AUTISM

1. AUTISM

2. Definition • "Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. • Autism is one of five disorders that fall under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development." • Autism has been a separate category under IDEA since 1990.

4. A Day in the Life... • http://www.youtube.com/watch?v=plPNhooUUuc

5. PrevalenceAccording to the U.S. CDCP 2009, It is estimated that an average of 1 in 110 children in the United States have an ASD Higher-Than-Normal Risk For Autism Spectrum Disorders • Boys (1 in 70) • European Americans • Siblings of those with Autism • People with certain other developmental disorders, such as “Fragile X Syndrome”

6. ~Impaired Social Interaction ~Impaired Communication ~Repetitive and Stereotyped Patterns of Behaviors ~Impaired Cognition ~Abnormal Sensory Perception Common Characteristics

8. Causal Theories • Early Theories • Blamed mothers for being cold and unresponsive • Modern Theories • Point to Neurological and Genetic causal factors • Evidence supports heredity and spontaneous genetic mutation play a role causing Autism • Alternative Theories • Vaccinations • Auto Immune Response • Viral • GI Imperability • Gluten, Casein and the Celiac Connection

9. Early Signs of Autism • No big smiles or other warm joyful expressions by 6 months • No back and forth sharing of sounds, smiles or facial expressions by 9 months • Does not babble or coo by 12 months of age • Does not gesture (point, wave, grasp, etc.) by 12 months of age • Does not say single words by 16 months of age • Does not say two-word phrases on his or her own (rather than just repeating what someone says to him or her) by 24 months of age • Has ANY loss of ANY language or social skill at ANY age

10. Possible Red Flags • The child does not respond to his/her name. • The child cannot explain what he/she wants. • The child’s language skills are slow to develop or speech is delayed. • The child doesn’t follow directions. • The child seems to hear sometimes, but not other times. • The child doesn’t point or wave “bye-bye.” • The child used to say a few words or babble, but now he/she doesn’t. • The child throws intense or violent tantrums. • The child has odd movement patterns. • The child is overly active, uncooperative, or resistant. • The child doesn’t know how to play with toys. • The child doesn’t smile when smiled at. • The child has poor eye contact. • The child gets “stuck” doing the same things over and over and can’t move on to other things. • The child seems to prefer to play alone. • The child gets things for him/herself only. • The child is very independent for his/her age. • The child does things “early” compared to other children. • The child seems to be in his/her “own world.” • The child seems to tune people out. • The child is not interested in other children. • The child walks on his/her toes. • The child shows unusual attachments to toys, objects, or schedules (i.e., always holding a string or having to put socks on before pants).

11. Intervention Team • Speech and Language Pathologist • Specialized Education Teacher • Occupational Therapist • Physical Therapist • Social Worker • Psychologist • Psychiatrist • Medical Team • Paraprofessionals, Therapist and Respite Care Providers

12. Educational Considerations • Direct Instruction of Skills • ABA • Instruction in Natural Settings • Preferred Interest within classroom setting • Behavior Management • Functional Behavioral Assessment (FBA) • Positive Behavioral Intervention (PBIS)

13. Instructional Methods and Helpful Techniques • The Picture Exchange Communication System • The TEACCH Method • The Lovaas Method, Applied Behavioral Analysis • Verbal Behavior Approach • Sensory Integration Therapy

14. Educational Programs • Augmentative Devices • IPAD/Smart Device Applications • PRT • Focus on critical skills that can be easily spread to other skills areas • Social Stories • Personalized narratives focused on reducing undesirable behavior and increasing a particular skill • PECS • Picture Exchange Communication • Visual Supports

15. Visual Supports

16. Visual Supports Con’t

17. Sensory Accommodations • Weighted Vests • Headphones • Fidgets • Chewies • Velcro Chair Bottoms • Chair Wedges • Putty • Swing • Exercise Ball • Bean Bag Chair • Trampoline • Scooter • Rocking Chair • Long Scarves • Bean Bag Chair • Crawling Tunnel

18. Daily Accommodations • Minimize language • Sensory breaks • Visual cues, Visual cues! • Ease of transition • Quiet voice • Prompting/fading prompts • Clear precise directives • First________Then________Statements • Picture cues • Board maker • Task strips for daily routines • Reinforcers • Utilize natural reinforcers

