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Autism Information <ul><li>What are Pervasive Developmental Disorders? </li></ul><ul><li>What are the diagnostic features,...
Pervasive Developmental Disorders <ul><li>Pervasive Developmental Disorders is the heading under which Autism, Asperger Sy...
What are the diagnostic features of PDDs? <ul><li>Diagnosis of Pervasive Developmental Disorders is a complex task.  Withi...
Communication <ul><li>Feature </li></ul><ul><ul><li>Delays in language </li></ul></ul><ul><li>Presentation </li></ul><ul><...
Communication <ul><li>Feature </li></ul><ul><ul><li>Repetitive language </li></ul></ul><ul><li>Presentation </li></ul><ul>...
Communication <ul><li>Feature </li></ul><ul><ul><li>Literal interpretation of language </li></ul></ul><ul><li>Presentation...
Communication <ul><li>Feature </li></ul><ul><ul><li>Processing delays </li></ul></ul><ul><li>Presentation </li></ul><ul><u...
Communication <ul><li>Feature </li></ul><ul><ul><li>Failure to interpret non-verbal cues and lacks eye-contact </li></ul><...
Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Fails to develop age appropriate relationships </li></ul></ul><ul...
Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Fails to spontaneously share enjoyment </li></ul></ul><ul><li>Pre...
Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Inability to sustain conversations </li></ul></ul><ul><li>Present...
Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Lack of social reciprocity </li></ul></ul><ul><li>Presentation </...
Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Lack of imitative play </li></ul></ul><ul><li>Presentation </li><...
Behavior <ul><li>Feature </li></ul><ul><ul><li>Engages in behavior that is unusual in either intensity or focus </li></ul>...
Behavior <ul><li>Feature </li></ul><ul><ul><li>Insistence on sameness </li></ul></ul><ul><li>Presentation </li></ul><ul><u...
Behavior <ul><li>Feature </li></ul><ul><ul><li>Stereotyped mannerisms </li></ul></ul><ul><li>Presentation </li></ul><ul><u...
Behavior <ul><li>Feature </li></ul><ul><ul><li>Preoccupation with parts of objects </li></ul></ul><ul><li>Presentation </l...
General Information <ul><li>Students identified with PDDs frequently seem to have an underlying anxiety. </li></ul><ul><li...
General Tips <ul><li>Provide a predictable routine </li></ul><ul><li>Be concrete and specific </li></ul><ul><li>Use plante...
Questions that need answers <ul><li>How does this student communicate and at what level? </li></ul><ul><li>What are this s...
Final Thoughts <ul><li>I have taught 16 years, the most intriguing students I have ever worked with have been the students...
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Autism Overview

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Transcript of "Autism Overview"

  1. 1. Autism Information <ul><li>What are Pervasive Developmental Disorders? </li></ul><ul><li>What are the diagnostic features, how are they presented and what accommodation do we need to make? </li></ul><ul><li>What Strategies have been successfully used with students identified with ASD? </li></ul><ul><li>What questions should I ask when presented with a student identified with PDD in my class? </li></ul>
  2. 2. Pervasive Developmental Disorders <ul><li>Pervasive Developmental Disorders is the heading under which Autism, Asperger Syndrome, Rett’s Syndrome, Childhood Disintegrative Disorder and PDD-NOS are found. </li></ul><ul><li>PDD’s were once consider “low incidence” disabilities, today PDD is the fastest growing group of developmental disabilities. </li></ul>
  3. 3. What are the diagnostic features of PDDs? <ul><li>Diagnosis of Pervasive Developmental Disorders is a complex task. Within PDD there are three areas of concern: </li></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Social Interaction </li></ul></ul><ul><ul><li>Behavior </li></ul></ul><ul><ul><li>Within each of these areas there are specific features </li></ul></ul><ul><ul><li>that are evaluated. </li></ul></ul>
  4. 4. Communication <ul><li>Feature </li></ul><ul><ul><li>Delays in language </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Limited verbal abilities, delays in or an absence of language </li></ul></ul><ul><ul><li>Both expressive and receptive language skills are impacted </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Alternative forms of communication </li></ul></ul><ul><ul><li>Richly supported environments that offer visually cued communication and props around which communication can take place </li></ul></ul>
  5. 5. Communication <ul><li>Feature </li></ul><ul><ul><li>Repetitive language </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Displays echolalia, either immediate or delayed </li></ul></ul><ul><ul><li>Uses language that is disconnected </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Assign intent </li></ul></ul><ul><ul><li>Replace the language through shaping techniques </li></ul></ul>
  6. 6. Communication <ul><li>Feature </li></ul><ul><ul><li>Literal interpretation of language </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Frequently responds in unanticipated ways to the directions or comments of others </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Refrain from the use of slang, idioms, and cliches </li></ul></ul>
  7. 7. Communication <ul><li>Feature </li></ul><ul><ul><li>Processing delays </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Non-compliance, inability to understand directions </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Provide adequate time for the student to decode and process the information </li></ul></ul><ul><ul><li>Provide the information in a channel that the child has better success with, VISUALLY . </li></ul></ul>
  8. 8. Communication <ul><li>Feature </li></ul><ul><ul><li>Failure to interpret non-verbal cues and lacks eye-contact </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Social problems, non-compliance, inattentive </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Specifically teach those skills that are lacking through the use of social stories, and role playing </li></ul></ul>
