3. Autism and Asperger’s are
general terms for a group of
complex brain disorders.
Under the DSM-5 diagnostic
manual they have been
merged under an umbrella
name Autism Spectrum
Disorder (ASD).
4. Sensory Processing DisorderThere are three others on this
spectrum -childhood
disintegrative disorder,
pervasive developmental
disorder-not otherwise
specified (PDD-NOS) & Rett
Syndrome (affects mostly
girls).
5. Autism is a brain disorder.
Signs & Symptoms of Autism
usually emerge between 2-3
years of age.
It is 4-5 times more common
among boys than girls.
6. Children have problems with
social interaction, verbal
communication & repetitive
behaviours.
9. Asperger Syndrome is a form of
Autism but it is a high functioning
type of Autism.
They are usually of average or
above average intelligence.
They have fewer problems with
speech.
10. They have difficulties with
understanding and processing
language.
They usually have specific
learning disabilities e.g. dyslexia
They have a well developed
vocabulary but a comparatively
low social performance.
11. They have low emotional
awareness of others feelings &
thoughts.
They struggle to read facial
expressions & body language.
They find it hard to
communicate effectively with
others.
12. They tend to exhibit typical or
exceptional language
development.
They have a tendency to focus
intensely.
They laugh or cry at
inappropriate time
13. The symptoms are usually
confused with that of (Attention
Deficit & Hyperactivity Disorder)
ADHD (They act without thinking, are
hyperactive & have trouble focusing. They
may understand what's expected of them but
have trouble following through because they
can't sit still, pay attention, or attend to
details).
17. 1.Be clear in what you want to
say. Say exactly what you mean.
2.Keep your language direct.
Avoid double meaning, sarcasm,
subtle jokes, etc.
3. Allow time for the student to
process new information(slow
down your communication).
18. 4. Check that he understands
what he has to do in class or for
homework (Visual aids can
help).
5. Ensure that he knows what is
expected in different situations
& settings.
19. 6. Use school diaries/planners to
reinforce what is being communi
-cated & keep parents informed.
7. Be patient! They are not being
intentionally rude.
8. Avoid confronting an angry or
upset student by arguing/
raising your voice.
20.
21. Strategies that can be used
Visual Aids
Social Stories
Comic Strip Conversations
Picture Exchange
Communication System (PECS)
Drama & Role play (social skills)
22. S are
Social Stories and Comic Strip
Conversations are two
techniques to help children with
Autism develop a better social
interaction.
These were created in 1991 by
Carol Gray.
23. Sensory Processing DisorderSocial Stories are short
descriptions that allow a child to
see what to expect and why, in
any given situation.
Comic Strip Conversations are
visual representations of things
actually said, feelings &
intentions.
24. to develop self-care skills (e.g. how to clean
teeth, wash hands or get dressed), social skills
(e.g. sharing, asking for help, saying thank you,
interrupting) and academic abilities
to help a person with autism to understand how
others might behave or respond in a particular
situation, and therefore how they might be
expected to behave
to help others understand the perspective of a
person with autism and why they may respond or
behave in a particular way
25. to help a person to cope with changes to
routine and unexpected or distressing
events (e.g. absence of teacher, moving
house, thunderstorms)
to provide positive feedback to a person
about an area of strength or achievement
in order to develop self-esteem
as a behavioural strategy (eg what to do
when angry, how to cope with obsessions).
