The ABC’s of Autism

1. The ABC’s of Autism Vickie McLendon, BCABA ElaineJohnson, BCABA Bay District Schools Autism Team

2. What is autism? • Lifelong neurological disability • Affects a person’s ability to: communicate understand language play and socially interact with others • Usually appears before age three

3. Spectrum Disorder • Affects individuals differently • To varying degrees • And is often found in combination with other disorders

4. Pervasive Developmental Disorder (PDD) • Group of disorders characterized by delays in the development of socialization and communication

5. Autism Umbrella (ASD) • Autistic Disorder • Asperger Syndrome • PDD Not Otherwise Specified (PDD/NOS) • Rett’s Syndrome • Childhood Disintegrative Disorder

6. Prevalency • 2007 Center for Disease Control: 1 in 150 children in America have an autism spectrum disorder (ASD) • Autism Society of America: 1.5 million Americans and their families are affected. • Today at least 50 families in America will find out that their child has autism. (ASA)

7. Red Flags for ASD (under 24 months) • No big smiles or other warm, joyful expressions by 6 months; • No back-and-forth sharing of sounds, smiles, or other facial expressions by 9 months; • No babbling by 12 months;

8. No responding to name by 12 months; • No gesturing (pointing, waving bye-bye) by 12 months; • No single words by 16 months; • No pretend use of objects by 18 months; • No 2-word spontaneous (not just echolalic) phrases by 24 months; and • ANY loss of ANY language or social skills at ANY age (FIRST WORDS Project, the Early Social Interaction Project, and FSU CARD)

9. Causes? • Remains unknown • Researchers believe there is a strong genetic component with a range of possible external or environmental triggers • Not caused by bad parenting

10. How is autism diagnosed? • Based on observation of: communication, behavior, and developmental levels • No medical tests • Diagnostic criteria for autistic disorders are defined by the DSM IV criteria

11. Characteristics • Autism is a spectrum disorder which incorporates a number of shared characteristics: • 1. Atypical social behaviors (lack of social understanding, lack of interest in others) • 2. Impairments in communicationand language • 3. Restricted repertoire of interests and activitiesand problems developing imagination/play.

12. Human Interest/Social Development • Lack of social reciprocity, empathy, awareness of the perspective of others • Lack of development of peer relationships • Lack of spontaneous seeking to share enjoyment, interest, or achievement

13. Communication: • Lack of understanding of conversation reciprocity • Difficulty understanding and using non-verbal cues • Language sometimes may sound like gibberish • Inability to understand concepts/abstract language • Very concrete or literal in interpretation

14. Communication continued • May not understand what language is used for • Difficulty in volume control, cadence, intonation • May use echolalia or repetitive use of memorized phrases • May have a large vocabulary but not used functionally • Difficulty answering questions

15. Sensory: Taste/Smell • May be very sensitive • May eat restricted diet • Unusually resistant to change, so may eat same foods at same time and same meals

16. Touch • May not like light touch, certain clothing • May seek deep pressure touch • May have difficulty changing clothing with the weather • May be fascinated with touching certain textures

17. Vision • May do odd things with their vision • May line things up • Light (fluorescent) may bother them • May be visually distracted

18. Hearing • We can filter noises, sometimes people with autism can’t filter • May focus on wrong piece of information • Listening may be like all radio stations on at once • May hear selectively • Sound may be distracting

19. Need for sameness • Unusually resistant to changes • Develop routines quickly • May need to repeat before moving on • May have very limited and/or one area of special interest that is highly developed

20. Other characteristics • Work is play and play is work • Problems with generalization • Compulsive behaviors • Uneven patterns of development • Difficulty with transitions • Difficulty with unstructured times (TEACCH)

21. Secondary Characteristics of ASD May display one or more of these behaviors: • Short attention/Hyperactive/Impulsive behaviors • Aggressiveness • Self-injurious behavior • Temper tantrums • Lack of fear of danger

22. Learning barriers: • Comprehension difficulties (masked by advanced vocabulary). • Organizing, planning, breaking down tasks. • Knowing what to do, and how, when and where to start and finish. • Generalizing and applying skills to new situations.

23. Successful teaching: • Organize/structure the classroom to increase understanding of what is expected. • Provide direct instruction to specifically teach communication and social skills. • Use visual supports such as daily schedules, activity schedules, cue cards, social stories. • Planned generalization of skills.

24. Successful Teaching: Classroom Design: • TEACCH principles incorporating visual structure and schedules • Students’ needs determine classroom organization • Provide opportunities for 1:1 and small group instruction

25. Physical structure:

27. Physical boundaries:

28. Successful Teaching: Tips for Teaching • Explain and narrate activities and rules. • Be simple, clear, and positive when presenting instructions. • High levels of specific praise/tangible reinforcers for appropriate responding. • Capture momentary motivations—follow child’s lead. • Reinforce spontaneity! Solutions for Language Training by Dr. Partington

29. Strategies to Support Behavior • Take a proactive approach (don’t take it personally) • Make certain appropriate visual, environmental, social and communication supports are in place. • Use an interaction style that is calm, predictable, yet flexible, compassionate and patient.

30. Key educational components National Research Council (2001) : • Intervention programs as soon as ASD is diagnosed • Active engagement in intensive instructional programming (full school day, full year) • Repeated teaching organized around short intervals with 1:1 and very small group instructions

31. Key components cont. • Inclusion of a family component • Mechanisms for ongoing evaluationof program and children’s progress, with adjustments made accordingly

32. More information? • CARD (Center for Autism and RelatedDisabilities) • Catherine Maurice’s book: Behavioral Intervention For Young Children With Autism • Assessment of Basic Language and Learning Skills by Drs. Mark Sunberg and Jim Partington • ABA program at FSU • Autism Society of America

33. Resources • Autism Society of America • Teaching Tools for Young Children www.challengingbehavior.org • TEACCH (Treatment and Education of Autistic and related Communication handicapped Children) • How to Be a Para Pro- A Comprehensive Training Manual for Paraprofessionals by Diane Twachtman-Cullen • The Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM IV) by American Psychiatric Association • Center for Autism and Related Disabilities • Solutions for Language Training by Dr. James Partington • First Words Project, the Early Social Interaction Project, and FSU CARD

34. Kids are kids!