what is autism spectrum disorder n.
Skip this Video
Loading SlideShow in 5 Seconds..
What is Autism Spectrum Disorder? PowerPoint Presentation
Download Presentation
What is Autism Spectrum Disorder?

Loading in 2 Seconds...

play fullscreen
1 / 16

What is Autism Spectrum Disorder? - PowerPoint PPT Presentation

  • Uploaded on

What is Autism Spectrum Disorder?. Putting the pieces of the puzzle together Lee Casuscelli 2010. Positive Partnerships Website. www.autismtraining.com.au Teacher training component -Certificate – 4 days FTF. Parent/carer component – 2 days FTF

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'What is Autism Spectrum Disorder?' - georgette

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
what is autism spectrum disorder

What is Autism Spectrum Disorder?

Putting the pieces of the puzzle together

Lee Casuscelli 2010

positive partnerships website
Positive Partnerships Website
  • www.autismtraining.com.au
  • Teacher training component -Certificate – 4 days FTF.
  • Parent/carer component – 2 days FTF
  • Online training, resources, discussion board, fact sheets.
what do we already know
What do we already know?

What do you see in your student’s with an ASD?

A SpectrumAutism is a complex developmental disability characterised as a pervasive developmental disorder.

Pervasive Developmental Disorders

Autism Spectrum Disorders

Asperger Syndrome


Autistic Disorder

Rett Syndrome

Childhood Disintegrative Disorder

Autism affects a person’s ability to communicate, form relationships with others and

respond appropriately to the environment in varying degrees.

what is autism spectrum disorder1
What is Autism Spectrum Disorder?
  • Triad of Impairments:
  • Communication
  • Social
  • Repetitive / Restricted Behaviours
  • Diagnosis - DSM1V
  • Prevalence
  • Future
the diversity of autism
Repetitive behaviour

Restricted interest

The Diversity of Autism





Social Interaction













Learning Style


strong visual spatial skills; visual learner; kinaesthetic; gestalt learner; poor executive functioning; detail-focused

Intellectual Ability


Learning styles






key characteristics
Key Characteristics
  • Communication
  • Social
  • Repetitive Behaviours and Restricted Interests
  • Sensory
  • Information Processing
  • All types of interactions where a message is sent or received
  • Main hurdle is around the social purpose of language – pragmatics
  • Need an interpreter

Diagnostic Criteria:

  • Delayed speech development (autism and HFA, not Aspergers)
  • Impairment in expressive language
  • Impairment in receptive language or comprehension skills
  • Use of rote learnt phrases – echolalia
  • Unusual vocal quality
  • Difficulty initiating communicative interactions - conversations
  • Differences in eye gaze, body language and use of gesture
  • What do you see in your students?
  • Core feature of ASD
  • Significantly impacts on friendships – fewer friends, prefer company of older or younger children
  • More vulnerable to bullying – 4 times more at risk than the non ASD population
  • Higher rates of depression and anxiety
  • Diagnostic Criteria:
  • Impairment in non verbal communication
  • Failure to develop peer relationships
  • Lack of spontaneous seeking to share enjoyment
  • What do you see in your students?
repetitive behaviours and restricted interests
Repetitive Behaviours and Restricted Interests
  • Difficulty coping with change and unfamiliar situations
  • Difficulty regulating obsessions and behaviour
  • Difficulty responding to traditional behaviour management
  • Need for sameness
  • Chunk Learning Style
  • Diagnostic Criteria:
  • Abnormally intense preoccupation with a pattern of interests
  • Stereotyped or repetitive motor mannerisms
  • Adherence to routines or rituals
  • What do you see in your students?
  • Sensory processing is the ability to organise and interpret information receive by the 5 far senses and the 2 near senses
  • Two broad categories – over sensitive and under sensitive – hypo / hyper
  • Difficulty accurately recognising, integrating and processing sensory information
  • Auditory (fear of loud noises)
  • Visual (watching spinning objects)
  • Tactile (aversion to touch)
  • Gustatory (craving for strong tastes)
  • Olfactory (avoidance of smells)
  • Proprioception ( deep pressure – massage)
  • Vestibular (love of jumping or spinning)
  • Diagnostic Criteria:
  • Not currently part of the diagnostic criteria
  • Regularly reported as an area of need
  • What do you see in your students?
information processing
Information Processing
  • Weak Central Coherence – focusing on small details rather than the big picture
  • Executive Functioning – problem solving
  • Difficulties with:
  • Planning and organising
  • Concrete and literal thinking
  • Attention – maintaining, shifting and switching
  • Thinking of different options
  • Generalising
  • Understanding social situations
  • What do you see in your students?
and now
And now?
  • Refer to the list created at the start of this session.
  • Would you change anything?
  • Would you add anything?
  • Would you remove anything?
  • Would you re word anything?
what works
What works?

Teach communication skills in natural settings

Allow time for communication

Provide alternative means of communication- signing, picture exchange

Use visual communication – teach use and introduce systematically

Use short sentences

Speak calmly and allow extra time for processing

PBS – manage the antecedents, make environmental changes, teach replacement behaviours. Positive.

Sensory profiling

Adapt the environment

Use social scripts, comic strip conversations, power cards

Buddy for support

Utilise strengths and interests

Modify / adjust or adapt curriculum

WORK together = collaboration = community of practice