19. Alternative/Complimentary Therapies • Yoga • Music • Art • Equestrian • Acupuncture • Music/Movement Therapy • Nutritional Therapy • Heavy Metal Toxin Removal

20. Key Initiatives and Goals

21. Students with Autism • Working With The Student • Minimize language • Sensory breaks • Visual cues, Visual cues! • Ease of transition • Quiet voice • Prompting/fading prompts • Clear precise directives • First________Then________Statement • Picture cues • Board maker • Task strips for daily routines • Reinforcers • Utilize natural reinforcers A Teacher’s Resource Guide “It seems that for success in science or art, a dash of autism is essential" Hans Aspregers Online Resources • http://www.autism4teachers.com/autism4teachers_051.htm • http://www.autismclassroom.com/ • http://www.autisminspiration.com/ • http://www.pecsusa.com/ • http://www.teacch.com/ • http://www.lovaas.com/ • http://www.pcieducation.com/store/autism-resources.aspx • http://www.boardmakershare.com/ • http://www.difflearn.com/product/VB-MAPP_Verbal_Behavior_Milestone_Assessment_and_Placement_Program/verbal_behavior "Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. Sensory/Classroom ACCOMODATIONS Weighted Vests Headphones Fidgets Chewies Velcro Chair Bottoms Chair Wedges Putty Swing Exercise Ball Bean Bag Chair Trampoline Scooter Rocking Chair Long Scarves Bean Bag Chair Crawling Tunnel Autism Society of Illinois2200 South Main Street Suite 205 Lombard, IL 60148P: 630-691-1270F: 630-932-5620 info@autismillinois.orgwww.autismillinois.org/

22. Students with Autism • Working With and For The Student • Foster relationship between home and school life • Regularly send home resource material, links and support information • Be an advocate for the student • Recognizes strengths • Remove focus on deficiencies • Support extension of classroom routine to home • Minimize language • Sensory breaks • Visual cues, Visual cues! • Ease of transition • Quiet voice • Prompting/fading prompts • Clear precise directives • First________Then________Statement • Picture cues • Board maker • Task strips for daily routines • Reinforcers • Utilize natural reinforcers A Social Worker's Resource Guide “It seems that for success in science or art, a dash of autism is essential" Hans Aspregers Online Resources • http://www.advancedbehavioralsolutions.com/AutismSpectrumDisorders.html • http://www.iassw.org/Link-Autism.htm • http://www.autismsocialstories.com/ • http://www.cdc.gov/ncbddd/autism/index.html • http://www.autism4teachers.com/autism4teachers_051.htm • http://www.autisminspiration.com/ • http://www.pecsusa.com/ • http://www.teacch.com/ • http://www.lovaas.com/ • http://www.pcieducation.com/store/autism-resources.aspx • http://www.boardmakershare.com/ • http://www.difflearn.com/product/VB-MAPP_Verbal_Behavior_Milestone_Assessment_and_Placement_Program/verbal_behavior "Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. Rush University Medical CenterClinical Support Autism Research Social Skills 1653 W. Congress Parkway, Chicago, Illinois 60612 http://www.rush.edu/rumc/page-1227284193676.html ACCOMODATIONS Weighted Vests Headphones Puppets Fidgets Chewies Velcro Chair Bottoms Chair Wedges Putty Swing Exercise Ball Bean Bag Chair Trampoline Scooter Rocking Chair Long Scarves Bean Bag Chair Crawling Tunnel Autism Society of Illinois2200 South Main Street Suite 205 Lombard, IL 60148P: 630-691-1270F: 630-932-5620 info@autismillinois.orgwww.autismillinois.org/

23. Educational Resources • http://www.autisminspiration.com/ • http://www.pecsusa.com/ • http://www.teacch.com/ • http://www.lovaas.com/ • http://www.pcieducation.com/store/autism-resources.aspx • http://www.boardmakershare.com/ • http://www.difflearn.com/product/VB-MAPP_Verbal_Behavior_Milestone_Assessment_and_Placement_Program/verbal_behavior

