Teaching students with autism

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  • 1. Teaching Students with Autism
    • Definition by Autism Society of America (200)
    • Autism is a complex developmental disability that typically appears the first three years of life.
    • IDEA
    • Autism is a developmental disability significantly affecting verbal and non –verbal communication and social interaction generally evidenced before age 3.
  • 2. Teaching Students with Autism
    • Differential Diagnosis of Autism
    • Asperger’s disorder – is characterized by social deficits and restricted patterns of activities and interests.
    • Rett’s disorder is diagnosed only in females, they show some difficulties in social interaction but they do not show the entire diagnostic pattern of autistic disorder.
    • Childhood disintegrative disorder show a persistent decline in social, motor, and/or language skills after a few years for normal development.
    • Pervasive developmental disorder not otherwise specified (PDD-NOS)- pertains to individuals who show patterns of the autistic syndrome but have a later age of onset than 3 years old, and/or only some of or less severe symptoms.
  • 3. Characteristics of Autism
    • Deficits
    • Receptive language
    • Expressive language
    • Communication intent
    • Social skills
    • Self-care skills
    • Compliance
    • Attending
    • Imitating
    • Auditory/visual discrimination
    • Work skills
    • Leisure time skills/play skills
    • Academic skills
    • Eye contact
    • Excesses
    • Tantrums
    • Screaming
    • Self-stimulation
    • Self-abuse
    • Aggression
    • Bizarre behaviors
    • Echolalia
    • Perseveration
    • Refusing to follow directions
  • 4. Assessment Tools for Autism
    • Autism Screening Instrument of Educational Planning (behavior checklist, sample of vocal behavior, interaction assessment, educational or functional skills, and prognosis of learning rate).
    • Childhood Autism Rating Scale (CARS) identifies children with autism and distinguish them from those developmentally delayed children without autism.
    • Psychoeducational Profile Revised (PEP-R) an educational planning tool use to identify the strengths, weaknesses and learning needs for children with autism and related disorders ages 6 mos. to 12 yrs.
    • Gilliam Autism Rating Scale (GARS) consists of 4 subtest listings typical characteristics of children and youth with autism (stereotypical behaviors, communication, social interaction, and developmental disturbances manifested in the first 36 mos. To life.
  • 5. Curriculum for Autism
    • Curricular considerations:
    • Curriculum Should Be Functional
    • Curriculum Should Be Chronologically Age Appropriate
    • Curriculum Should Be Longitudinal
    • Curriculum Should Be Horizontally Integrated
    • Curriculum Should Be Community Referenced
    • Curriculum Should Emphasize Communication and Socialization
  • 6. Curriculum for Autism
    • Curricula Areas:
    • Tool Subjects ( Reading, Handwriting, Spelling, Written expression, Computer literacy)
    • Academic Subjects ( Social studies, Math, Science, Foreign language, Literature)
    • Fine Arts ( Art, Drama, Music)
    • Vocational ( Industrial arts, Cosmetology, Auto mechanics, Agriculture, Horticulture, Distributive education, Building trades)
    • Personal Care ( Physical education, Helath, Home economics)
    • Functional Domains ( Communication, Social competence, Community living [domestic skill, self-care skills, community skill] Prevocational/vocational, Leisure/recreational, Learning strategies, Motor)
  • 7. Teaching: General Strategies
    • Structuring with Physical Organization
  • 8. Teaching: General Strategies
    • Structuring through routines and schedules
  • 9. Teaching: General Strategies
    • Structuring through materials
  • 10. Teaching: General Strategies
    • Structuring through lesson presentation
    • Discrete Trial Format Components
    • Instruction – The instruction given to the child.
    • Prompt – Extra help to bring about a response.
    • Response – The observable and measurable behavior the child engages in after the instruction.
    • Consequences – A stimulus presented after a response to increase or decrease that response in the future.
    • Internal interval – A time period that provides for (a) a clear onset and end of each trial, (b) recording the outcome of trial, © reinforcing good working behavior.
  • 11. Picture Exchange Communication Systems enjoy watching!!!!!!!!