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Describing Autism

Describing Autism. High School Autism Point person Training 9/6/12 Sabrina Beaudry & Pam Leonard. WELCOME!. HOW DID WE GET HERE ?. History of Point Person Trainings. Elementary School training began in 2009-2010. They are in their 4th year of training.

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Describing Autism

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  1. Describing Autism High School Autism Point person Training 9/6/12 Sabrina Beaudry & Pam Leonard

  2. WELCOME! HOW DID WE GET HERE?

  3. History of Point Person Trainings Elementary School training began in 2009-2010. They are in their 4th year of training. Middle School training began in 2010-2011. They are in their 3rd year of training. High School & Transition begins today!

  4. Outcomes of Year #1 for you: 1. Ability to expand building staffs’ knowledge relative to unique characteristics of a learner with ASD. 2. Ability to share latest research/evidence based practices for programming and supporting students with ASD with building staff. 3. Will provide leadership in your building in regard to creative planning for students with ASD.

  5. Today’s Outcomes: Will be able to describe the unique characteristics & thinking style of individual students on the autism spectrum. Will be able to assist staff in your building to better understand the “behaviors” demonstrated by students on the autism spectrum. Will use a functional observation tool in order to help create a detailed description of a students’ autism.

  6. Myths PSA www.childnett.tv

  7. What is Autism Spectrum Disorder (ASD)? What is it? Difficult question! Many ways to answer & describe. Here are a few ways to help us and the staff in your buildings understand it…

  8. Describing Autism We know much more now than we did 10 years ago. It is not as helpful to think of our students with ASD as high functioning or low functioning but rather how they think. As we broaden our knowledge about ASD, it helps us understand the incredible variability of how our students’ autism is manifested. Let’s begin to observe our students more closely and describe their individual characteristics of ASD.

  9. Different Ways To Describe Autism: Traditional Medical Model-DSMIV-TR Information from people on the spectrum themselves Psychological Model/ Brain Based Theories

  10. Tool for Observing & Describing

  11. Traditional Diagnostic Model DSM-IV-TR – soon to be DSM-V ( May of 2013) Most introductions to autism cite the DSM-IV-TR diagnostic criteria as a description of autism, but that is misleading because it is a diagnostic tool and not a descriptive tool. That means it doesn't really tell us what autism is, just how to decide if a person has autism or not. (OCALI module Employee with Autism).

  12. DSMIV – Pervasive Developmental Disorders Asperger’s Disorder PDD-NOS Autism Disorder Rett’s Disorder Disintegrative Disorder

  13. Presently to receive a medical diagnosis of Autism or Asperger’s Syndrome, one must meet certain criteria in the following three areas:

  14. This will be changing in 2013 • The DSM V has changed the diagnostic criteria and it will be called Autism Spectrum Disorders • The original three domains will become two Social/Communication Disorder Fixated Interests and Repetitive Behaviors • There will be three levels of severity

  15. Why Change? To have more consistency and clarity of diagnosis Autism is defined by a common set of behaviors and so it makes sense to have a single diagnostic category It is better to look at Autism as a spectrum rather than as an umbrella term related to several distinct diagnosis

  16. What does this change mean? • Catherine Lord, Ph.D. looks at the change in the following manner during an interview with CBS: “ The intention of changing the DSM …is not to exclude those that already have been diagnosed, but to better define the condition.”

  17. More Info on DSMV: http://www.socialthinking.com/index.php?option=com_content&view=article&id=559:dsm-5-my-thoughts&catid=76:michelles-blog&Itemid=121&utm_source=april+-+providers&utm_campaign=Newsletter&utm_medium=email Power point Presentation from Little Friends on wiki

  18. Another way to Describe ASD…Personal Accounts Ask individuals with Autism: • How they feel about their autism • How autism impacts them individually • What helps them • What they wish other people understood

  19. What People with Autism Told Olney in 2000 Primary Areas of Challenge: Sensation Attention Emotion Time and Place Coping (Adult Autism & Employment, Scott StandiferPh.D)

  20. Some Quotes: “I loved repetition. Every time I turned on a light I knew what would happen. When I flipped the switch, the light went on. It gave me a wonderful feeling of security because it was exactly the same each time.” –Sean Barron “I learned to talk at 4. I didn’t learn to communicate until 11 or 12.”-Bill Donovan “I wanted to understand emotions. I had dictionary definitions for most of them and cartoon caricatures of others…I also had trouble reading what other people felt.”-Donna Williams “I was never quite sure how to handle certain situations. It is very difficult…to know exactly when to say something when to ask for help, or when to remain quiet…Life is a game in which the rules are constantly changing without rhyme or reason.”-Anne Carpenter

  21. What Would Your Student Say? How does autism impact you in the following ways? • Sensation • Attention • Emotion • Time and Place • Coping

  22. Another voice… http://www.youtube.com/watch?list=UUab5MK_e_XquIDrGzT6_F9A&v=WwROzAiKS2w&feature=player_detailpagehttp://www.youtube.com/watch?list=UUab5MK_e_XquIDrGzT6_F9A&v=WwROzAiKS2w&feature=player_detailpage

  23. BREAK

  24. Psychological/ Brain Based Theories Theory of mind Executive Functioning Central Coherence

  25. Theory of Mind: Refers to a person’s ability to think about people’s thinking This typically is developed by the age of four This is the ability that allows us to take the perspective of others and adjust our behavior according to that perspective

