AGENDA What is it? Definitions and Diagnostic Criteria

1. Understanding and Supporting Adolescent Students WithAutism/Asperger’s SyndromeLisa Plastino, M.Ed – The Watson Institute AGENDA • What is it? Definitions and Diagnostic Criteria • What does it look like? Cognitive, Social & Behavioral Characteristics and Implications • What can we do? Adaptations, Modifications and Teaching Strategies

2. Autism is… A developmental disability Caused by… Neurological dysfunction Manifested in… Severe impairments in the areas of social interaction, communication and behavior

3. Pervasive Developmental Disorder (PDD) Umbrella Autistic Rett’s Childhood Asperger’s PDD-NOS Disorder Disorder Disintegrative Disorder Syndrome

4. Current Stats… • 1 in 166 births • 4:1 ratio males to females • Fastest growing developmental disability (PDE: 252 in 1990 to 7000+ in 2003)

5. Diagnostic Criteria DSM IV • Qualitative impairment in social interaction • Restricted, repetitive and stereotyped patterns of behavior, interests and activities • No clinically significant delay in language, cognitive, self-help, adaptive* behavior • Criterion not met for another PDD diagnosis

6. Autism or Asperger’s…What’s the difference??? The disorder differs primarily in that there is no general delay or retardation in language or cognitive development in Asperger’s Syndrome. Most individuals are of normal general intelligence but it is common to be clumsy.

7. Who gets referred? • Mostly boys • Usually 8 years or older • Often have prior diagnoses • Don’t always have academic problems • Don’t always have behavior problems B. Handen, 2004

8. Why is it so hard to diagnose? • Only diagnostic category since 1994 • Diagnostic scales not well correlated • Language and development are normal • Strong interactions with adults • Deficits can be subtle • Not enough symptoms present • Can look like something else • B. Handen, 2004

9. How is diagnosis made? • No MRI, X-ray or Genetic test • No single questionnaire or test • Instead, rely upon clinical assessment and opinion based on information from parents, school and child B. Handen, 2004

10. Let’s take a closer look… • Cognitive Characteristics • Social Characteristics • Behavioral Characteristics

11. The Cognitive Realm • Attending • Memory and Learning • Problem Solving • Visual Thinking Fullerton, Stratton, Coyne and Gray, 1996

12. The Social Realm • Language Use in Communication • Nonverbal skills • Social Perception • Social Cognition Fullerton, Stratton, Coyne and Gray, 1996

13. The Behavioral Realm • Impulsivity • Increased anxiety • Rigidity • Wide emotional swings • Immaturity; self-centeredness • Sensory processing issues Fullerton, Stratton, Coyne and Gray, 1996

14. Aspects of Adolescence • Peer Relationships • Development of Self-Awareness and Self-Identity Fullerton, Stratton, Coyne and Gray, 1996

15. Peer Relationships for the Studentwith Autism/Asperger’s Syndrome • Peers misinterpret the student’s actions • The student misinterprets the actions of his peers • The student misses nonverbal social cues • The student attempts to emulate peers without clear understanding • Emotions, stress and anxiety in adolescence • Fullerton, Stratton, Coyne and Gray, 1996

16. Self-Awareness for the Adolescent with Autism/Asperger’s Syndrome • Concrete vs. Abstract • Knowledge of being different leads to the search for a reason • Multiple questions lead to the search for answers

17. Cognitive Characteristics in Autism/Asperger’s Syndrome • Cause and Effect Relationships • Focus on Details • Sequencing • Understanding of Time • Compulsiveness • Distractibility • Confusion Fullerton, Stratton, Coyne and Gray, 1996

18. Learning Style Associated with Autism • Learning rate and ability • Language and Concepts • Impulse Control Fullerton, Stratton, Coyne and Gray, 1996

19. What can I do to help? • Assessment - Consider learning style - How does he approach tasks? • Functional Skills - Academics - Daily living skills • Assistance - Level 1: Modifications and Adaptations - Level 2: Intervention and Direct Assistance Fullerton, Stratton, Coyne and Gray, 1996

