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Autism Awareness in the Library

Autism Awareness in the Library. Presented for the Washington Library Association 2009 Conference, Impact & Influence Julie Ashmun, Project DATA University of Washington, Seattle and Jennifer Fenton, Washington State Library Contact Information: Julie Ashmun (206) 221-4482

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Autism Awareness in the Library

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  1. Autism Awareness in the Library Presented for the Washington Library Association 2009 Conference, Impact & Influence Julie Ashmun, Project DATA University of Washington, Seattle and Jennifer Fenton, Washington State Library Contact Information: Julie Ashmun (206) 221-4482 westhoff@u.washington.edu

  2. What is Autism? • Neurobehavioral disorder • Life-long effects • Onset of symptoms occurs in the first three years of life • Spectrum disorder that varies in severity of symptoms

  3. DSM-IV Criteria Pervasive Developmental Disorders (PDD) Pervasive Developmental Disorder Not otherwise specified (PDD-NOS) Asperger’s Syndrome Autistic Disorder Childhood Disintegrated Disorder Rett’sDisorder

  4. Common Usage Autism Spectrum Disorders (ASD) Asperger’s Syndrome PDD-NOS “Classic Autism”

  5. . BrianBoys Club

  6. Autism Facts • Prevalence = 1 in 150 • More common in boys than girls • Genetic factors seem to play a role • No known causes of autism

  7. DSM IV defines autism by the following characteristics • Delays or abnormal functioning in at least one of the following areas with onset prior to three years: (1) social interaction, (2) social communication, or (3) restrictive, repetitive, and/or stereotyped patterns of behavior

  8. Social Deficits (DSM-IV) • Impairment in nonverbal communication (gestures, eye gaze, etc.) • Failure in developing peer relationships • Lack of spontaneous sharing of enjoyment, interests, etc. • Lack of social or emotional reciprocity

  9. What You Might See • Complete lack of interest in others • Very attached to certain adults, but no interest in peers • Inappropriate interest in others • Wants friends, but doesn’t “get it” • Lack of understanding of facial expression • Behavior problems related to lack of interest in social praise or social consequences • Summer

  10. Communication (DSM-IV) • Delay in or total lack of spoken language • Impairment in ability to initiate or sustain conversation • Stereotyped use of language • Lack of make-believe play

  11. What You Might See • Use of augmentative communication systems or no communication system. • Children with very good language, but odd uses: pronoun reversals, strange uses of words. • Children with odd sounding language. • “Scripting” • Repetitive, unimaginative play or no play. • Behavior problems because of limited language. • Difficulty with processing language.

  12. Restricted, Repetitive and Sterotyped Patterns of Behavior (DSM-IV) • Abnormally obsessive interests • Rigid adherence to routines • Sterotyped motor movements • Preoccupation with parts of objects

  13. What You Might See • Obsessions with trains, maps, letters, etc. • Hand flapping, vocalizing, spinning, self-injurious behavior • Lack of interest in “normal” childhood activities • Tantrums and other behavior problems around routine changes • Behavior problems around obsessions • Self stim

  14. Sensory Processing, Attention, and Self-Regulation • Hypersensitivity to sounds and lights • Aversion to social touch • Avoidance of food textures • Lack of response to pain • Poor orientation to visual stimuli • Over-focused with sensory features of objects (e.g. spinning objects, lights, vents) • Hypo-responsiveness to stimuli

  15. Resources • Autism Speaks • www.autismspeaks.org • Autism Society of America • www.autism-society.org • www.autismsource.org • Autism Society of Washington, www.autismsocietyofwa.org • Autism Research Institute • www.autism.com • Defeat Autism Now

  16. Supporting Individuals with Autism in the Library • Environmental Modifications • Clear Visible Boundaries (e.g. color coding, mapping, books to be restacked bucket) • Materials Organized • Time & Transitions – consider that children, especially boys, love to be on the computer • Rules & Expectations

  17. Visual Supports • Are static and non-verbal • Increase predictability and structure • Enhance the communication process and serve as a cue • Often do not require social interaction

  18. Communication • Simple, concise language • Provide clear directions with picture prompts when possible • Use language to define steps in a sequence (e.g. first, then, last; 1,2,3) • Reduce nonverbal communication (e.g. individual may not be able to follow a point)

  19. Ideas and Questions • How can you provide more support for an individual with autism and special needs in your library? • Picture cues to go with the words to label area • “Comfy” areas • Clear rules for time limits and how to behave • Other ideas?

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