The document provides an overview of a teacher training program on autism spectrum disorder (ASD), outlining key characteristics of ASD including difficulties with social interaction and communication, as well as restricted and repetitive behaviors. Teachers are instructed to complete quizzes on Google Classroom about ASD and how it impacts development. The presentation also notes that children with ASD often have sensory processing issues and may be either hyper- or hypo-sensitive to stimuli.

1. . h
TEACHERS TRAINING PROGRAM
LET’S BEGIN

2. Take home message!
• Google classroom is platform of continuous learning for all teachers.
• Slide will be uploaded in the google classroom for further reference.
• Please answer all the quizzes uploaded in the google classroom.
• Your cooperation with the continuity of learning will be take account
as your performance measure.

3. Autism Spectrum Disorder
(ASD)
What a teacher needs to know and understand?
Prepared by :
Nurul Shahira Ahmad Maswah
Occupational Therapist,
Branch Manager Playhouse Therapy Centre, PJ

4. OUTLINE OF PRESENTATION
• Introduction to Autism Spectrum Disorder (ASD)
• Core Deficit and characteristic of Autism Spectrum Disorder (ASD)

5. AUTISM SPECTRUM DISORDER
• Autism spectrum
disorder (ASD) is a
developmental
disability caused
by differences in
the brain.

6. • Manifest the
characteristic
before age of 3, it
can be diagnosed as
early as 18 months.
• There’re small
numbers of
children had typical
development at
early age of life but
regress at age of 3.

8. AUTISM BRAIN

10. Core Deficit of ASD

11. Difficulties in Social Interaction
• Impairments in the use of multiple nonverbal behaviors (ie: eye gaze,
facial expression, body posture)
• Failure to develop peer relationship appropriate to the developmental
age.
• Lack of spontaneous seeking to share enjoyment, interest or
achievements with others.
• Lack of social or emotional reciprocity.

12. • Making little or inconsistent eye contact
• Appearing not to look at or listen to people who are talking
• Infrequently sharing interest, emotion, or enjoyment of objects
or activities (including by infrequently pointing at or showing
things to others)
• Having trouble understanding another person’s point of view or
being unable to predict or understand other people’s actions
• Difficulties sharing in imaginative play or in making friends
• Seems like to be in their ‘own world’

13. Impairments in Communication
• Delay in, or total lack of the development of spoken language
(without attempts to compensate through something like getures).
• Marked impairment in ability to initiate or sustain conversation.
• Stereotyped and repetitive language.
• Lake of varied spontaneous make believe play or social imitate play.

14. • Not responding or being slow to respond to one’s name or to other verbal
bids for attention
• Having difficulties in greeting appropriately, initiate the conversation
• Having difficulties with the back and forth of conversation
• Often talking at length about a favorite subject without noticing that
others are not interested or without giving others a chance to respond
• Displaying facial expressions, movements, and gestures that do not match
what is being said
• Having an unusual tone of voice that may sound sing-song or flat and
robot-like

15. Restricted and Repetitive Pattern of
Behavior
• Preoccupation or obsessive interest in one or more stereotyped
behaviors.
• Inflexibly adhering to specific non functional routines or rituals.
• Rigid in routine, difficulty tolerating in changes
• Extreme difficulty coping with changes
• Difficulties adjusting behaviors to social situations
• Stereotyped and repetitive motor
• Flapping hands, rocking, fidgeting, rocking, spinning
• Persistent preoccupation with parts of objects.

16. Other areas that MIGHT be impacted
by ASD diagnoses.
• Attention
• Emotional dysregulation
• Sensory-Integration
• Digestive Issue

17. Children with Autism has sensory
hyper/hyposensitivity
• Most of children with Autism is very sensitive (hyper-sensitivity) or
has difficulty to respond (hypo-sensitivity) with the stimuli received
from surrounding.
• Sensory input may be from touch, visual, smell, taste, hear, vestibular,
proprioception and interoception.
• Every children with autism maybe represent with different
characteristic.

18. TEACHERS TRAINING PROGRAM
THE END