Autism and Asperger’s Syndrome

1. Autism and Asperger’s Syndrome Different…..Not Less

2. Autism Spectrum Disorders • Autism - A pervasive developmental disability characterized by extreme withdrawal, cognitive deficits, language disorders, self-stimulation, and onset before the age of thirty months. (Hallahan 374) • Asperger's Syndrome – Similar to mild autism, but usually without significant delays in cognition and language. (Hallahan, 376)

3. Autism Spectrum Disorders • Rett’s Disorder – Normal development for five months to four years, followed by regression and mental retardation. (Hallahan, 376) • Childhood Disintegrative Disorder – Normal development for at least two years, and up to ten years, followed by significant loss of skills. (Hallahan, 376) • Pervasive Development Disorder Not Otherwise Specified (PDD-NOS)- Pervasive delay in development that does not fit into any of the other diagnostic categories. (Hallahan, 376)

6. Characteristics • Impaired ability to form social and emotional relationships • Repetitive body motions and behaviors (rocking, flapping, pacing, whirling, chewing on clothing, humming) • Resistance to changes in environment or routines

7. Characteristics • Abnormal perceptual and motor experiences (“looking through” people) • Not hearing some sounds and overreacting to others • Clumsy or unusual posture • Hyperactivity or passivity • Walking on tiptoes

8. Characteristics • Severe speech impairment and language difficulty • Retardation in some areas, often accompanied by superior skills in others • Excessive preoccupation with certain objects or something she likes (a video or song)

9. Characteristics • Lack of awareness of body and body part functions • Difficulty with identifying important global concepts and elements of tasks • Difficulty with sequencing information or steps • Difficulty with time concepts and time management

10. Characteristics • Atypical or uneven academic, social, or emotional development • Difficulty regulating emotions • Difficulty reading or imitating facial expressions and body language

12. Characteristics • Limited awareness of how a conversation is supposed to work (wait time) • Difficulty with learning by listening • Biting, scratching, or self-injury when faced with stress • Generally slow progress

14. Characteristics • Overly sensitive to textures – clothing and even food • Responds negatively to light touch, but perhaps better to deep pressure

16. Strengths • Rote memorization of facts and figures • Episodic memory • Visuospatial processing • Rule-based information processing • Ability to recognize patterns easily

17. Weaknesses • Failure to understand and use symbolic language • Auditory memory and attention • Complex sentence structures • Semantics – interpretation of words, similes, metaphors, idioms, irony, etc…

18. Weaknesses • Situational context of language • Difficulty with give and take during play • Poor comprehension and inferring skills • Deciphering between relevant and irrelevant information

19. The Classroom • Noise • Allow earmuffs to block sounds (fire drills!) • Soothing music • Use music to define transitions from one activity to another • Allow her to leave if noise levels are uncomfortable • Smells • Avoid heavy perfume or strong air fresheners • Ventilate if using markers or paint

20. The Classroom • Visual considerations • Less visual stimulation is better • Use soft, neutral colors more than bright colors • Store unnecessary materials out of sight • Teach in front of a blank background • Use a study carrel when visual noise cannot be removed

21. The Classroom • Classroom layout • Avoid overcrowding • Define personal space with taped outlines on the floor • Have well-defined spaces to decrease the tendency to wander from area to area • Keep the child’s desk location as consistent as possible or prepare him for a new location if necessary

22. The Classroom • Temperature • Warm temperatures can make students drowsy or agitated • Model the practice of adding and removing layers • Lighting • Reduce harsh lighting; use natural light as often as possible • Use high quality bulbs • Use a small lamp to focus attention on the work space and turn off overhead lights

23. The Classroom • Desk placement • Allow child to choose desk before other classmates arrive • Place desk in a low-traffic area – away from trashcans, pencil sharpeners, doors, etc… • During large group instructions, stand as close as possible to the student in order improve attending skills.

24. The Classroom • Desk organization • Tape a written or picture schedule on the desk • Tape a list of materials needed for the day – assist with gathering them until she can do it independently • If necessary, keep the child’s supplies at your desk • Provide duplicate books for home use. • Teach child to organize his own materials to encourage independent organizational skills

25. Classroom Management • Define personal space • Maintain consistency in morning routines • Teach how to use supplies and materials • Keep directions short, clear, and direct • Teach how to put away equipment at end of activities • Minimize light incidental touching by peers • Draw a map of the school and laminate it • Use picture schedules

29. Transitions • Deliver instruction in short segments with breaks for free time or movement • Communicate with other teachers about changes in schedule • Have peers model transitions (going to lunch, recess, getting ready to go home, etc…) • Use cues to signal transitions (be consistent) • Use a timer if student is bothered by a person telling her that “time is up.”

30. Teach Social Skills • Use his fixation to reward him for using words to ask for it • Teach words to use to express emotions and needs • Practice skills for give and take in a two-way conversation

31. Teach Social Skills • Use pictures of gestures and facial expressions to teach non-verbal communication • Teach appropriate greetings and goodbyes • Read social stories to teach appropriate behaviors • Role play various scenarios for understanding ways to handle common situations • Use peers as role models of appropriate behavior

32. Teach Communication Skills • Get his attention before speaking • Articulate clearly to model correct tone, volume, pauses • Use simple sentences rather than complex sentences • Give choices that honor preferences • Pre-teach new concepts and vocabulary before teaching it in a group setting • Use visuals to illustrate a lesson’s content • Use adaptive alternative communication if necessary – sign language, picture symbols, written cues

33. Teach Communication Skills • Teach students how to make requests or ask for help • Use computer software for teaching grammar, vocabulary, math, social problem solving • Encourage peer interaction and play • Try team activities and group projects

35. Resources • http://www.nichd.nih.gov/publications/pubs/upload/autism_overview_2005.pdf • http://main.uab.edu/show.asp?durki=87709 • http://www.nimh.nih.gov/health/publications/autism/complete-index.shtml • http://www.firstsigns.org/healthydev/milestones.htm • http://www.firstsigns.org/treatment/EI.htm • http://www.cdc.gov/ncbddd/actearly/index.htmlhttp://www.cdc.gov/ncbddd/autism/facts.html

36. Bibliography • Abraham, Michael, and . Educating the Young Child with Autism Spectrum Disorders. Minneapolis, MS: Key Education Pub Co, 2008. • Hallahan, Daniel, and James Kauffman. Exceptional Learners: Introduction to Special Education. 9th ed. Boston, MA: Pearson Education, 2003. • http://www.autismspeaks.org/whatisit/index.php • http://www.cnn.com/2011/HEALTH/01/06/autism.vaccines/index.html • http://www.medinik.com/mental-disorders/autism-spectrum-disorders