Download AUTISM+POWERPOINT

Autism is a neurological developmental disorder characterized by social
impairment, communication difficulties, and restricted, repetitive, and
sterotyped patterns of behavior. The spectrum includes Asperger
syndrome, PDD-NOS (pervasive developmental disorder, not otherwise
specified), and classical ASD or autism.
Co-occuring conditions that may come with autism can include Fragile x
syndrome (1 in 25),Tuberous sclerosis, epileptic seizures, Tourette
syndrome, learning disabilities, and attention deficit disorder (ADD),
anxiety disorders (GAD,OCD), attention deficit hyperactivity disorder
(ADHD), or depression.
More children are diagnosed with autism each year than with juvenile
diabetes, AIDS or cancer, combined (Autism Speaks)
All autistic (ASD) children continue to grow and develop regardless of delays or unusual
behaviors. Symptoms can be mild to severe. Children will have a normal life expectency.
About 2% will attain normal functioning, with perhaps 30% labeled "high-functioning
autistic.“ The majority will be dependent on the care of others to survive. They live
very active lifestyles that are useful for self-esteem and self-confidence.
The outcome for these individuals depends on the severity of their disability and the
level of therapy they receive. Early intervention is critical.
Early
•
•
•
•
•
intervention that includes behavioral modification and speech therapy
improves ways of communication
improves social interaction to promote independent lifestyles in society.
must be structured, intensive, and individualized
can significantly improve cognitive and language skills
allows some children to enter the educational mainstream, or LRE placement
The quality of life depends on being involved with other people and being included in
activities with others.
Experts estimate that 1 out of 88 children age 8 will have an ASD (Centers for
Disease Control and Prevention: Morbidity and Mortality Weekly Report, March 30,
2012). Males are four times more likely to have an ASD than females. (1:110 in 2009)
Break that up into the average grade classrooms, there is a 1 in 4 likelihood you will
have a student that has autism.
Early Symptoms
no response to name
avoid eye contact
no babbling, single words by 16 months
or two-word phrases by age 2
regression in language or social skills
excessive lining up of toys or objects
no smiling or social responsiveness.
Later Symptoms (school age)
impaired ability to make friends with peers (withdrawn or indifferent)
don’t know how to play interactively with other children
repetitive movements such as rocking and twirling
stereotyped, repetitive, or unusual use of language or repeat words or phrases
that they hear, a condition called echolalia
preoccupation with certain objects or subjects
inflexible adherence to specific routines or rituals (problematic if rules are
inconsistant).
self-abusive behavior such as biting or head-banging
speak in a sing-song voice or always humming/singing
narrow range of favorite topics
lack empathy
Learn to communicate using pictures or their own sign language
tough time relating to others (difficulty interpreting what others are thinking
or feeling because they can’t understand social cues, such as tone of voice or
facial expressions) A question such as, "Can you wait a minute?" always means the
same thing, whether the speaker is joking, asking a real question, or issuing a firm
request.
A comprehensive evaluation requires a multidisciplinary team, including a psychologist,
neurologist, psychiatrist, speech therapist, and other professionals who diagnose children
with ASDs. The team members will conduct a thorough neurological assessment, in-depth
cognitive and language testing, and adaptive behavior assessment (age-appropriate skills
needed to complete daily activities independently, for example eating, dressing, and
toileting).
Because hearing problems can cause behaviors that could be mistaken for an ASD,
children with delayed speech development should also have their hearing tested.
Children with some symptoms of an ASD, but not enough to be diagnosed with classical
autism, are often diagnosed with PDD-NOS.
Children with autistic behaviors but well-developed language skills are often diagnosed
with Asperger syndrome.
Much rarer are children who may be diagnosed with childhood disintegrative disorder, in
which they develop normally and then suddenly deteriorate between the ages of 3 to 10
years and show marked autistic behaviors.
What causes autism?
Scientists aren’t certain about what causes ASD, but it’s likely that both genetics
and environment play a role. Studies of people with ASD have found irregularities in
several regions of the brain. Other studies suggest that people with ASD have
abnormal levels of serotonin or other neurotransmitters in the brain. These
abnormalities suggest that ASD could result from the disruption of normal brain
development early in fetal development caused by defects in genes that control
brain growth and that regulate how brain cells communicate with each other,
possibly due to the influence of environmental factors on gene function. Also
parents age and lack of oxygen to the brain.
Do symptoms of autism change over time?
For many children, symptoms improve with treatment and with age. Children whose
language skills regress early in life—before the age of 3—appear to have a higher
than normal risk of developing epilepsy or seizure-like brain activity.
