Autism

1. Autism Cristina Roberts Fall 2009

2. Autism is… • IDEA definition: A developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that affects a child’s performance. • Neurobiological disorder marked by severe delays in speech, repetitive or ritualized behaviors, and especially profound impairments in social interactions (Vacca 2007).

3. More Autism information • Other characteristics: -Engagement in repetitive activities -Stereotyped movements -Resistance to change (change in routine) -Unusual responses to sensory experiences -People also have severe cognitive defects -Possible causes are controversial, but definitely neurological -Strong hereditary evidence -More significant in males -No exact genes identified, but sporadic gene mutation is another cause, similar to Down Syndrome • Increase in Autism diagnoses, some think it’s prevalence is related to better diagnostic tools, others think higher pollution rates and toxins related

4. Article Review #1- Autistic Children Can be Taught to Read • Article was very informative for teaching reading to students with autism in the general education setting. • Need based on teachers not thinking students with autism can learn and teach students too easy curricula different than other students • Basic idea is to teach the love of reading and teach with a positive attitude • Good information for general education and special education teachers • Also mentions social stories and comic strip sequences to reinforce social skills • Article outlined 10 things an effective teacher does in teaching reading to students with autism. • Article stated children who were taught from teachers with positive attitudes, and effective strategies listed were better readers and enjoyed reading more. • Vacca, J. (2007). Autistic children can be taught to read. International Journal of Special Education, 22(3), 54-62.

5. Article Review #2 –Effective Education for Autism • This article discusses the pull between school districts providing free and appropriate education and the cost of highly effective research-based programs. • Parents in a Nevada school district wanted ABA (Applied Behavioral Analysis) to be part of their child’s education, but the trained staff would be too costly. • As a result the school district was getting sued for due process, and decided to look into how to train teachers to do ABA techniques so they are still getting an appropriate education, but it isn’t too costly. • Teachers are now being trained to give rewards to correct behaviors, and ignore incorrect behaviors to help shape children with autism’s behavior in class. • Now, there are less due process lawsuits, and more successful children. • Winerman, L. (2004). Effective education for autism. Monitor on Psychology, 35(11), 46-49.

6. Article Review #3-Teaching Tips for Children and Adults with Autism • The author has his doctorate and is a university professor. He claims he was cured from autism through structured days and good teaching. • The article has 28 tips for teachers and parents on how to help children and adults with autism. • The tips are ranging from getting new flourscent light bulbs to reduce the amount of flickering that people with autism can see, to allowing students to type instead of write because of difficulties with fine motor skills. • http://www.autism.com/families/therapy/teaching_tips.htm

7. Article Review #4-Teaching Students with Autism • This article was written for teachers primarily in the general ed. or special ed. classroom • Tips begin at the instructional level, then discusses specific areas of need such as communication, motivation, and behavior • Article doesn’t give much background information on autism, but has helpful tips and considerations • Most helpful section was the Positive Behavior Support section. ~Discusses IDEA and Inclusion ~Also discusses FBAs and their importance ~Includes supporting research

8. Recommendations • 10 ways to improve reading achievement of children with autism: • 1. Create instruction that is active, structured, authentic, directed, and visual • 2. Create a mindset that students “can learn” • 3. Spark enthusiasm for learning • 4. Help students make connections • 5. Teaching reading skills that are based on their interest and prior knowledge • 6. Create multisensory instructional activities that are consistent and repetitive • 7. Model what they need to know and how to learn • 8. Integrate language arts skills into instruction whenever possible • 9. Collaborate with colleagues when planning • 10. Provide students opportunities to practice

9. Recommendations continued • Ignore inappropriate behavior and only focus on appropriate behavior by rewarding with tangible items, or praise. • a language-based curriculum; • a curriculum that progresses in an orderly manner throughout the day and addresses multiple skill development; • effective instructional techniques based upon research, including a strong focus on positive reinforcement, shaping, prompting, and fading of prompts; • frequent opportunities for the child to respond to instruction; • little time when the child is not engaged in instruction; • daily recording of academic work and behavior problems; and • frequent review of progress and timely changes in procedures if progress is not occurring. • (www.nationalautismcenter.org)

10. Recommendations continued • Demonstrate vocabulary words with pictures and objects, since people with autism think in pictures • Do not say a string of directions, write them down and give to the student • Encourage talent areas and strengths • When a student is fixating on a particular subject, use that as a motivator to get work done • Allow typing on the computer for ease of difficulty in handwriting and fine motor skills • Protect students from loud sounds my using no noise headphones and training students to hear recordings of bells and alarms and gradually increase volume • Give hyperactive students a padded, weighted vest to wear to calm them • Start by using more prompts and gradually fade out (most to least)

11. Inclusion? • Arguments FOR inclusion: -Continues to desegregate schools -Gives children the opportunity to learn in a natural and stimulating environment -Children build friendships with non-disabled peers and have more positive role models -Gives children without disabilities an opportunity to learn tolerance and help others. • Arguments AGAINST inclusion: -Takes up too much teacher time (not if teachers collaborate to use effective plans and strategies) -Distracts other learners (if it is the child’s LRE they shouldn’t distract on a severe level) -Teachers aren’t skilled enough (teacher development and collaboration are giving teachers the skills they need) And the winner is………. YES, inclusion into the general education classroom is appropriate and effective for students with Autism if it was established as their LRE!!!

12. Applications to the classroom • First, and foremost, model the attitude that students with disabilities are wonderful who they are, can learn, and have strengths to offer. • Be flexible in changing your practice for the diverse needs of students. • Communicate constantly with the special education teacher and parents. Everyone needs to be on the same page. • Progress monitor, progress monitor, progress monitor! The best way to know if a strategy is working or isn’t working is to see the data. No need to practice strategies that are not working for a specific child.

13. Applications to the classroom cont. • Keep a predictable and posted structure. All resources discussed students are happiest when they know what is coming up next and there are no surprises. Posted schedules can be written or pictoral, depending on student’s need. • Provide choices when you can. Students, with autism or otherwise, will have more motivation to complete a task when they had some control over choosing it. • Rather than reacting to negative behavior, it is more effective to use positive behavioral supports, such as FBAs, reinforcement, prompting, etc. to be more proactive.

14. References • Dunlap, G. & Fox, L. (1999). Teaching students with autism. Reston, VA: Clearinghouse on Disabilities and Gifted Education. (ERIC Document Reproduction Service No. ED435148). Retrieved from ERIC (Educational Resources Information Center) database. • Grandin, T. (2002). Teaching tips for children and adults with autism. Retrieved from http://www.autism.com/families/therapy/teaching_tips.htm • Hallahan, D., Kauffman, J., & Pullen, P. (2009). Exceptional learners: an introduction to special education (11th ed.). Boston: Pearson. • Vacca, J. (2007). Autistic children can be taught to read. International Journal of Special Education, 22(3), 54-62. • Winerman, L. (2004). Effective education for autism. Monitor on Psychology, 35(11), 46-49. • www.autismteachingtools.com/page/bbbbmw/bbbbmz • www.polyxo.com/floortime/buildingplaypartnerships.html • www.nationalautismcenter.org/learning/inclusion.php