Teaching students with autism


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Teaching students with autism

  1. 1. Teaching Students with Autism <ul><li>Definition by Autism Society of America (200) </li></ul><ul><li>Autism is a complex developmental disability that typically appears the first three years of life. </li></ul><ul><li>IDEA </li></ul><ul><li>Autism is a developmental disability significantly affecting verbal and non –verbal communication and social interaction generally evidenced before age 3. </li></ul>
  2. 2. Teaching Students with Autism <ul><li>Differential Diagnosis of Autism </li></ul><ul><li>Asperger’s disorder – is characterized by social deficits and restricted patterns of activities and interests. </li></ul><ul><li>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. </li></ul><ul><li>Childhood disintegrative disorder show a persistent decline in social, motor, and/or language skills after a few years for normal development. </li></ul><ul><li>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. </li></ul>
  3. 3. Characteristics of Autism <ul><li>Deficits </li></ul><ul><li>Receptive language </li></ul><ul><li>Expressive language </li></ul><ul><li>Communication intent </li></ul><ul><li>Social skills </li></ul><ul><li>Self-care skills </li></ul><ul><li>Compliance </li></ul><ul><li>Attending </li></ul><ul><li>Imitating </li></ul><ul><li>Auditory/visual discrimination </li></ul><ul><li>Work skills </li></ul><ul><li>Leisure time skills/play skills </li></ul><ul><li>Academic skills </li></ul><ul><li>Eye contact </li></ul><ul><li>Excesses </li></ul><ul><li>Tantrums </li></ul><ul><li>Screaming </li></ul><ul><li>Self-stimulation </li></ul><ul><li>Self-abuse </li></ul><ul><li>Aggression </li></ul><ul><li>Bizarre behaviors </li></ul><ul><li>Echolalia </li></ul><ul><li>Perseveration </li></ul><ul><li>Refusing to follow directions </li></ul>
  4. 4. Assessment Tools for Autism <ul><li>Autism Screening Instrument of Educational Planning (behavior checklist, sample of vocal behavior, interaction assessment, educational or functional skills, and prognosis of learning rate). </li></ul><ul><li>Childhood Autism Rating Scale (CARS) identifies children with autism and distinguish them from those developmentally delayed children without autism. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  5. 5. Curriculum for Autism <ul><li>Curricular considerations: </li></ul><ul><li>Curriculum Should Be Functional </li></ul><ul><li>Curriculum Should Be Chronologically Age Appropriate </li></ul><ul><li>Curriculum Should Be Longitudinal </li></ul><ul><li>Curriculum Should Be Horizontally Integrated </li></ul><ul><li>Curriculum Should Be Community Referenced </li></ul><ul><li>Curriculum Should Emphasize Communication and Socialization </li></ul>
  6. 6. Curriculum for Autism <ul><li>Curricula Areas: </li></ul><ul><li>Tool Subjects ( Reading, Handwriting, Spelling, Written expression, Computer literacy) </li></ul><ul><li>Academic Subjects ( Social studies, Math, Science, Foreign language, Literature) </li></ul><ul><li>Fine Arts ( Art, Drama, Music) </li></ul><ul><li>Vocational ( Industrial arts, Cosmetology, Auto mechanics, Agriculture, Horticulture, Distributive education, Building trades) </li></ul><ul><li>Personal Care ( Physical education, Helath, Home economics) </li></ul><ul><li>Functional Domains ( Communication, Social competence, Community living [domestic skill, self-care skills, community skill] Prevocational/vocational, Leisure/recreational, Learning strategies, Motor) </li></ul>
  7. 7. Teaching: General Strategies <ul><li>Structuring with Physical Organization </li></ul>
  8. 8. Teaching: General Strategies <ul><li>Structuring through routines and schedules </li></ul>
  9. 9. Teaching: General Strategies <ul><li>Structuring through materials </li></ul>
  10. 10. Teaching: General Strategies <ul><li>Structuring through lesson presentation </li></ul><ul><li>Discrete Trial Format Components </li></ul><ul><li>Instruction – The instruction given to the child. </li></ul><ul><li>Prompt – Extra help to bring about a response. </li></ul><ul><li>Response – The observable and measurable behavior the child engages in after the instruction. </li></ul><ul><li>Consequences – A stimulus presented after a response to increase or decrease that response in the future. </li></ul><ul><li>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. </li></ul>
  11. 11. Picture Exchange Communication Systems enjoy watching!!!!!!!!