During adolescence, some children with an ASD may become depressed or
experience behavioral problems, and their treatment may need some modification as
they transition to adulthood.
People with an ASD usually continue to need services and supports as they get older,
but many are able to work successfully and live independently or within a supportive
environment.
How is autism treated?
There is no cure for ASDs. Therapies and behavioral interventions are designed to
remedy specific symptoms such as the Applied Behavioral Analysis. Some may also be
on medication to treat co-occuring conditions. It is important to start early, use
school-based programs, and get proper medical care.
Verbal Behavior—focuses on teaching from simple verbal behaviors (echoing) to
more functional communication skills through prompting.
Pivotal Response Training—such as initiation and self-management to prepare for
inclusive settings.
Interpersonal Synchrony—targets social development and imitation skills to help
children learn to establish and maintain engagement with others. (monkey see,
monkey do activities)
•Student may:
•Speak in single words or repeat certain phrases over and over, seeming unable to
combine words into meaningful sentences.
•Use words that seem odd or have a special meaning known only to those familiar with
the child's way of communicating.
•Scream,grab, or act out until they are taught better ways to express their needs.
•Become aware of their difficulty in understanding others and in being understood
which may cause them to become anxious or depressed.
•Repeatedly flap their arms or walk in specific patterns (stereotyped behavior).
•Become fascinated with moving objects or parts of objects.
•Spend a long time lining up toys in a certain way, rather than playing with them.
•Have great interest in numbers, symbols, or science topics.
•May insist on eating the same exact meals every day or taking the same exact route
to school.
•Have emotional outbursts, especially when feeling angry or frustrated or when placed
in a new or stimulating environment (A slight change in a specific routine can be
extremely upsetting).
•Have sensory problems that cause them to overreact or underreact to certain
sights, sounds (will cover their ears and scream), smells, textures, and tastes (be aware of
this when school gathers in one common area such as a large group gathered for sporting event).
•Show discomfort from a light touch or the feel of clothes on their skin.
•Have no reaction to intense cold or pain.
•Have exceptional abilities in visual skills, music and academic skills.
•Provide focused and challenging learning activities
•Have one-on-one time with specific learning activity to meet learning goal
• Measure and record child's progress; adjust the intervention program as needed
•Maintain a high degree of structure and routine
•Use visual cues, such as posted activity schedules and rules, clearly marked to
encourage independent use
•Reduce distractions
•Help them adapt learned skills to new situations (classroom to playground to gym)
•Focus on language and communication, such as: social skills (looking at other people
when they speak, share in the experience)
•Give attention to self-help and daily living skills (putting on own coat, hanging it on
hook, putting own backpack up, closing the restroom door, being responsible for personal
belongings).
•Use appropriate behavior mangagement (they can understand “no” and need to follow
posted rules).
•Address cognitive skills (pretend play, seeing someone else's point of view)
•Typical school skills: number and letter recognition
•DO NOT ignore it and hope it will go away! Do not dumb down lessons.
Individuals with Disabilities Education Act (IDEA)
Individualized education plan (IEP)
Section 504 of the Rehabilitation Act of 1973
Annual conferencing at local schools
YOUTUBE Videos
Autism Teaching Tips: http://www.youtube.com/watch?v=SzUYt-V0ngQ&feature=player_embedded
(7.35 minutes-Sue Larkey)
Teaching Students with Autism: http://www.youtube.com/watch?v=APY2akeZPLk&feature=related
(5.13 minutes-girl)
Autism Service Dogs at autism.wilderwood.org
Wilderwood provides service dogs especially trained to manage the symptoms of autism.
Open Doors Tennessee: http://opendoorstn.com/index.php?page=e_tnlinks
Support Camp for Autistic and special needs children.
Bright Tots: Autism Prognosis. Copyright © 2004-2012 Bright Tots, Inc.
Educational Toys & Resource Guide to Child Development.
http://brighttots.com/Autism/Prognosis.html
Sue Larkey: International Author, Autism Spectrum Specialist, Teacher.
http://www.suelarkey.com/
VIDEO: http://wn.com/autism_teaching#/videos
A Parent’s Guide to Autism Spectrum Disorder. National Institute of Mental
Health. http://www.nimh.nih.gov/health/publications/a-parents-guide-to-autismspectrum-disorder/what-are-the-symptoms-of-asd.shtml
Autism Fact Sheet National Institute of Neurological Disorders and Stroke
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
TEACCH (Treatment and Education of Autistic and related Communication
handicapped Children) http://teacch.com/
U.S. Departiment of Education http://idea.ed.go
What Is Autism? | | Autism Speaks . www.autismspeaks.org/what-autism