AUTISM

1. AUTISM

2. Autism Angel - Carly Fleischmann http://www.youtube.com/watch?v=34xoYwLNpvw&list=PLB4660154732A26D9&context=C49d7537ADvjVQa1PpcFPTieM5A-4IGJvq11fXKYnQKJHeqfvhcwk%3D

3. What Is Autism? According to West Virginia Policy 2419, The Regulations For The Education Of Students With Exceptionalities, Autism is defined as a “a developmental disability, generally evident before age three, significantly affecting verbal and nonverbal communication and social interaction and adversely affecting educational performance.”

4. What Is Autism? A student who manifests the characteristics of autism after age three could be diagnosed as having autism if the criteria in this section are satisfied.

5. What Is Autism? • Other characteristics often associated with autism include, but are not limited to: • engagement in repetitive activities and stereotyped movements, • resistance to environmental change or change in daily routines, and • unusual responses to sensory experiences.

6. What Is Autism? Characteristics vary from mild to severe as well as in the number of symptoms present. http://www.youtube.com/watch?v=gJ-XxX-Qurw&list=PLB4660154732A26D9&context=C49d7537ADvjVQa1PpcFPTieM5A-4IGJvq11fXKYnQKJHeqfvhcwk%3D

7. Eligibility Determination Policy 2419 states: 1. Documentation will assure that the student meets a total of six (or more) items from a., b., and c., with at least two from a, and one each from b and c:

8. Eligibility Determination A. Qualitative impairment in social interaction, as manifested by at least two of the following: 1) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction; 2) Failure to develop peer relationships appropriate to developmental level; 3) A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest); 4) Lack of social or emotional reciprocity.

9. Eligibility Determination B. Qualitative impairments in communication as manifested by at least one of the following: 1) Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime); 2) In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others; 3) Stereotyped and repetitive use of language or idiosyncratic language; 4) Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.

10. Eligibility Determination C. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: 1) Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus; 2) Apparently inflexible adherence to specific, nonfunctional routines or rituals; 3) Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements); 4) Persistent preoccupation with parts of objects.

11. Eligibility Determination 2. The student is diagnosed as having autism by a psychiatrist, physician, licensed psychologist or school psychologist. 3. The student’s condition adversely affects educational performance. 4. The student needs special education. 5. The student’s educational performance is not adversely affected primarily because the student has an emotional/behavioral disorder as defined in this chapter.

12. What Is Autism Spectrum Disorder? ASD refers to a collection of disorders in which varying characteristics associated with autism are displayed. The conditions included in the “Spectrum” include; • Autism or “classic” autism as defined by Kanner refers to children who display severe language problems and unusual behavior patterns. (Hunt and Marshall, 2012)

13. ASD • Asperger’s Syndrome – students with AS display similar behavior and social problems as children with autism, BUT do not exhibit delays in cognition and language. Generally students with AS prefer to work alone and have difficulty working in groups.

14. ASD • PDD-NOS Pervasive Developmental Disorder – Not Otherwise Specified refers to children who have difficulty with non-verbal language. Sometimes it is referred to as “high functioning autism.”

15. ASD • Rett’s Disorder is a genetic and degenerative condition primarily affecting girls. It impacts social skills, language, and motor development. Distorted hands movements also occur.

16. ASD • Childhood Disintegrative Disorder – after several years of normal development children begin to regress in all developmental areas. (Hunt & Marshall, 2012).

17. Prevalence • According to autismspeaks.org autism occurs in 1 in every 110 children. • Studies suggest boys are more likely than girls to develop autism and receive the diagnosis three to four times more frequently. Current estimates are that in the United States alone, one out of 70 boys is diagnosed with autism.

18. Characteristics Remember that there is great individual variation in how these characteristics are displayed. Generally traits of autism are grouped into 3 main areas; Social Interactions Communication Repetitive and Stereotyped Behaviors

19. Characteristics Social Interactions • Lack of Responsiveness • Infants don’t like to be picked up or cuddled • May respond to parents and siblings as they do to strangers • Pre-occupation with objects

20. Characteristics • Have difficulty making eye contact with others • Show little body language or facial expressions when interacting • Have difficulty developing relationships with peers • Seem uninterested in sharing experiences • Engage less in give-and-take social interaction with caregivers, siblings and other close relations (Hallahan, Kauffman, & Pullen) (http://www.pbs.org/parents/inclusivecommunities/autism2.html)

21. Characteristics Communication • Lack of communication intent – the lack of desire to communicate for social purposes • 50% are considered mute – • Abnormalities in rate, intonation, volume, and content • Problems in using pronouns appropriately

22. Characteristics • Have difficulty starting or continuing a conversation • Have difficulty communicating with speech or with gestures • Have difficulty understanding what others are saying to him • Have difficulty using the language he has to interact with others

23. Characteristics • Have difficulty using his own sentences, and instead, may repeat what others say (referred to as echolalia) • Lack make-believe or pretend-play skills (Hallahan, Kauffman, & Pullen) (http://www.pbs.org/parents/inclusivecommunities/autism2.html)

24. Characteristics • Lack of joint attention – interactions where infant/toddler point to or look at something and try to another person to look at it • Echolalia • Reciprocal Speech - problems in pragmatics and the mechanical requirements of communication. (Hunt and Marshall, 2012)

25. Characteristics Repetitive and Stereotyped Behaviors • Show interest in very few objects or activities and play with them in repetitive ways • Perform repetitive routines and have difficulty with changes in these routines • Spend time in repetitive movements (such as waving a hand in front of his face) & verbal behaviors. (Hallahan, Kauffman, & Pullen) (http://www.pbs.org/parents/inclusivecommunities/autism2.html)

26. Characteristics Additional traits include; • Most individuals with autism function at the same cognitive level as individuals with intellectual disabilities. • They have difficulty in using language to express ideas and thoughts. Temple Grandin uses the term thinking in pictures. http://www.youtube.com/watch?v=XcWx8UVhzpQ&list=PLB4660154732A26D9&context=C44e2129ADvjVQa1PpcFPTieM5A-4IGJvq11fXKYnQKJHeqfvhcwk%3D

27. Characteristics • Some individuals with autism display savant skills. Rain Man Shine Mozart and the Whale http://www.youtube.com/watch?v=v5RE7yqBXZw&feature=BFa&list=PLB4660154732A26D9&lf=BFa