24. Childhood Autism • Communicating With Your Child • Nurture , love and respect • Recognizes strengths • Remove focus from deficiencies • Extend classroom routine into home • Communicate with school staff • Minimize language • Sensory breaks • Visual cues, Visual cues! • Ease of transition • Quiet voice • Prompting/fading prompts • Clear precise directives • First________Then________Statement • Picture cues • Reinforcers • Utilize natural reinforcers A Parent’s Resource Guide “It seems that for success in science or art, a dash of autism is essential" Hans Aspregers Online Resources • http://www.chicagoautism.org/ • http://mygiantsteps.org/gaint-steps-about-autism/links-a-resources http://www.walknowforautismspeaks.org/chicago • http://www.autismsupportnetwork.com/ • http://www.autisminspiration.com/ • http://www.lovaas.com/ • http://www.pcieducation.com/store/autism-resources.aspx • http://www.boardmakershare.com/ "Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. ACCOMODATIONS Weighted Vests Headphones Fidgets Chewies Velcro Chair Bottoms Chair Wedges Putty Swing Exercise Ball Bean Bag Chair Trampoline Scooter Rocking Chair Long Scarves Bean Bag Chair Crawling Tunnel Autism Speaks 2700 River Rd Ste 203 Des Plaines, IL 60018 www.walknowforautismspeaks.org/chicago Autism Society of Illinois2200 South Main Street Suite 205 Lombard, IL 60148P: 630-691-1270F: 630-932-5620 info@autismillinois.orgwww.autismillinois.org/

25. Parent Resources Illinois Parents 2011 Academic Development Institute. 121 N. Kickapoo Street • Lincoln, IL • 62656 • 1-800-759-1495 http:// www.illinoisparents.org Autism Speaks 2700 River Rd Ste 203 Des Plaines, IL 60018 www.walknowforautismspeaks.org/chicago Autism Society of Illinois2200 South Main Street Suite 205 Lombard, IL 60148P: 630-691-1270F: 630-932-5620 info@autismillinois.orgwww.autismillinois.org/

26. Lifestyles of the Famous & Autistic HISTORICAL FIGURES WHO ARE SPECULATED TO HAVE HAD AUTISM • Albert Einstein• Isaac Newton• Andy Warhol• Wolfgang Amadeus Mozart

27. Hope We are each an important piecein the Autism puzzle • http://www.youtube.com/watch?v=z2B1FeS5VX4

28. Bibliography • Hallahan, D. P., Kauffman, J. M. & Pullen, P. C. (2012). Exceptional Learners: Introduction to Special Education (12th e.d.). Boston, MA: Pearson Education, Inc. • National Institutes of Health: National Institute of Child Health and Human Development (2011). Retrieved on Oct 30, 2011 from http://www.nichd.nih.gov/ • Committee on Children with Disabilities, AAP. (2001). The pediatrician’s role in the diagnosis and management of autistic spectrum disorder in children Pediatrics,107:1221-1226. • Wikipedia: Lovaas Technique ABA (2011). Retrieved on November 1, 2011 from http://en.wikipedia.org/wiki/Lovaas_technique • WordPress: Applied Behavior Analysis/ Verbal Behavior Therapy (2010). Retrieved on November 1, 2011 from http://vbcaindy.wordpress.com/applied-behavior-analysis-verbal-behavior-therapy/ • Autism Web: Autism Teaching Methods: TEACCH (Treatment and Education of Autistic and Related Communication-Handicapped Children) (2011) Retrieved on November 2, 2011 from http://www.autismweb.com/teacch.htm • IASSW: Asperger/Autism/Autistic Spectrum (2011). Retrieved on November 2, 2011 from http://www.iassw.org/Link-Autism.htm • Dr. Mercola: What Really Causes Autism? (2008). Retrieved on November 2, 2011 fromhttp://articles.mercola.com/sites/articles/archive/2009/01/29/what-really-causes-autism.aspx

29. Bibliography Continued • American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. • Centers for Disease Control and Prevention. Autism spectrum disorders - What should you know? Retrieved November 1, 2011, from http://www.cdc.gov/ncbddd/autism/index.html

30. Questions, Comments?