Autism Sgp


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  • 7th grade working with steph, shopping, bake sails, movies,birthdaysPark and recTheatre horizon
  • Be aware of autismSupport those with itUnderstand their actions
  • Appears during first 3 years of lifeMild symptoms would be the hand flapping and repeating words and phrases.Severe symptoms would be the tantrums, hitting, kicking, crying, screaming.
  • girls with autism are often more severely affected than boys and score lower on intelligence tests.Mental retardationSpeech and languageEmotional behavior disabilityOther health impairedSpecific learning disabilityMultiple disabilitiesAutismDevelopmental delay
  • Researchers are investigating a number of theories, including the link between heredity, genetics and medical problems.In many families, there appears to be a pattern of autism or related disabilities, further supporting a genetic basis to the disorder.While no one gene has been identified as causing autism, researchers are searching for irregular segments of genetic code that children with autism may have inherited.It also appears that some children are born with a susceptibility to autism, but researchers have not yet identified a single "trigger" that causes autism to develop.a cluster of unstable genes may interfere with brain development, resulting in autism.other researchers are investigating problems during pregnancy or delivery as well as environmental factors, such as viral infections, metabolic imbalances, and exposure to environmental chemicals.
  • Amygdala- aggressive behavior. Depending on the severity of a childs autism, some can have aggressive behavior.Cerebral cortex- higher mental functions. Some children with autism function lower than others. This also controls the movement. Some children with autism flap their arms etc. Their behavioral reactions are affected with this part of the brain.Basal ganglia- This part of the brain helps regulate movement. This may be hard for an autistic child because some of them cannot control their movements.Corpus callosum- This allow people to communicate. Children with autism are not very social. This affects their social skills.Cerebellum- This controls speaking. Some autistic students are low functioning and are unable to speak. Motor skills walking, running. Fine motor skills like using a pencil.Brain stem- breathing and heart rateHippocampus- Remembering new information. A lot of children with autism have a great memory. Albert can remember a lot. If they watch a favorite show, they will remember lines and may repeat them.
  • autism is most likely to occur in people with medical conditionsFindings indicate that many children with autism or those who are at risk of developing autism have a metabolic impairment that reduces their ability to rid their bodies of heavy metals and other toxins.Could lead to developmental delaysFragile x- inherited mental retardationCongenital rubella- pregnant women can get this cause their child to have severe birth defects and disorders
  • Intervention- Helps lessen disruptive behaviorsEducation- can teach self-help skills that allow for greater independence.Medications do not treat autism it self, but some problems that come along with itNo single treatmentNot all treatments are effectiveOccupational- helps with independenceBehavior- teaches proper behaviors for going out in publicPhysical- helps with muscle tone and motor skillsSpeech therapy
  • many of the behaviors associated with autism are shared by other disorders, various medical tests may be ordered to rule out or identify other possible causes of the symptoms being exhibited.Children may not be able to communicate, low functioning autistic kids will not talkTheir development may be behindBehaviors vary. Ex: no eye contact, flapping arms, humming, laughing etc
  • Developmental pediatrician - Treats health problems of children with developmental delays or handicaps.Child psychiatrist - A medical doctor who may be involved in the initial diagnosis. He/she can also prescribe medication and provide help in behavior, emotional adjustment and social relationships.Clinical psychologist - Specializes in understanding the nature and impact of developmental disabilities, including autism spectrum disorders. May perform psychological and assessment tests, as well as help with behavior modification and social skills training.Occupational therapist – Focuses on practical, self-help skills that will aid in daily living, such as dressing and eating. May also work on sensory integration, coordination of movement, and fine motor skills.Physical therapist - Helps to improve the use of bones, muscles, joints, and nerves to develop muscle strength, coordination and motor skills.Speech/language therapist - Involved in the improvement of communication skills, including speech and language.Social worker - May provide counseling services or act as case manager helping to arrange services and treatments.
