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Autism
Theresa Knipstein Meyer
“How the Special Education Brain
Learns”
by David Sousa
[email protected]
Autism
Characterized by
difficulties in
communication, social
interaction,
imaginative play, and
the presence of
restricted interests
and activities prior to
the age of three.
Classification within Pervasive
Developmental Disorders (PDD)
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Autism
Asperger’s Syndrome
Rett’s Syndrome
Childhood Disintegrated Disorder
Pervasive Developmental Disorder-not
otherwise specified (PDD-NOS)
Autism Spectrum Disorders (ASD)
• 1 in 166 children
• 4 out of 5 are males
• “Are more children developing ASD or are
we just getting better at finding those who
already have it?” (Both)
• Studies rarely target broad populations;
focus on defined geographic areas like a
state. May not accurately reflect
prevalence nationwide.
Causes of Autism Spectrum
Disorders
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No specific known cause
Neurological Disorder
Genetic Component
Immunizations/mercury levels
Perhaps multiple casual factors
Asperger’s Syndrome
• Clinically significant
impairment in social,
occupational, or other
important areas of
functioning.
• No clinically significant
delay in language.
• Same criteria as Autism
in the areas of social
interactions and restricted
or repetitive patterns of
behavior.
Savant Skills
• 10% of ASD display remarkable abilities-read before
speak, drawing early in life, play musical instruments
• ASD is weak in brain’s ability to process incoming
information in its context-put parts together in to a
meaningful whole. Focus on the details and only
“piecemeal processing of faces, emotions, etc.”
• Uneven development of the brain’s hemispheres
• Not all ASD have savant skills or do folks with savant
skills have ASD
Characteristics of Autism Spectrum
• Behavioral Difficulties-restrictive, repetitive and
stereotyped patterns of behavior-preoccupation with an
interest compulsive adherence to routine, motor
mannerisms and occupations with parts of objects
• Communication difficulties-expressive and receptive,
delays in spoken language, inability to initiate or sustain
a conversation, repetitive use of language, lack of makebelieve, or imaginative play
• Sensory processing difficulties
• Social Difficulties-nonverbal behavior, peer relationships,
social emotional reciprocity
Behavior Difficulties
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Obsessions and rituals
Compulsive Mannerisms
Self-Stimulatory Behavior
Refusal
Withdrawal
Self-Injury/Abuse
Aggression
Anxiety
Limited interests and hobbies
Expressive and Receptive
Communication
• Nonverbal
• Echolalia-repeating what they hear/or
heard earlier
• Unable to figure out what others are
feeling , thinking , and doing.
• Turn taking in conversations difficult
• Literal interpretations
• Vocalize thoughts
Sensory Processing
• Difficulties processing and using sensory
input in a meaningful and relevant way
• Over sensitivity
• Under sensitivity
• Sensory Integration programs will assist
with this area
Brain Research
• Pervasive developmental disorders appear
when several neural networks malfunction early
in a child’s life.
• The brain seems unable to balance the senses
appropriately. Painfully sensitive to certain
sounds, textures, tastes, and smells.
• Working-memory deficits affect verbal-memory
systems more than visual-spatial memory.
Brain Research
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Autism Tissue Program, Autism Treatment Network
Looking at how limbic system develops
Looking at how brain changes as ages
Looking at genetic factors including size of brain structures-under
connectivity in language and social behavior
genetic mutations
levels of neurotransmitters (Serotonin, GABA, acetylcholine)
effects of mirror neurons
the extreme male theory-x chromosome (Simon Baron-Cohen
research on male and female brains)
mercury toxicity-fish, vaccinations research
Immune system abnormalities-B12 and folic acid
Brain Research
• Early Intervention, special education support,
and medication are helping. Students focus
better on learning, communication, and
interactions with others.
• Parents, therapists, and teachers working better
as a team approach.
• Applied behavior analysis is reducing
inappropriate behavior and increases
communication, learning, appropriate behavior.
Some research showing rewiring of young
brains.
What Do WE Do?
1.
Early and accurate screening for
symptoms
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Screening using parent questionnaires and clinical
observations of social and communication
development
Comprehensive evaluation by professionals in fieldlanguage, social behavior, developmental milestones,
genetic and neurological problems and hearing tests.
Early intervention as soon as possible–by 18
months instead of age three changes the course
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“The earlier the disorder is diagnosed, the sooner the child
can be helped through treatment interventions.”
Strategies
• Social Stories-http://www.thegraycenter.org/SocialStories.htm
• Role playing
• Modeling
• Video taping
• Focus on strengths
• Develop skills for future employment
• Mediate social opportunities/Create social opportunities
with peers
• Environment set up for changes-timers, wild cards
• Visual strategies use as often as possible
Enhance Learning
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Their brain learns differently
Use visual aids
Give clear instructions
Provide stability
Establish patterns
Provide consistency and predictability
Increase independence
Give sensory breaks
Enhance Social
• Remember their brains have difficulty understanding the
perceptions of others
• Remember their brains use intellect instead of emotion
to guide their social interactions
• Remember their brains have sensory overload often-give
sensory breaks
• Use a planned set of conversational scripts
• Lots of repetition
• Messages linked to what the student is doing
• Speech and visual cues simultaneously
Support
• Http://www.autism-society.org
• Indiana Resource Center for Autism-Dr.
Cathy Pratt
• Behavior Resource Person/Autism
Specialist of your school district
• Look, Listen, and let the student teach
others around him or her.
What Questions Do You
Have?
[email protected]