Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Hidden Signs of Autism
Document related concepts
Transcript
Hidden Signs of Autism INTRODUCTION TO AUTISM SPECTRUM DISORDERS COURTNEY M. THAMES, M.ED, BCBA DIRECTOR OF APPLIED BEHAVIOR ANALYSIS TRIDENT ACADEMY Causes of Autism Current research links autism to biological or neurological differences in the brain Scans such as the MRI (Magnetic Resonance Imaging) and PET (Positron Emission Tomography) show abnormalities in the structure of the brain, with significant differences within the cerebellum In some families there appears to be a pattern of autism or related disabilities. This suggests there is a genetic influence. Autism is NOT… A mental illness Caused by bad parenting Children with autism are not unruly kids who choose not to behave Caused by psychological factors in a developing brain Diagnosing Autism Typically, diagnosis occurs in two stages The first stage involves general developmental screening during regular well-child checkups with a pediatrician. Children who show some developmental problems during a checkup are referred for additional evaluation. The second stage involves a thorough evaluation by a team of doctors with a wide range of specialties. Children with ASD can typically be diagnosed by age 2, though recent research suggests that some screening tests can be helpful at as early as 18 months or younger. The earlier the disorder is diagnosed, the sooner specific interventions may begin. Early intervention can reduce or prevent the more severe disabilities associated with ASD. Early intervention may also improve your child’s IQ, language, and everyday functional skills. Diagnosing Autism, Cont. Because ASD is a complex disorder that sometimes coexists with other syndromes or learning disorders, the comprehensive evaluation may include brain imaging and gene tests, along with in-depth memory, problem solving, and language testing. Children with any delayed development should also get a hearing test as part of the comprehensive evaluation. A team that includes a psychologist, a neurologist, a psychiatrist, a speech therapist, or other professionals experienced in diagnosing ASD may do this evaluation. Symptoms of Autism Children with autism may appear relatively normal in their development until the age of 24 to 30 months, when parents notice delays in language, play or social interaction. The range of symptoms and degree of severity will be different in each person. People with autism are more likely to have other disorders that affect the functioning of the brain, such as epilepsy, intellectual disability, or genetic disorders like Fragile X syndrome. Approximately 25 to 30 percent may develop seizures at some time during their lives. There is no single seizure profile for individuals with autism. Communication Skills Language develops slowly or not at all Use of words without attaching the usual meaning to them Communicates with gestures instead of words Short attention span Echolalia (repeating words or phrases in place of normal language) Not responsive to verbal cues; acts as if deaf Difficulty in expressing needs; uses gestures or pointing instead of words Social Interaction Spends time alone rather than with others Has little interest in making friends Less responsive to social cues such as eye contact or smiles Difficulty in mixing with other children Inappropriate laughing and giggling Little or no eye contact Seems to prefer to be alone; aloof manner May not want cuddling or act cuddly Sensory Impairment Unusual reactions to physical sensations, such as being overly sensitive to touch or less than normally responsive to pain Sight, hearing, touch, smell and taste may be affected to lesser or greater degrees May exhibit self-stimulating behaviors, such as hand flapping or rocking May avoid cuddling or may seek it Apparent insensitivity to pain Play Lack of spontaneous or imaginative play Does not imitate the actions of others Doesn’t initiate pretend games Sustained odd play May spin objects inappropriately Inappropriate attachment to objects Noticeable physical over-activity or extreme under- activity Behaviors May be overactive or very passive Throws frequent tantrums for no apparent reason May repeatedly focus on or use a single item, idea, person, phrase or word Apparent lack of common sense May show aggressive or violent behavior or injure self Insistence on sameness; resists changes in routine No real fear of dangers Unresponsive to normal teaching methods Uneven gross/fine motor skills (may not kick ball but can stack blocks) Myths about Autism Children with autism do not make eye contact or smile at you Children with autism do not talk Children with autism cannot show affection Children with autism do not participate in physical affection People with autism do not want friends Individuals with autism do not care about peers/adults Autism can be outgrown Children and adults with autism cannot learn social skills Children with autism have no emotions Autism is rare Using person first language Speak of the person first, then the child’s disability (e.g., a child with Down syndrome, instead of the Down syndrome child). Emphasize abilities, not limitations (e.g., Cody is a wonderful artist, instead of Cody uses crutches). Do not label people as part of a disability group (e.g., Dorlissa who likes dancing, instead of Dorlissa, the blind teenager). Remember that a person is not a condition (e.g., identify Shelby as Shelby, the 8-year-old, instead of Shelby, the epileptic). Don’t give excessive praise or attention to a person with a disability; don’t patronize them (e.g., Would you want to be praised for something that you do every day, like go to work?). Using person first language, cont. Avoid treating people with disabilities as if they want to be the recipients of charity or pity. They want to participate equally with the rest of the community (e.g., ask Jasper if he wants to play, instead of saying how sad it is that Jasper needs help with lots of things). Let the person do or speak for herself as much as possible (e.g., if one child asks why another uses a wheelchair, let her answer for herself, instead of answering for her). Don’t assume that an individual with a disability needs help. Offer assistance, but wait until your offer is accepted before you help (e.g., ask an individual with a disability if he would like you to hold the door open for him, instead of assuming that he needs you to do it for him). Thank You! If you would like more information on ASD’s, Behavior Interventions, or a copy of this presentation, please contact Courtney Thames at [email protected]