  • Examples of mannerisms- hand flapping, twirling objectsWith students that I have dealt with, I noticed hand flapping, make believe play and fixation on objectsChildren with autism like different textures. There was a boy in my community service application that loved different textures. He would go up and touch the beards of the guys in the class and tell them they need to trim. He also liked one of the squishy balls. He would hold it and play with it for a long time.Loud sounds bother autistic children. This may cause them fear
  • Eye contact- don’t seem to want or need physical contact or affectionRigid- not flexible, limpSmile or arm- there is no anticipation of being heldAttachment- no anxiety towards strangersGames- like peek-a-booSpeak- If the child does talk, they are simple one worded answers. They may repeat words and phrases that are addressed to him. Ex: instead of saying I want to go to sleep, You go sleep
  • Refer to self- child says “you want water” instead of I want waterchildren with autism do not have good social skillsLow functioning autistic children do not have languageLanguage depends on severity
  • These are the symptoms that are on the down side of not having social skillsAutistic children are not socialWant to be aloneAvoid eye contact cant look at friends
  • Some autistic children hit themselves.When I worked with Gregory at Theatre Horizon, he would hit himself in the head. It didn’t seem to bother him much. I know that even if I bump my head I get a headache. I do not think pain bothers him if he can hit himself in the headSome loud noises bother the kidsNeed time alone when over stimulated
  • Doesn't imitate the actions of othersPrefers solitary or ritualistic playShows little pretend or imaginative playPrefers playing aloneIf I do a task and say “ok your turn” they may not follow.Imagine a lotRepeating linesSolitary- alone Ritualistic- Adam from Theatre Horizon would write plays and imagine different things. although he was difficult to get to pay attention because he was doing his own thing, we still found a way to embrace his play writing skills and act them out
  • When I worked with Taylor in the summer she threw a lot of tantrumsShe would take a bite out of her sandwich and go do something elseHitting screaming etcSome are only interested and like certain thingsDoesn’t like when things are changedBody movements include flapping arms, hitting themselves etc
  • May have extensive impairmentsLittle or no language skillsSome level of mental retardation. Can see improvements in languageCan improve sociallyMay be able to move to high functioning autism
  • Cannot remember names of people or thingsLanguage skills are limited
  • Educational Opportunities: Educational goals for children with the low form of autism should be structured around visual stimulation. Educational programs should incorporate an IEP tailored to the severity of the child's autism, based on the scale above. Physical Limitations: Some children with this form do have physical challenges including with height, weight and skeletal maturity problems. Behavior Limitations: Those with some level of retardation will have more emotional and limited social abilities. Cooperative learning is often necessary. Peer rejection can be incredibly difficult for the individual. Achievement Abilities: Most children with low function do fall behind other children at their age. Some will simply remain three or more years behind peers while others will not progress past a sixth grade education (some only to second grade.) Functional Skills: Individuals with this form of autism will struggle to accomplish goals, but they can do so, both in a work relationship and in school. Many can improve skills both orally and in writing.
  • Asperger syndrome- an autism spectrum disorder, and people with it therefore show significant difficulties in social interaction, along with restricted and repetitive patterns of behavior and interests.function appropriately in most situations, but the diagnosis is most often recorded as simply autismIn some cases, those with high functioning autism may carry a diagnosis of autism during the early years, then be reclassified as Asperger syndrome as symptoms become milder later in life. Normal, hard to tell they have autism
  • Speech in early childhood yearsReceptive language- unable to interpret nuances of language such as humor or irony.Understanding non-verbal cues like facial expression, body posture, or gestures can be an area of weakness, and maintaining eye contact with others may be difficult for those with HFA.
  • Changes in that tightly structured daily routine can cause anxiety, often expressed by repetitive behaviors or verbalizations or, in some cases, even as violent outbursts.Simple transitions, such as the change from one activity to another during the school day, can be very difficult for those with autism, causing anxiety.Outings that are fun and exciting for others can be extremely stressful for those with autism.Even a routine trip to the grocery store can be a traumatic experience for those with autism, the unfamiliar surroundings or people causing extreme discomfort and insecurity.
  • Finds these things distracting, upsetting or painful (hyper)For hypo-sensitive individuals, daily activities like bathing or cooking can be hazardous, and dressing appropriately for weather conditions can be a challenge.
  • This happens when the kids get over stimulated.
