It Is Symptomology

Results in delays in development of socialization and communication skills

Parents may notice symptoms as early as infancy, but typical age is 6 mos (Rett’s) to 3years old

Repetitive body movements or behavior patterns

Difficulty with changes in routine or familiar surroundings

Problems with language development

Difficulty with relating to people, objects, or events

Unusual play with toys or strange objects

What It IsSymptomology

A distinct group of neurological conditions

Characterized by varying degrees of impairment in language and communication skills- high functioning

Patterns of thought and behavior are affected

Obsessive interest in a single object or topic to the exclusion of others

Because of their expertise with high levels of vocabulary and formal speech patterns they seem like “little professors”

Repetitive routines or rituals

Socially and emotionally inappropriate behavior (does not interact with peers very well)

February 24, 2010 California Teacher Corps announced plans for a partnership with school districts to provide autism training to ~ 2500 teachers who hold a special education credential

California legislation mandates that teachers who work with students diagnosed with an ASD to complete an autism-authorization certification program by July 2011

Screening Diagnosis/Identification Qualification for Services Assessment of Strengths, Weaknesses,

and/or Emotional Health Intervention of Curriculum Planning Documentation of Intervention

Efficacy/Research

Dual Level Approach (Early Identification)- Level One of Evaluation

* screening children at risk or atypical development at doctor’s well-check* Instruments of Ages and Stages-

questionnaire* Checklist for Autism in Toddlers (CHAT)

- Level Two of Evaluation* establish a diagnosis * identify strengths and weaknessess* intervention plan

Interview parent/caregiver - Autism Diagnostic Interview- revised (ADI-R)

Administer behavioral checklists- Achenbach Scales - Behavior Assessment System for Children- Gilliam Autism Rating Scale (GARS)- Asperger Syndrome Diagnostic Scale (ASDS)- Childhood Autism Rating Scale (CARS)- Autism Diagnostic Observation Schedule (ADOS)- Stanford Binet- IV- Test of Nonverbal Intelligence (TONI)- Vineland Adaptive Behavior Scale (VABS)

Individuals with Disabilities Educational Act (IDEA) - “Free appropriate public education”- purpose to meet that child’s specific educational needs- set goals, objectives, and describe what services are needed * Step 1- child needs to be evaluated; parent or

professional request an evaluation; consent needed to start process

* Step 2- Evaluation (see handout) * Step 3- Collaborative meeting to create IEP (plan) * Step 4- Written plan * Step 5- List strengths and weaknesses * Step 6- Special services * Step 7- Goals and objectives (Academic, Social, &

Behavioral) * Step 8- Signing plan by all stakeholders

Modifying the presentation

Modifying the environment

Discussions Worksheets Assessments

Projects Reports Reading Writing Group Work Note Taking Presentations Other Information for

Autism Spectrum

Here is an example of an accommodation for autism

This is an example of a large classroom divided into stations or areas.  This gives visual boundaries and direction to students.  The room is divided into 4 different work areas and a “free choice” area.  The students know what to expect in each area.

This is an example of the second station.  Daily living tasks are completed here and again each day there is a different task the students are able to complete.

Doheny, K. (2009). Autism Spectrum Disorders Health Center. Retrieved www.webmd.com/brain/autism/news

Rodrigues, J. (2007). Making Modifications, Accommodations and Variations for Student Success. Retrieved www.jimrodslz.com/sped.html

Carrizales, D. (2208). Recommendation for Accommodations and Modifications. Retrieved www.dianna.carrizales@state.or.us

Autism Spectrum Disorders Health Center Retrieved www.webmd.com/brain/autism/autism-treatment-overview

Sample IEP for Child with Autism /pdd. Retrieved http://trainland.tripod.com/sample/htm

Evans, R. (n.d.). Five Autism Types Explained. Retrieved www.articlerich.com

Schoenstadt, A. (2006-2010). Types of Autism. Retrieved http://autism.emedtv.com/autism/types-of-autism

Fine, L. (2010). On Special Education. Retrieved http://blogs.edweek.org/edweek/speced

Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Free Spirit: Minneapolis.

Sousa, D. (2007). How the Special Needs Brain Learns Second Edition. Corwin Press:Thousand Oaks