1. Identifying Students with Autism
in the Classroom
Dr. Mary Ann Winter-Messiers, Ph.D.
University of Oregon-Laos Inclusive Education
Project
July 2015
1University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
Identifying Students with Autism in the Classroom
2. What can teachers look for to identify
students who may have autism?
2University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
3. Remember…
View each child as an individual.
Think about the behaviors you see in the
child.
Do not find a reason to continually justify
behavior that is not typical.
Take action to find out what is really
going on.
3University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
4. Review: What is Autism?
Autism is a group of disorders that
originate in brain development, affecting
the brain and the body, and primarily
recognized by social difficulties,
communication challenges, and narrow,
repeated behavior patterns.
4University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
5. Six Potential Areas of Challenge in
Students Who May Have Autism
Social Skills
Communication Skills
Uncontrolled Emotion
Theory of Mind
Sensory Sensitivity
Special Interest Areas
5University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
6. Area #1: Social Skills
The abilities people use to interact
successfully with other people, including
knowing how to: be polite and respectful,
speak and behave in a variety of social
situations, show care for others; and share
thoughts and opinions appropriately.
Individuals with autism must be taught social
skills.
6University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
7. The student does not play with other
children as expected. He or she may not
appear interested in playing and may not
know how to join in the games.
7University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
8. The student uses actions or words to
initiate socially that are not appropriate
for his or her age or intellectual abilities
in other areas.
8University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
9. The student will play alone or in a
parallel style (instead of interactively with
other children) when it is no longer age-
appropriate.
9University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
10. The student has difficulty with
unexpected changes in the environment,
This is true even when changes are
explained to the student in advance.
Examples:
Teacher is absent, a stranger is teaching
School schedule changes
10University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
11. The student may be unable to look at
other people in the eyes.
11University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
12. Area #2: Communication Skills
The ability to express needs, desires,
thoughts, feelings, and opinions to
others through verbal (or other type) and
body language.
Students with autism may or may not
be able to speak with their voices.
12University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
13. The student does not seem to have
natural, conversational social turn-
taking, especially with children his or her
own age.
13University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
14. The student does not seem to
understand subtle, social cues such as
time to end a conversation or time for
someone else to talk.
14University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
15. The student is more comfortable talking
with adults or youth than children his or
her own age.
15University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
16. Area #3: Uncontrolled Emotion
Difficulty managing one's own strong emotions, such
as happiness, anger, excitement, fear, and sadness.
People with autism often have difficulty controlling their
emotional expression to communicate their feelings
appropriately and not be overwhelmed by them.
Students with autism must be taught how to do this.
16University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
17. The student may not be able to control
his or her emotions, positive or negative,
such as excitement, fear, anger,
happiness, or sadness.
17University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
18. The student appears to others to be
centered on him or herself, not caring
about others.
This is often NOT true of children with
autism!
18University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
19. Area #4: Theory of Mind
The ability of people to understand that they each
have their own thoughts, beliefs, feelings, knowledge,
desires, and opinions, while also understanding that
their thoughts, beliefs, feelings, knowledge, desires,
and opinions may be different from other people's.
Individuals with autism often think that other people
have the same thoughts, beliefs, feelings, knowledge,
etc., that they do.
19University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
20. The student has difficulty with Theory of
Mind
Taking the perspective of other students is
quite challenging for these children, even if
the situation is explained.
What if the student’s
Special Interest Area
is sinks?
20University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
21. The student may not understand the
impact of his or her words and actions
on other students or teacher.
21University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
22. Area #5: Sensory Sensitivity
Vulnerability to sensory input, either too much or too
little. This sensitivity can affect how people experience
information taken in through sight, hearing, taste,
smell, touch, and balance.
Some people with autism need more sensory input
while others need less.
22University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
23. The student
is especially sensitive to sensory input affecting the
senses: light, sound, taste, smell, touch, or
balance.
may want more or less of certain sensory input,
such as more or less light, or more or less noise
level.
seems to hear selectively, sometimes appearing
Deaf.
23University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
24. Area #6: Special Areas of Interest
Those passions that capture the mind,
heart, time, and attention of individuals with
autism, providing the lens through which
they view the world.
Not hobbies!
Especially true for students with higher-
functioning autism.
24University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
25. The student's
interests seem
restricted and
repetitive.
The student
chooses certain
objects or activities
to the exclusion of
all others.
25University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
26. It Can Be Done
26
It can be difficult to
identify a child who
may have autism
among many other
students.