  • Profound- severeTrainable- be taught in such a way
  • This poster shows characteristics that a person with autism may have. I covered some of these characteristics earlier in the slide show.May not want cuddling- babiesMost autistic children avoid eye contactLaughing a lot. Some of the kids I’ve dealt with laugh a lot. For example, Albert.Difficulty interacting with others- not very social.
  • if there is an autistic child in a normal class, they may have help or have someone watching them.Some autistic children cannot function in a normal classroom environmentWe must make proper assessments of each child's abilities and allow them to integrate with regular school children as much as possible.We cannot have a room with just autistic kids in it all day. They need to be in normal classes.IEP essentially includes the special needs of the child and how they will be dealt with. IEPs are of course tailored specifically to the needs of each child.Individualized education plan
  • Autistic children are visual thinkers. They think in pictures, not in language.Nouns are easier to learn because they can make pictures in their head.Words like up or down should be demonstrated to the child by the teacher.Children with autism have trouble remembering the sequence Many children with autism have trouble with motor control in their hand. This may frustrate the child. Let them type. It’s easierPECS was developed in 1985 as a unique augmentative/alternative communication intervention package for individuals with autism spectrum disorder and related developmental disabilities.PECS begins by teaching an individual to give a picture of a desired item to a “communicative partner", who immediately honors the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences. In the more advanced phases, individuals are taught to answer questions and to comment.Picture exchange communication system
  • Colors- diversity of people living with the disorderBrightness- hope that through increased awareness of autism, and through early intervention and appropriate treatments, people with autism will lead fuller, more complete lives.
  • Some fabrics may itch or bother the child.May enjoy different feels of fabrics.Makes them feel like they can fit in by wearing what they want even if that means wearing a dinosaur shirt when they’re 30Talk about Taylor in the summer and experience with clothes
  • Reminders may be once daily or a few times a dayFrustrationNot knowing when or even if the autistic individual will ever be capable of doing these simple tasks on their own Cannot perform tasks or choresParents are uncertain if things will get better
  • Personality may seem hidden or impossible to reachWhat comes out may seem strangeIts like being dropped into a foreign country and you didn’t know the language or customs. It’s the same with an autistic childEx of quirks: If child repeats lines from a movie, sit down and watch movie with them
  • Schedule example
  • Need to not let certain behaviors bother youGet used to behaviors and rituals
  • Theatre Horizon is a local theatre company that puts on playsAll employees work for the company or act in playsAll techniques used are things the kids can act out
  • Theatre Horizon is a local theatre company that puts on playsAll employees work for the company or act in playsAll techniques used are things the kids can act out
  • Influenced by therapies and programs used for children on the autism spectrumSon-rise program- teaches a specific and comprehensive system of treatment and education designed to help families and caregivers enable their children to dramatically improve in all areas of learning, development, communication and skill acquisition. each child's unique and individual motivations and build off of them, encouraging relationships and creative play.3 e’s are energy enthusiasm and excitement
  • Imagine comes from the games we play. The kids need to imagine doing things. For example, brushing your teeth. The kids can act out brushing their teeth and also imagine that they are doing it.Helps with social skills.Interact with other students.
  • Autistic children think in visual terms. This picture schedule makes it easier for them to follow.
  • All covered in previous slides. Just a summaryTreatmentsOccupational therapyBehavioral therapyPhysical therapySpeech therapy
  • I hope everyone has a better understanding of what autism is, how those with it think and the behaviors they possess.PatienceAppreciation of little things.I do not want to teach anymore.
