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Working with the Autistic Student:

Working with the Autistic Student:. Empowering Our Staffs. Empowering Our Staffs. 1. Media Presentation: Living with Autism 2. What is Autism? - Linda Chu 3. Types of Autism - Xavier Jimenez 4. The Individualized Education Plan (IEP) - Phebe Fricioni *Interventions

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Working with the Autistic Student:

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  1. Working with the Autistic Student: Empowering Our Staffs

  2. Empowering Our Staffs 1. Media Presentation: Living with Autism 2. What is Autism? - Linda Chu 3. Types of Autism - Xavier Jimenez 4. The Individualized Education Plan (IEP) - Phebe Fricioni *Interventions *Accommodations 5. A Sample Lesson Plan - Phebe Fricioni 6. Agencies - Linda Chu & Phebe Fricioni 7. Feedback - Xavier Jimenez 8. Questions?

  3. What is Autism? • A developmental disability coming from a neurological disorder affecting the normal functioning of the brain • Affects: 1) Communication Skills 2) Social Skills 3) Reasoning

  4. What is Autism? • Characterized by: • Social impairments • Communication difficulties • Restricted, repetitive, and stereotyped patterns of behavior • Experts say that 3 to 6 children out of 1000 will have an Autism Spectrum Disorder (ASD) • Males are 4 times more likely to be diagnosed with ASD than females

  5. Common Signs of Autism • Lack of eye contact • Repetition of words or phrases • Inability to express needs verbally • Inability to handle change • Insensitivity to pain • Indifferent to social engagement • Repetitive movements • Self-abusive behavior • Delay in Speech (refer to IEP sample)

  6. Clinical Indicators • Impaired ability to make friends • Inability to initiate or sustain a conversation • Absence or impairment of imaginative and social play • Stereotyped, repetitive, and unusual use of language • Preoccupation with certain objects or subjects • Inflexible adherence to specific routines or rituals • No babbling or pointing by age 1 • No single words by 16 months or two-thirds phrases by age 2 • No response to name • Loss of language or social skills • Poor eye contact • Excessive lining up of toys of objects • No smiling or social responsiveness

  7. Types of Autism • Kanner’s Syndrome – the well-known type of autism; AKA classic autistic disorder • Rett’s Syndrome- a rare form of autism; frequently occurs in girls; physical signs are obvious- muscle atrophy • Childhood Disintegrative Disorder- even more rare than Rett’s; strikes children who appear to have normal development from birth

  8. Types of Autism • PervasiveDevelopmental Disorder- - Not Otherwise Specified (PDD-NOS)- represents most of the symptoms as classic autism; not much difference between PDD-NOS; includes - Childhood Disintegrative Disorder - Rett’s Syndrome • Asperger Syndrome- commonly misdiagnosed at first: points toward OCD or ADD; present classic problems with communication and social skills; characterized by above-average language developent; Albert Einstein

  9. Childhood Disintegrative Disorder • A rare type of PDD characterized by varying degrees of impairment in communication skills, social interactions, and stereotyped patterns of behavior • Normal development (age appropriate) until CA 2 through 4 • At CA 4- regression begins with loss of bowel/bladder control • Seizures (Petite to Grand Mal) • Low I.Q. due to cognitive regression What It Is Symptomology

  10. Rett’s Syndrome • A rare type of PDD affecting mostly females; 1/10,000-15,000 people • Responsible for impairments in communication and social interaction skills • Symptoms can be treated with PT, OT, and speech therapies • Linked to possible mutation with a single gene sequence • Normal development (age appropriate) until CA 6-18 months • Regression takes over: lack of response to parents, pull away from people, if speech-forms develop--these cease; loss of voluntary controls of feet and wringing of hands What It Is Symptomology

  11. Pervasive Developmental Disorder • Results in delays in development of socialization and communication skills • Parents may notice symptoms as early as infancy, but typical age is 6 mos (Rett’s) to 3years old • Repetitive body movements or behavior patterns • Difficulty with changes in routine or familiar surroundings • Problems with language development • Difficulty with relating to people, objects, or events • Unusual play with toys or strange objects What It Is Symptomology