  9. 9. Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Fails to develop age appropriate relationships </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Frequently socializes with much younger children, is easily taken advantage of </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Protect from bullying </li></ul></ul><ul><ul><li>Practice social skills with a peer </li></ul></ul><ul><ul><li>Structure social opportunities </li></ul></ul>
  10. 10. Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Fails to spontaneously share enjoyment </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Frequently does not move between environments understanding the relevance of common information </li></ul></ul><ul><ul><li>View the word as disconnected </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Develop visual cues that are taken between environments </li></ul></ul><ul><ul><li>Complete” Today at School “ worksheet or activity bags </li></ul></ul>
  11. 11. Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Inability to sustain conversations </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Appears rude or aloof </li></ul></ul><ul><ul><li>Conversations seem to be egocentric, driven by the child’s interests </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Script conversations </li></ul></ul><ul><ul><li>Develop social stories that give students specific language </li></ul></ul><ul><ul><li>Designate a minimum number of exchanges in which the child needs to engage </li></ul></ul>
  12. 12. Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Lack of social reciprocity </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Fails to recognize the give and take of social situations </li></ul></ul><ul><ul><li>Mindblindness </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Positive practice </li></ul></ul>
  13. 13. Social Interaction <ul><li>Feature </li></ul><ul><ul><li>Lack of imitative play </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Does not engage appropriately during unstructured play groups </li></ul></ul><ul><ul><ul><li>Recess </li></ul></ul></ul><ul><ul><ul><li>Freetime </li></ul></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Teach appropriate use of toys </li></ul></ul><ul><ul><li>Structure playgroups </li></ul></ul>
  14. 14. Behavior <ul><li>Feature </li></ul><ul><ul><li>Engages in behavior that is unusual in either intensity or focus </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Rituals </li></ul></ul><ul><ul><li>Compulsions </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Determine the need for the behavior and then accommodate it in a more appropriate manner, (if possible) </li></ul></ul>
  15. 15. Behavior <ul><li>Feature </li></ul><ul><ul><li>Insistence on sameness </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Quickly becomes bound by routines </li></ul></ul><ul><ul><li>Does not want to end activities </li></ul></ul><ul><ul><li>Transitions are difficult </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Provide a predictable environment </li></ul></ul><ul><ul><li>Provide a schedule in a useable form </li></ul></ul>
  16. 16. Behavior <ul><li>Feature </li></ul><ul><ul><li>Stereotyped mannerisms </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Hand flapping </li></ul></ul><ul><ul><li>Light filtering </li></ul></ul><ul><ul><li>Spinning </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>Identify the need and provide an appropriate manner in which it can be fulfilled </li></ul></ul>
  17. 17. Behavior <ul><li>Feature </li></ul><ul><ul><li>Preoccupation with parts of objects </li></ul></ul><ul><li>Presentation </li></ul><ul><ul><li>Taking toys apart </li></ul></ul><ul><ul><li>Fascination with minute details, numbers, letters names, abstract pieces of information </li></ul></ul><ul><li>Accommodation/Intervention/Strategies </li></ul><ul><ul><li>shape the behavior into something more useful or manageable </li></ul></ul>
  18. 18. General Information <ul><li>Students identified with PDDs frequently seem to have an underlying anxiety. </li></ul><ul><li>A lack of a predictable routine will frequently cause the anxiety to bubble to the surface, sometimes presenting itself in aggressive, self-injurious self-stimulatory ways </li></ul><ul><li>Waiting is frequently a difficult concept for these students to understand </li></ul><ul><li>Students with PDDs are not inferential/incidental learners </li></ul>
  19. 19. General Tips <ul><li>Provide a predictable routine </li></ul><ul><li>Be concrete and specific </li></ul><ul><li>Use planted question to solicit involvement </li></ul><ul><li>Develop groups of children in which these students can contribute </li></ul><ul><li>Understand the Premack Principal </li></ul><ul><li>Be affirmative </li></ul><ul><li>Present material visually </li></ul><ul><ul><li>written, demonstration, pictures, objects </li></ul></ul>
  20. 20. Questions that need answers <ul><li>How does this student communicate and at what level? </li></ul><ul><li>What are this students strengths? </li></ul><ul><li>Does the student have a behavior management plan? </li></ul><ul><li>What data am I responsible for? </li></ul><ul><li>What accommodations are identified on the IEP? </li></ul><ul><li>In what ways is the student supported in my class? </li></ul><ul><ul><li>Materials need to be modified </li></ul></ul><ul><ul><li>Reinforcement schedules to be followed </li></ul></ul><ul><ul><li>Plans to be implemented </li></ul></ul><ul><ul><li>When is the next meeting? </li></ul></ul>
  21. 21. Final Thoughts <ul><li>I have taught 16 years, the most intriguing students I have ever worked with have been the students with PDD. </li></ul><ul><li>Treat all students with dignity and respect. </li></ul><ul><li>Learn about the disability, but more importantly learn about the child. </li></ul><ul><li>Teaching children with special needs makes us better teachers by forcing us to use “best practice”. </li></ul><ul><li>Put yourself in the place of the child and the parent. </li></ul><ul><li>Empathize don’t sympathize </li></ul>
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