  • Autism Sgp

    1. 1. Autism<br />
    2. 2. Overview<br />Causes<br />Treatment<br />Diagnosis<br />Symptoms <br />High functioning/ Low functioning<br />Autism in schools<br />Everyday tasks<br />Class activity<br />
    3. 3. Thesis<br />Despite the aggressive behaviors of a child with autism and the inability to communicate with them, a person working with an autistic child can have a very rewarding experience.<br />
    4. 4. Personal Relevance<br />Started in 7th grade<br />Community service<br />
    5. 5. AudienceRelevance<br />Awareness<br />Understanding <br />Support <br />
    6. 6. Overview<br />Developmental disability<br />Affects abilities to communicate and interact with others<br />Symptoms range from mild to severe<br />*QwdOQAIbbRSeJiPhOA2Aco73Io7CKio1AeUfUU4AQ62D5sp9V1dV-qBjpJy-Pi0xL/autism3large.jpg<br />
    7. 7. Facts<br />In about 5% of autism cases, another disorder is present. (Turkington, 20)<br />Almost six times as many boys as girls develop autism. (Childs Health Alert, 86)<br />Autism affects 1 in 110 children<br />1 in 70 boys (<br />
    8. 8. Causes<br />No definite cause<br />Accepted cause:<br />abnormalities in brain structure or function<br />Brain scans<br />Differences in shape and structure<br /><br />
    9. 9.<br />Function, movement, behavior<br />Regulationofmovement<br />Behavior<br />Communication<br />Memory<br />Speaking, motor skills<br />
    10. 10. Probable Causes<br />Genetics<br />Medical conditions<br />Fragile X Syndrome<br />Congenital rubella syndrome<br />Harmful substances ingested during pregnancy<br /><br /><ul><li>Environmental
    11. 11. Toxins
    12. 12. Heavy metal ex: mercury
    13. 13. Cannot detoxify substances</li></li></ul><li>Treatment<br />
    14. 14. Diagnosis<br />Behaviors may show during early childhood years or early months of birth.<br />Observe<br />Communication<br />Developmental levels<br />Behaviors<br />Medical test<br />(Fergus, page 27)<br />
    15. 15. Who Makes a Diagnosis?<br />Developmental pediatrician<br /><br /><ul><li>Child psychiatrist
    16. 16. Clinical psychologist
    17. 17. Occupational therapist
    18. 18. Physical therapist
    19. 19. Speech/language therapist
    20. 20. Social worker</li></li></ul><li>Signs<br />Lack of or delay in spoken language<br />Repetitive use of language and/or motor mannerisms<br />Little or no eye contact<br />Lack of interest in peer relationships<br />Lack of spontaneous or make believe play<br />Persistent fixation on parts of objects<br />Covering of ears<br /><br />
    21. 21. Symptoms<br />
    22. 22. Infants & Children<br />Infants<br />Won’t cuddle<br />Avoid eye contact<br />Rigid when held<br />Cry when picked up<br />Show little interest in human contact<br />Won’t respond to name<br />Child<br />Doesn’t smile or lift arms<br />Does not form attachment to parents<br />Does not learn typical childhood games<br />May not speak<br />(Turkington, pages 16-17)<br />
    23. 23. Communication<br />Cannot start or maintain a social conversation<br />Communicates with gestures instead of words<br />Develops language slowly or not at all<br />Does not refer to self correctly<br />Repeats words or memorized passages, such as commercials<br /><br />
    24. 24. Social Interaction <br />Does not make friends<br />Does not play interactive games<br />Is withdrawn<br />May not respond to eye contact or smiles, or may avoid eye contact<br />Prefers to spend time alone, rather than with others<br /><br />
    25. 25. Sensory Information<br />Does not startle at loud noises<br />May find normal noises painful and hold hands over ears<br />May withdraw from physical contact because it is over stimulating or overwhelming<br />Rubs surfaces, mouths or licks objects<br />Seems to have a heightened or low response to pain<br /><br />
    26. 26. Play<br /><br />
    27. 27. Behavior<br />"Acts up" with intense tantrums<br />Has a short attention span<br />Has very narrow interests<br />Shows aggression to others or self<br />Shows a strong need for sameness<br />Uses repetitive body movements<br /><br />
    28. 28. High FunctioningV.SLow Functioning<br />
    29. 29. Low Functioning<br />Mot severe end of spectrum<br />Little awareness of surroundings<br />Impairment in developmental areas<br />Mentally handicapped<br />Socially impaired<br /><br />
    30. 30. Symptoms of Low Functioning Autism<br />Odd behaviors, rituals and gestures that are apparent to others <br />More likely to self injury<br />Few expectations <br />Severe memory impairment <br />Suffer from epilepsy <br />Display severe disabilities<br />Receptive and expressive language skills<br /><br />
    31. 31. Areas of Focus<br />Educational opportunities<br />Physical limitations<br />Behavior limitations<br />Achievement abilities<br />Functional skills<br /><br />
    32. 32. High Functioning<br />Mildest<br />Similar to Asperger Syndrome<br />Socially aware<br />Good language skills<br />Appear to be “normal”<br /><br />
    33. 33. Communication<br />Speech and language delays<br />Developed vocabularies<br />Speak in awkward, high pitched or monotone style<br />Difficulties with receptive language<br /><br />
    34. 34. Behavioral Issues<br />Strong compulsion to adhere to strict routines<br />Does not handle changes well<br />Simple transitions cause anxiety <br /><br />
    35. 35.