  26. Challenges related to Theory of Mind: Social communication Language comprehension Perspective taking Literal interpretation of language Intensive interests in topic Engaging in shared experiences Predicting difficulties Understanding how/why a character behaves Affects listening comprehension

  27. Executive Functioning: This is the ability to use problem solving skills for: Planning/organization Self monitoring Controlling our impulses Being flexible thinkers Organizing our thoughts

  28. Challenges related to Executive Function Repetitive behaviors Restricted patterns & interests Attention issues Memory for details Organization challenges Planning Difficulty inhibiting responses/impulses Difficulty applying relevant knowledge across texts Monitoring and self-correcting comprehension is difficult

  29. Central Coherence: This allows us to take various pieces of information and put it together to create the “whole picture” It is the skill that allows us make sense of information from the context

  30. Challenges related to Central Coherence: Focus on specific details vs. big picture Students with ASD may prefer their perspective over others Makes students like to keep things the same Results in trouble making connections and generalizing Difficulty making meaning from text using important details Difficulty making connections (between words, concepts, experiences) As text becomes longer, becomes more difficult to make meaning

  31. Functional Model Applying information from DSM-IV Applying information from individuals on the spectrum Applying information from Psychological/ Brain Based Model This functional model of autism does not make any attempt to explain the causes of autism or link the features together. It simply lists various features of autism that any particular person may or may not experience. With this list in hand, support staff and service providers can begin mapping the specific features of a particular purpose and move on to planning supports and options. (OCALI module Employee with Autism)

  32. We will cover the following domains for a functional model: Communication Social Cognition Emotional Regulation Sensory

  33. Tool for Observing & Describing

  34. To help us describe challenges in our students with ASD in a more functional way… Let’s first briefly review important characteristics that we expect from our typical students in our High School culture!

  35. Expected communication abilities for a typical high schooler: Raise hand to participate in class Navigate face book Send email Express needs Texting Follow directions- written & auditory/multiple step Answer on-the-spot questions in class Make friends/clicks Clubs Ask for help

  36. Expected communication skills Follow non-verbals Protest Self-advocacy Humor/sarcasm Code switching- how to comm with different people

  37. Expected communication abilities for a typical high schooler: Articulates need for help with school work Agrees with teachers assignments, or complains about them away from them Follows complex directions Comprehends higher level/abstract language Expresses when not feeling well/sick Expresses when something is bothering them (at least to a friend) Communicates appropriately to a wide variety of people and in various contexts Ability to relate experiences

  38. How does communication look for our students with ASD? Does not express empathy for others May appear to be bossy Perseverates on topics Can’t explain what need help with Doesn’t seek out personal information about others May not appear to be listening but really is Difficulty with nonverbal communication Speaks in the same way to everyone Needs complex directions broken down Poor timing of interactions and in conversations

  39. How would a teacher or employer describe the communication characteristics? Creepy Isolated Rude Odd/weird Annoying Frustrating Self-centered Disrespectful “I need him to do……..”/ non-compliant

  40. How would a teacher or employer describe the communication characteristics? Inflexible Always off topic Perseverative Won’t follow directions Just don’t get it Don’t care Argumentative Not making connections Can’t apply content- generalize knowledge “well, he has autism” (excusing behaviors)

  41. Describe Your Student’s Communication Characteristics

  42. Expected Social Behavior for a high schooler Hand holding plus a little/ hallways/ locker areas- self-monitor PDA according to adults around Flirting Gossiping Manage different levels of friendships Attempt different social activities Small talk Social technology Use humor with each other- peers Nonverbal interactions (hugs, high five/bumps, ect)

  43. Expected Social Behavior for a high schooler Social interactions outside of school day Face to face X-box live/ gaming Independently plan for outside events Follow “in” dress code Appropriate hygiene Age-appropriate slang/ sarcasm Personal space knowledge Follow hidden rules Comfortable in non structured school events/ locations Find their niche

  44. Expected Social Behavior for a high schooler Part of a group of friends Understands the “give and take” to relationships Makes plans to do things with peers outside of school setting Able to demonstrate “mature” perspective taking in relation to peers Able to change social behavior dependent on the environment, context, and people present Able to interpret & use various forms of non-verbal communication in order to maintain appropriate interactions

  45. How does social behavior look for our students with ASD? Narrow interests can interfere with relationship development May have 1 “friend”; may inappropriately join group of peers-doesn’t understand concept of “friend” Difficulty understanding the perspectives of others Doesn’t seek out personal information about others Speaks in the same way to everyone Difficulty with nonverbal communication (facial Expressions, gestures, body language,eye contact Poor timing of interactions and in conversations/ poor reciprocity Limited interactions with peers outside of school

  46. How would a teacher or employer describe the social characteristics? Awkward Weird Eccentric Terrible hygiene Rude/ disrespectful Makes others uncomfortable From another planet Loner/ Disconnected Bullied/ target for bullying

  47. How would a teacher or employer describe the social characteristics? Scary Freaked out Disturbed Comments about odd dress

  48. Describe Your Student’s Social Characteristics

  49. Expected cognitive abilities for a typical high schooler: Ability to organize materials Make inferences Problem solve Average intelligence Shift focus easily Ave ACT score Flexible thinking Ability to synthesize info Manage homework

  50. Predict and generalize Listen/ comprehend Infer meaning from group discussion/ teacher lecture Pick out main idea- see “big picture” comprehend grade level material Adapting/ generalizing skill sets Access resources/ use them Identify when need to see resources Ability to complete smaller projects without much assistance Monitor understanding of things Actively involved in learning Think about a future for themselves

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