Looking for these
signs in a cluster and
over time will help you
to identify students
who may have autism.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
27. Important!
Do not allow a student who may have
special needs to move from one grade to
the next without evaluation and support.
“Waiting” does NOT work.
Take action right away to learn what is going
on with the student
Provide special support for the student
27University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
28. These children depend on us to speak
for them.
28University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
Editor's Notes
Identifying Students with Autism in the Classroom
Dr. Mary Ann Winter-Messiers, Ph.D.
University of Oregon-Laos Inclusive Education Project
July 2015
What can teachers look for to identify students who may have autism?
Remember…
View each child as an individual.
Think about the behaviors you see in the child.
Do not find a reason to continually justify behavior that is not typical.
Take action to find out what is really going on.
Review: What is Autism?
Autism is a group of disorders that originate in brain development, affecting the brain and the body, and primarily recognized by social difficulties, communication challenges, and narrow, repeated behavior patterns.
Six Potential Areas of Challenge in Students Who May Have Autism
Social Skills
Communication Skills
Uncontrolled Emotion
Theory of Mind
Sensory Sensitivity
Special Interest Areas
Area #1: Social Skills
The abilities people use to interact successfully with other people, including knowing how to: be polite and respectful, speak and behave in a variety of social situations, show care for others; and share thoughts and opinions appropriately.
Individuals with autism must be taught social skills.
The student does not play with other children as expected. He or she may not appear interested in playing and may not know how to join in the games.
The student uses actions or words to initiate socially that are not appropriate for his or her age or intellectual abilities in other areas.
The student will play alone or in a parallel style (instead of interactively with other children) when it is no longer age-appropriate.
The student has difficulty with unexpected changes in the environment,
This is true even when changes are explained to the student in advance.
Examples:
Teacher is absent, a stranger is teaching
School schedule changes
The student may be unable to look at other people in the eyes.
Area #2: Communication Skills
The ability to express needs, desires, thoughts, feelings, and opinions to others through verbal (or other type) and body language.
Students with autism may or may not be able to speak with their voices.
The student does not seem to have natural, conversational social turn-taking, especially with children his or her own age.
The student does not seem to understand subtle, social cues such as time to end a conversation or time for someone else to talk.
The student is more comfortable talking with adults or youth than children his or her own age.
Area #3: Uncontrolled Emotion
Difficulty managing one's own strong emotions, such as happiness, anger, excitement, fear, and sadness. People with autism often have difficulty controlling their emotional expression to communicate their feelings appropriately and not be overwhelmed by them.
Students with autism must be taught how to do this.
The student may not be able to control his or her emotions, positive or negative, such as excitement, fear, anger, happiness, or sadness.
The student appears to others to be centered on him or herself, not caring about others.
This is often NOT true of children with autism!
Area #4: Theory of Mind
The ability of people to understand that they each have their own thoughts, beliefs, feelings, knowledge, desires, and opinions, while also understanding that their thoughts, beliefs, feelings, knowledge, desires, and opinions may be different from other people's.
Individuals with autism often think that other people have the same thoughts, beliefs, feelings, knowledge, etc., that they do.
The student has difficulty with Theory of Mind
Taking the perspective of other students is quite challenging for these children, even if the situation is explained.
What if the student’s
Special Interest Area
is sinks?
The student may not understand the impact of his or her words and actions on other students or teacher.
Area #5: Sensory Sensitivity
Vulnerability to sensory input, either too much or too little. This sensitivity can affect how people experience information taken in through sight, hearing, taste, smell, touch, and balance.
Some people with autism need more sensory input while others need less.
The student
is especially sensitive to sensory input affecting the senses: light, sound, taste, smell, touch, or balance.
may want more or less of certain sensory input, such as more or less light, or more or less noise level.
seems to hear selectively, sometimes appearing Deaf.
Area #6: Special Areas of Interest
Those passions that capture the mind, heart, time, and attention of individuals with autism, providing the lens through which they view the world.
Not hobbies!
Especially true for students with higher-functioning autism.
The student's interests seem restricted and repetitive.
The student chooses certain objects or activities to the exclusion of all others.
It Can Be Done
It can be difficult to identify a child who may have autism among many other students.
Looking for these signs in a cluster and over time will help you to identify students who may have autism.
Important!
Do not allow a student who may have special needs to move from one grade to the next without evaluation and support.
“Waiting” does NOT work.
Take action right away to learn what is going on with the student
Provide special support for the student