    36. 36. Sensory Issues<br />Hyper-sensitive to:<br />Sounds<br />Smells<br />Textures<br />Lighting conditions <br />Colors<br />Hypo-sensitive to:<br />Cold<br />Heat<br />Discomfort<br />Pain<br /><br />
    37. 37. Sensory Issues Continued<br />Sensory overload leads to:<br />Rocking<br />Twirling<br />Hand flapping<br />Repetitive sounds<br /><br />
    38. 38. Comparing the Two<br />Function in daily living<br />Doctors define impairment based on IQ<br />Less than 80: low functioning<br />Greater than 80: high functioning<br /><br />
    39. 39. Doctor’s Scale<br />Educable: Those with an IQ score from 55 to 70. <br />Trainable: Those with an IQ score from 40 to 70. <br />Severely Limited: Those with an IQ score from 25 to 40. <br />Profound: Those with an IQ score under 25. <br /><br />
    40. 40. A Person May Have Autism If…<br /><br />
    41. 41. School<br />
    42. 42. Autism In Schools<br />Depends on severity<br />Normal classes<br />Special classes<br />Cannot be grouped together<br />IEP<br /><br />
    43. 43. Teaching Autistic Children<br />Structured day<br />Visual thinkers<br /><ul><li>Teachers firm, but gentile
    44. 44. Avoid long verbal instructions
    45. 45. Type instead of write</li></ul><br />
    46. 46.
    47. 47. “If I can’t picture it, <br />I can’t understand it.”<br />
    48. 48. AutismRibbon<br />Puzzle<br />Mystery and complexity<br />Colors<br />Diversity <br />Brightness<br />HOPE! <br /><br />
    49. 49. Handling Everyday Tasks<br />
    50. 50. Clothing Choice<br />Picky<br />Fabrics<br />Uncomfortable<br />Enjoyable<br />Buy what they’re willing to wear<br />Express themselves<br /><br />
    51. 51. Hygiene <br />Remind<br />Comb hair<br />Brush teeth<br />Low functioning needs tasks done for them<br /><br />
    52. 52. Relation<br />Hope<br />Teach smaller aspects of life to make connections<br />Learn their quirks<br />Better communication<br />Understanding of each other <br /><br />
    53. 53.
    54. 54. Learn to Live<br />One step and day at a time<br />Adjustments become routine<br />Daily rituals ordinary<br /><br />
    55. 55. Application<br />
    56. 56. Community Service<br />
    57. 57. Theatre Horizon Autism Drama Outreach<br />Uses dramatic techniques<br />Inspires imaginary play<br />Encourage interests in human relationships<br /><br />
    58. 58. Approach<br />Influenced by therapies and programs<br />Son-Rise approach<br />Floor time therapy<br />Acting lesson<br />Encourage relationships and creative play<br />Teach basics of drama<br />3 E’s<br /><br />
    59. 59. Goals<br />Help students feel good about themselves while engaging in dramatic play with an accepting and encouraging friend<br />Inspire imagination and flexible thinking<br />Help children find their voice<br />Teach social skills in a fun positive way<br /><br />
    60. 60. Schedule<br />
    61. 61.