20. Modifications and Adaptations: The Details • Time Management and Schedules • Following Directions: Visual Supports • Language Comprehension: Graphic Organizers • Assignment Modifications: Reduced Work and Clear Directions • Involvement in Class Groups: Small-Group Goals and Pre-group Work

21. More Adaptations/Modifications…Fullerton, Stratton, Coyne and Gray, 1996 6. Modified Grading 7. Homework: Complete Instructions and Parent Involvement 8. Essay Work: Specific Directions 9. Tests and Exams: Format and Environmental Considerations 10. Class Discussions: The “Tell me…” approach 11. Stress Relievers: Breaks and Stress Reduction Plans

22. Individual Schedules Middle School Agenda Motivator

23. Schedules

24. Visual Cues for Chunking and Reinforcement

25. Assignment: Design a pamphlet for an organization that helps people.

27. Examples of adaptations for Math worksheet

30. Modified Textbook and Concept Map Kristen Huot/Gateway School District

31. Keystone Oaks School District Feelings Scale From: The Incredible 5-Point Scale by Kari Dunn Buron and Mitzi Curtis

32. Relaxation Techniques • Squeeze an orange • Count to 10 • Take deep breaths • Talk it out • Anxiety Busters

33. Anxiety Buster 1 2 3 4 5 • Squeeze up your face – count to 5 – then stop • Squeeze up or stretch your arm – count to 5 – then stop – do your other arm • Squeeze up or stretch your leg – count to 5 – then stop – do your other arm • Squeeze up or stretch both arms together – count to5 – then stop • Squeeze up or stretch both legs together – count to 5 – then stop 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

35. Keep Your Cool • Look away or walk away. • Don’t say mean words. • Take deep breaths to stay calm. • Talk it out with an adult. • Keep your cool!!

36. Intervention and Direct Assistance: The Details • Following Directions: Visual Notes • Language Comprehension: Concept and Vocabulary Development • Grading: Pass/Fail or Teacher-Student Conferences • Homework: Concept Development • Essay Work: Outline Development • Class Discussions: Advance Organizers • Stress: Asking for Help Fullerton, Stratton, Coyne and Gray, 1996

37. Organization and Sequencing Difficulties for the Student with Asperger’s Syndrome • Information Processing • Understanding Time • Sequencing • Routines and Rituals Fullerton, Stratton, Coyne and Gray, 1996

38. Strategies to Help with Organization and Self-Management • Understanding the Purpose • Awareness of Own Organization Needs • Individualized Organization System • Organization of Personal Space/Materials • Paper Management • Visual Supports • Self-Management

40. Sample Assignment Sheet Subject: Math Due Date: 3/28 Assignment: Chapter 4 & 5Materials Needed: Math Book WorksheetPencil Eraser Type: ___ Paper ___ Project ___ Tests/Quiz Prep _X_ Worksheet ___ Other Work Location: __ Study Hall ___ Library __Class X Home ___ Other Place to put completed Assignment: Basket on Mrs. Smith’s desk

41. Sample Planning Chart

42. Desk Organization

43. Locker Organization

44. Locker Organization

45. Social Supports • Assistance in Predicting, Understanding and Reading Social Situations • Assistance in Responding to Social Situations Fullerton, Stratton, Coyne and Gray, 1996

46. “Social File Cabinet”Adapted fromFullerton, Stratton, Coyne and Gray, 1996

47. NOW I’M A TEENAGER Now I am a teenager. Teenagers act different than young kids. Teenagers like to talk to other teenagers. They talk about music, sports, what to do after school, jobs they might have in and out of school. Sometimes they just talk about school. There are some things teenagers do NOT do. Teenagers don’t talk in a voice that sounds like a child. Teenagers don’t try to change their voices to sound younger. Teenagers don’t usually clap when they are excited. That is something that younger kids do. Teenagers usually only clap at a sports game, a play, or maybe a concert they might go to see. Then they clap with the audience. Now that I’m a teenager, I’m going to try to talk and act like a teenager, not like a child. I will try to: 1. Talk in a teenager voice 2. Talk about music, sports, jobs or school 3. Clap when I am at a show or a sports game, not when I am excited in school. If I act like a teenager, then I will know that I am growing up and that I am not a young child anymore.

48. Structuring Social Play

49. Structuring Social Play

50. Structuring Social Play