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Autism Spectrum Disorders Autism Spectrum Disorders • Autism is a general term used to describe a group of developmental brain disorders known as Pervasive Developmental Disorders (PDD). • PDD-NOS (Pervasive Developmental Disorder – Not Otherwise Specified), Asperger's Syndrome, Rett Syndrome and Childhood Disintegrative Disorder are referred to as Autism Spectrum Disorders. Classic Symptoms of Autism • Cognitive difficulties, poor eye contact, trouble reading people's faces and gestures. Many kids flap their hands, speak without much emotion (or have otherwise unusual speech patterns); need to follow schedules rigidly or else the world feels out of control, and are intensely, even obsessively, interested in one specific subject. Students with classic autism also exhibit sensitivities to various stimuli, from sounds to clothing to food items. Overview of Autism • It is estimated that one in every 150 children have Autism. • Boys are more likely than girls to develop autism and receive the diagnosis. • The definitive cause (or causes) of autism is not yet clear. • There is not a medical test for autism; a diagnosis is based on observed behavior and educational and psychological testing. PDD vs. PDD-NOS • PDD-NOS is often incorrectly referred to as simply "PDD." • The term PDD refers to the class of conditions to which autism belongs. PDD is NOT itself a diagnosis, while PDD-NOS IS a diagnosis. The term Pervasive Developmental Disorder - Not Otherwise Specified is when full features for autism or another explicitly defined PDD are not met. PDD-NOS • PDD-NOS, is a condition on the Autism spectrum that has some, but not all, of the symptoms associated with classic autism. • The symptoms can include difficulty socializing with others, repetitive behaviors, and heightened sensitivities to certain stimuli. • They may appear unemotional, have trouble holding eye contact, or trouble transitioning quickly from one activity to the next. PDD-NOS (continued) • Those with PDD-NOS are different from others on the spectrum. • Perhaps they started having difficulties at a much later age than others on the spectrum. • Or they may have the same challenges — for example, they may be oversensitive to their surroundings — but not to the extreme that others on the spectrum do. Treatments for PDD-NOS • Various behavioral regimens, including play therapy, Applied Behavior Analysis (ABA), sensory integration therapy, • Medications, including anti-depressants • Social skills training and Alternative therapies wherein they flex their muscles literally and figuratively (they get stronger and learn how to function in a group setting); music therapy (kids learning how to communicate with the help of songs) Asperger's Syndrome • A neurological disorder where children have classic autism except: • IQ falls in the normal or even superior range. • Exhibit few, if any, delays in speaking. • They also generally hit most of their milestones within reasonable time periods. Because of this, some describe children with this condition as “high-functioning” autism. Rett Syndrome • Rett Syndrome is a debilitating, sometimes fatal, developmental disorder. • Classic autism except students with Rett Syndrome have problems walking and speaking. Have disproportionately small heads. The condition presents itself in four stages, from "early onset," which could begin when children are as young as six months, to "late motor deterioration," which can render them nearly immobilized. Rett (continued) • Rett Syndrome, sufferers are almost always girls. • Children with Rett often appear to develop typically until they simply don't any longer and begin regressing progressively. • Often move their hands in a manner distinct only to them: fidget, wring, clasp, squeeze or tap them, seemingly unable to stop. • Loss the ability to open their mouths and walk. Treatment for Rett’s • Physical therapy, Occupational therapy, Speech therapy. • Medical interventions that address health issues associated with Rett Syndrome, including seizures and gait problems. • Splints and braces to assist with coordination and balance. • Sensory integration therapy, which helps them process what they see, hear, taste, smell and touch. Childhood Disintegrative Disorder (CDD) • The cause of childhood disintegrative disorder is unknown, but it has been linked to neurological problems. • An affected child shows a loss of communication skills, has regression in nonverbal behaviors, and significant loss of previously acquired skills. CDD (continued) • Over several months, a child with this disorder will deteriorate in intellectual, social, and language functioning from previously normal behavior. • Symptoms include classic autism except: Loss of social skills Loss of bowel and bladder control Loss of expressive or receptive language Loss of motor skills Overview • The most common characteristics in students with pervasive development disorders(PDD) is difficulty communicating with others. • Autism appears during the first three years of life. • Some students with Autism often repeat what they hear verbatim, rather than providing an answer. This condition is referred to as echolalia. Facts about Autism • According to the Centers for Disease Control and Prevention (2005), the number of individuals diagnosed with Autism Spectrum Disorders has increased six-fold over the last ten years. • One of the most effective classroom strategies for individuals with Autism Spectrum Disorders or PDD is to establish a predictable classroom routine. Strategies for Teaching Social Skills • A Social Story is a non-coercive approach that presents social concepts and rules to children in the form of a brief story. This strategy could be used to teach a number of social and behavioral concepts, such as making transitions, playing a game, and going on a field trip. • There are four components of a successful social story. Social Story (continued) • (i) The story should be written in response to the child’s personal need; (ii) the story should be something the child wants to read on her own (depending upon ability level); (iii) the story should be commensurate with ability and comprehension level; and (iv) the story should use less directive terms such “can,” or “could,” instead of “will” or “must.” Role Playing I have found that children with ASD learn best when Social Stories are used in conjunction with Role-Playing. • Role-playing consists of acting out various social interactions that the child would typically encounter. During the role-play scenarios, the child could be required to initiate a conversation with another person as the other person is engaged in a separate task. Role Playing (continued) • He would then have to ask to join in, or ask the other person to join him in another activity. The latter typically proves to be most difficult for children with ASD. During the first few sessions, it is not uncommon for the child to get “stuck” in conversations and interactions, often for minutes without knowing what to say or how to proceed. Role Playing (continued, continued) • During the early sessions, the child should be given ample time to process and respond to the role-play scenarios. As the sessions progress, speed and proficiency should gradually increase. Managing Problematic Autistic Behavior (i) The first step in managing problem behavior is to understand why the behaviors are occurring. A functional behavioral assessment (FBA) will help answer the aforementioned question. (ii) Be consistent when implementing interventions. (iii) Behavior intervention plan (BIP) (iv) Monitor challenging behavior directly and indirectly. Functional Behavioral Assessment • The logic behind an FBA is that behavior occurs within a particular context and serves a specific purpose. Students learn to behave (or misbehave) in ways that satisfy a need or results in a desired outcome. Students will change their behavior only when it is clear that a different response will more effectively and efficiently result in the same outcome. Functional Behavioral Assessment (continued) • Identifying the purpose of problem behaviors or more specifically, what the student "gets" or "avoids" through those behaviors) can provide information that is essential to developing instructional strategies and supports to reduce or eliminate behaviors that interfere with successful classroom performance or participation. Behavior Intervention Plan (BIP) • A Behavior Intervention Plan (BIP) takes the observations made in an FBA and turns them into a concrete plan of action for managing a student's behavior. A BIP may include: (i) Ways to change the environment to keep behavior from starting in the first place. (ii) Provide positive reinforcement to promote good behavior, employ planned ignoring to avoid reinforcing bad behavior. BIP (continued) (iii) Provide supports needed so that the student will not be driven to act out due to frustration or fatigue. Note: When a behavior plan is agreed to, the school and staff are legally obligated to follow it, and consequences of not following it should not be inflicted on the student. Indirect and Direct Monitoring of Problem Behaviors • Indirect assessments include interviews with parents and previous teachers, as well as the completion of rating scales. • Direct assessments involve observing and documenting the sequence of behaviors around the challenging behavior. – Direct assessments should be conducted for five school days. Positive Behavior Supports (PBS) • PBS refers to interventions being implemented in a proactive manner rather than a traditional reactive manner. • The goal of PBS is to focus on teaching new skills rather than implementing a consequence after the challenging behavior has occurred.