    62. 62. Works Cited<br />“Autism.” Medicine Plus. N.p., 12 May 2009. Web. 10 May 2010. <‌medlineplus/‌ency/‌article/‌001526.htm>.<br />“Autism Drama Outreach Program.” Theatre Horizon. N.p., 2010. Web. 10 May 2010. <‌web2.0/‌education/‌autism.html>.<br />“Autism Ribbon.” Autism Ribbon. N.p., 2010. Web. 10 May 2010. <>.<br />Baker, Sandy. “Low Functioning Autism.” Love to Know. N.p., 16 Sept. 2009. Web. 10 May 2010. <‌Low_Functioning_Autism>.<br />Brownell, Mary T, and Chriss Walther-Thomas. “Steven Shore: Understanding the Autism Spectrum--What Teachers Need to Know.” Elibrary. ProQuest, 1 May 2001. Web. 2 Nov. 2009. <‌elibweb/‌elib/‌do/‌document?set=search&dictionaryClick=&secondaryNav=&groupid=1&requestid=lib_standard&resultid=3&edition=&ts=E14C18B6238E924A06103C468DC1FF4A_1259811820941&start=1&publicationId=&urn=urn%3Abigchalk%3AUS%3BBCLib%3>. <br />Butter, Eric M, Jacqueline Wynn, and James A Mulick. “Early Intervention Critical to Autism Treatment.” Elibrary. ProQuest, 10 Oct. 2003. Web. 2 Nov. 2009. <‌elibweb/‌elib/‌do/‌document?set=search&dictionaryClick=&secondaryNav=&groupid=1&requestid=lib_standard&resultid=3&edition=&ts=E14C18B6238E924A06103C468DC1FF4A_1259810570321&start=1&publicationId=&urn=urn%3Abigchalk%3AUS%3BBCLib%3>. <br />Cross, Jim, et al. My Name Is Joel. Youtube. N.p., n.d. Web. 11 May 2010. <>.<br />
    63. 63. Works Cited<br />Exkorn, Karen Siff, and Fred R Volkmar M.D. The Autism Sourcebook. New York, New York: HarperCollins Inc, 2006. Print. <br />Fox Interactive Media, Alex Welch, and Darren Crystal. Photobucket. N.p., 2010. Web. 10 May 2010. <>.<br />Grandin, Temple. “Teaching Tips for Children and Adults with Autism.” Autism Research Institute. N.p., Dec. 2002. Web. 10 May 2010. <‌families/‌therapy/‌teaching_tips.htm>.<br />Grossman, Lee. “About Autism.” Autism Society. N.p., n.d. Web. 1 Dec. 2009. <‌site/‌PageServer>. <br />Laura. Dominic’s Autistic Meltdowns. Youtube. N.p., 16 Apr. 2008. Web. 12 May 2010. <>.<br />Locke, Kirsten. “Everyday Life with Autism.” Suite 101. N.p., 26 June 2007. Web. 10 May 2010. <‌article.cfm/‌everyday_life_with_autism>.<br />“Materials Exchange.” Speaking of Speech. Mayer-Johnson Co., 2005. Web. 10 May 2010. <‌Materials_Exchange.html>.<br />Page, Larry, and Sergey Brin. Google Images. N.p., 2010. Web. 10 May 2010. <‌imghp?hl=en&tab=wi>.<br />Rimland, Dr. Bernard, and Dr. Ruth Sullivan. Autism Society. Autism Advocate, 2010. Web. 10 May 2010. <>.<br />Rodriguez, Ana Maria. Autism and Aspergers Syndrome. Minneapolis, MN: Twenty-First Century, 2009. Print. <br />
    64. 64. Works Cited<br />Secor, Melinda L. “High Function Autism Symptoms.” Love to Know. N.p., 18 Nov. 2008. Web. 10 May 2010. <‌High_Function_Autism_Symptoms>.<br />Turkington, Carol A, and Temple Grandin. Perspectives On Diseases & Disorders Autism. Farmington Hills, MI: Greenhaven, 2008. Print. Wright, Bob, and Suzanne Wright. “Be Informed.” Autism Speaks. N.p., n.d. Web. 1 Dec. 2009. <>. <br />
    65. 65. Class Activity<br />Autism visual s<br />
    66. 66. Conclusion<br />
    67. 67. Re-Cap<br />Developmental disability<br />Affects abilities to communicate and interact with others<br />Boys more likely to have autism<br />No cause<br />Possible treatments<br />High functioning and low functioning<br />
    68. 68. Conclusion<br />