  12. Asperger Syndrome • A distinct group of neurological conditions • Characterized by varying degrees of impairment in language and communication skills- high functioning • Patterns of thought and behavior are affected • Obsessive interest in a single object or topic to the exclusion of others • Because of their expertise with high levels of vocabulary and formal speech patterns they seem like “little professors” • Repetitive routines or rituals • Socially and emotionally inappropriate behavior (does not interact with peers very well) What It Is Symptomology

  13. Legislation on Behalf of the Autistic • California legislation mandates that teachers who work with students diagnosed with an ASD to complete an autism-authorization certification program by July 2011 • February 24, 2010 California Teacher Corps announced plans for a partnership with school districts to provide autism training to ~ 2500 teachers who hold a special education credential

  14. Purposes of Assessement • Screening • Diagnosis/Identification • Qualification for Services • Assessment of Strengths, Weaknesses, and/or Emotional Health • Intervention of Curriculum Planning • Documentation of Intervention Efficacy/Research

  15. Assessment Procedures • Dual Level Approach (Early Identification) - Level One of Evaluation * screening children at risk or atypical development at doctor’s well-check * Instruments of Ages and Stages- questionnaire * Checklist for Autism in Toddlers (CHAT) - Level Two of Evaluation * establish a diagnosis * identify strengths and weaknessess * intervention plan

  16. Assessment Process • Interview parent/caregiver - Autism Diagnostic Interview- revised (ADI-R) • Administer behavioral checklists - Achenbach Scales - Behavior Assessment System for Children - Gilliam Autism Rating Scale (GARS) - Asperger Syndrome Diagnostic Scale (ASDS) - Childhood Autism Rating Scale (CARS) - Autism Diagnostic Observation Schedule (ADOS) - Stanford Binet- IV - Test of Nonverbal Intelligence (TONI) - Vineland Adaptive Behavior Scale (VABS)

  17. Individualized Educational Plan (IEP) • Individuals with Disabilities Educational Act (IDEA) - “Free appropriate public education” - purpose to meet that child’s specific educational needs - set goals, objectives, and describe what services are needed * Step 1- child needs to be evaluated; parent or professional request an evaluation; consent needed to start process * Step 2- Evaluation (see handout) * Step 3- Collaborative meeting to create IEP (plan) * Step 4- Written plan * Step 5- List strengths and weaknesses * Step 6- Special services * Step 7- Goals and objectives (Academic, Social, & Behavioral) * Step 8- Signing plan by all stakeholders

  18. Recommended Accommodations, Modifications and Variations to Curriculum • Modifying the presentation • Modifying the environment • Discussions • Worksheets • Assessments • Projects • Reports • Reading • Writing • Group Work • Note Taking • Presentations • Other Information for Autism Spectrum

  19. Differentiation in a Classroom • Here is an example of an accommodation for autism

  20. Differentiation in a Classroom • This is an example of a large classroom divided into stations or areas.  This gives visual boundaries and direction to students.  The room is divided into 4 different work areas and a “free choice” area.  The students know what to expect in each area.

  21. Differentiation in a Classroom • This is an example of the second station.  Daily living tasks are completed here and again each day there is a different task the students are able to complete.

  22. Our Sources • Doheny, K. (2009). Autism Spectrum Disorders Health Center. Retrieved www.webmd.com/brain/autism/news • Rodrigues, J. (2007). Making Modifications, Accommodations and Variations for Student Success. Retrieved www.jimrodslz.com/sped.html • Carrizales, D. (2208). Recommendation for Accommodations and Modifications. Retrievedwww.dianna.carrizales@state.or.us • Autism Spectrum Disorders Health Center Retrieved www.webmd.com/brain/autism/autism-treatment-overview • Sample IEP for Child with Autism /pdd. Retrieved http://trainland.tripod.com/sample/htm • Evans, R. (n.d.). Five Autism Types Explained. Retrieved www.articlerich.com • Schoenstadt, A. (2006-2010). Types of Autism. Retrieved http://autism.emedtv.com/autism/types-of-autism • Fine, L. (2010). On Special Education. Retrieved http://blogs.edweek.org/edweek/speced

  23. Our Sources • Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Free Spirit: Minneapolis. • Sousa, D. (2007). How the Special Needs Brain Learns Second Edition. Corwin Press:Thousand Oaks

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