2. Autism
Autism is disorder of neural development
characterized by impaired social interaction
and verbal and non-verbal communication, and
by restricted, repetitive or stereotyped
behavior.
3. As per disorder
Impairments in social interactions and
presence of restricted interests and activities.
No clinically significant general delay in
language
Average to above average intelligence
4.
5. AUTISM
Is one of the 5 PDDS
All have common in communication and
social deficits
Differ in terms of seventy
Impairments in social interaction,
communication and imagination plan
Apparent before age 3
Also includes stereotyped behaviors,
interests and activities
6. PERVASIVE DEVELOPMENTAL
DISORDER
ofter referred to as a
typical autism
used when a child does
not meet the criteria for a specific
diagnosis but there is severe and
pervasive impairment in specific
behavior.
10. 2 per 1000 populations
Adults with autism are
considered to have
personality disorder
schizophrenia or mental
retardation.
The data suggests that
there are estimated 2 to 4
million individuals on the
autistic spectrum in India.
Actual prevalence is not
known.
11. LEVEL OF INTELLIGENCE IN PERSON
WITH AUTISM
Around 60 percent of persons with autism
are having IQ of 50 or below.
20%-50 and 70 IQ
20%- more than 70 IQ
20% of persons with mental retardation will
have ASD.
12. Working Toward Mastery
Level of inteligence
20% - More
20% - More
than 70 IQ
than 70 IQ
20% - 50 and
20% - 50 and
70 IQ
70 IQ
20% - MR
20% - MR
with ASD
with ASD
60% having IQ of 50 or below
13.
14. SCREANING SCHEDULE
(0 to 18 ) months
•be late to smile or not
smile.
•Not demonstrate
attachment behavior
especially to his/her
primary care given.
•Avoid people’s gaze.
15. •
•
•
•
•
•
•
•
•
•
•
Not reach out even in anticipation of being picked up.
Not seek comforting or may be difficult to soothe.
Prefer to be alone.
Not cuddle
Exhibit simple repeated actions with their body, such as
flapping their hands or rocking.
Exhibit simple repeated actions with their objects.
Have an intense dislike of any changes in routine or the
surrounding.
Show a lack of nonverbal communication
No gestures to communicate
No response to body language.
Not copying facial expressions or gestures, such as
pointing, clapping or waving.
16. ONE AND HALF TO FOUR
The child with autism may
–
–
–
–
–
–
–
–
–
–
Prefer to be alone
Not come for comfort, even when ill or tired.
Not imitate or have impaired imitation
Avoid people’s gaze
Lack awareness of other people’s existence
An older child may exhibit a failure to greet people or
interacting.
Have delayed language development
Have week language comprehension
Fail to develop language for communication.
Lack appropriate gestures.
17.
18. Have unusual first words.
Tend to repeat what is said to him or her.
Display unusual manner of talking.
Strangely manipulate objects.
Have unusual body movement.
Persistently be preoccupied with parts of objects.
Show marked distress over change in trivial aspects
of environment.
• Have difficulty in toilet training.
• Have extreme fears.
•
•
•
•
•
•
•
19. FOUR YEARS AND LATTER
•
•
•
•
•
•
•
•
Not imitate others
Treat people like objects
Lack of awareness of existence or feeling of others
Not play with other children.
Lack or unusual emotional responses.
Be socially unresponsive.
Show no interest in making friends.
Not understand conventions of social interaction such
as turn-talking
• Not initiate interactions
• Be social awkward.
• Show little expressive language
20. • Have delayed language development
• Rarely or never use appropriate gestures.
• Show improper use of pronouns, statements and
questions.
• Fail to initiate conversation
• Say strange things.
• Not use speech in proper way
• Repeat remarks made by others.
• Frequently make irrelevant remarks
• Have great difficulty with abstract language.
• Have an excessive need for sameness.
• Be fascinated with spinning objects.
• Twirl sticks, or flap pieces of paper.
• Adhere to routines
• Be very good at rote memory tasks such as repeating list
of items or facts.
This template can be used as a starter file for presenting training materials in a group setting.
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Notes
Use the Notes pane for delivery notes or to provide additional details for the audience. You can see these notes in Presenter View during your presentation.
Keep in mind the font size (important for accessibility, visibility, videotaping, and online production)
Coordinated colors
Pay particular attention to the graphs, charts, and text boxes.
Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale.
Graphics, tables, and graphs
Keep it simple: If possible, use consistent, non-distracting styles and colors.
Label all graphs and tables.
Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important.
Introduce each of the major topics.
To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.
This is another option for an overview using transitions to advance through several slides.
This is another option for an overview slide.
Use a section header for each of the topics, so there is a clear transition to the audience.
Add slides to each topic section as necessary, including slides with tables, graphs, and images.
See next section for sample table, graph, image, and video layouts.
Keep it brief. Make your text as brief as possible to maintain a larger font size.
If there is relevant video content, such as a case study video, demo of a product, or other training materials, include it in the presentation as well.
Is your presentation as crisp as possible? Consider moving extra content to the appendix.
Use appendix slides to store content that you might want to refer to during the Question slide or that may be useful for attendees to investigate deeper in the future.
