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Autism Spectrum Disorders Today

Autism Spectrum Disorders Today. Autism spectrum disorders (ASD). A range of complex neurodevelopmental disorders Disorders are c haracterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior  

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Autism Spectrum Disorders Today

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  1. Autism Spectrum Disorders Today

  2. Autism spectrum disorders (ASD) • A range of complex neurodevelopmental disorders • Disorders are characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior   (National Institute of Neurological Disorders and Stroke, 2012)

  3. DSM-IV Definition of Autism(MI definition) Impairment in Socialization Impairment in Communication Restricted & Repetitive Behavior START - 2011

  4. Autism Spectrum Disorders Autistic Disorder Impaired social interaction and Impaired communication and Restricted repetitive and stereotyped patterns or behaviors, interests and activities. PDD-NOS Impaired social interaction or Impaired communication or Restricted repetitive and stereotyped patterns or behaviors, interests and activities. Asperger’s Disorder Impaired social interaction and Normal communication/ language development.* and Restricted repetitive and stereotyped patterns or behaviors, interests and activities. *Tony Atwood states that there is a qualitative impairment in subtle communication skills with Asperger’s Syndrome – Conversation, pedantic speech and literal. Childhood Disintegrative Disorder and Rett’s Syndrome fall under the broad category of Pervasive Developmental Disorders

  5. Neurobiological/Neurodevelopmental disorder that impacts: • Processing • Attention and shifting • Basic social behaviors • Interaction with the environment • Learning Lord, 2010

  6. Triad of ASD

  7. Why do students with ASD need to be included in the General Ed. Classroom? • In order to prepare all students for employment and independent living, students need Socialization Skills and Independent Functioning • Students with ASD don’t typically lose their job because of a lack of job skills…they typically lose their job because of a lack of socialization skills. • To develop socialization skills you must have social opportunities. • Research indicates that there are improved outcomes when students with ASD are integrated with their typical peers. This leads to Independence!

  8. Developing Tolerance • Use Sensitivity Training with Staff • Use Sensitivity Training with Peers • Model Tolerance/Inclusion • Think about ways to support differences in students • Develop a plan to include students with differences

  9. Sensitivity Awareness When you can see the two animals in this picture, please stand up.

  10. Visual Processing Problems • How does it feel not being able to do • something others can do easily? • It’s not always a motivational issue. • Anxiety and Pressure may lead to behavior • problems. • Motivation vs. Ability • Can the student do something or are • they just tired of working so hard at • something others do easily?

  11. Turn the picture 90 degrees

  12. Sensitivity Awareness • Do we need to plan sensitivity awareness training for our building? • For students, staff, the community? • Can we plan something for Autism Awareness month (April)? It is not too early to start thinking about this.

  13. Evidence Based Practices/Teaching Intervention Strategies Five of the 24 Evidence Based Practices (EBP’s) are listed below: • Social Narratives • Visual Strategies • Self-Management • Prompting • Reinforcement NPDC http://autismpdc.fpg.unc.edu/ OCALI, AIM website autisminternetmodules.org 37 modules presently available National Autism Center, National Standards Project(www.nationalautismcenter.org)

  14. Quick Tips to Effectively Support Students with ASD • Use peers to assist students with ASD • Assist the student with communication by providing a break card or using pictures or written language. • Behavior is communication • Teach students about peer social expectationsand language • Use or refer to the Profile of Change • Use a team based approach See handout: Ten Things Every Child with Autism Wishes You Knew

  15. Team Based Approach Duties of the team include: • Develop/Review/Be Cognizant of the Guiding Principles • Meet at least monthly • Meet as problems arise • Take issues to the team rather than the hallway or the teacher’s lounge • Contact the building coach for assistance Please refer to the Developing Guiding Principles Document, Action Plan, and the Competing Pathway form.

  16. REMEMBER: Our Attitude Affects a Student’s Performance

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