Asd ppt


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  • * Every person with ASD is very unique in the combination and severity of characteristics they experience; even if two people have the same diagnosis, they will have very different behavior and abilities.
  • Asd ppt

    1. 1. Autism Spectrum Disorder (ASD) Alisha Cancio Mallory Clark Jason Noto
    2. 2. ESOL Comparison Chart ELL ONLY  Earn a standard diploma  Does not affect functions in daily life  Will test out of their label  Do not have issues with repetitive behavior, problem behavior, and sensory/ movement disruptions  Not a biomedical or environmental/ chemical cause  Trouble understanding is caused by a language barrier  Is not a genetic difference in DNA  Have consistent language abilities, no matter the context
    3. 3. ESOL Comparison Chart ELL ONLY  ELL students do not struggle with speech, reading, and writing skills in their native language  Will adapt socially, linguistically, and intellectually over time to fit in with peers  ELL is not a lifelong difference  Normal IQ scores, being about 100. (Maybe score lower due to language/ culture barrier?)  Does not affect memory  Something in common with entire family  May not understand because of cultural context  May be perceived as misbehaving due to different cultural expectations  Given a short term for services  Most are included in general education classrooms
    4. 4. ESOL Comparison Chart ASD ONLY  Eligible for special diploma  Creates difficulty with activities in daily life  Will not test out of label  May have visible differences in repetitive behavior, problem behavior, and sensory/ movement disruptions  On the other hand, may not be a noticeable disability  There is a biomedical or environmental/ chemical cause  Does not result from nurturing style in home environment  Is a genetic difference linked to DNA  Will have inconsistent abilities, like performing well in school yet being unable to generalize to home/ school environments, or like savants, who markedly have low ability in all areas besides their super talent  May struggle with speech, reading, and writing skills in their native language.
    5. 5. ESOL Comparison Chart ASD ONLY  Can learn strategies to adapt with peers socially, linguistically, and intellectually, but with difficulty  ASD is a life-long disability  Quite commonly (75% of autism) students will have an intellectual disability, meaning IQ scores below 70.  May affect memory  Can be something different than entire family  May not understand because of social, language, or intelligence context  Over-representation of European American children  Can be more likely to cause harm to self, others, or environment  Given services for a long term  About half are included in general education most of the time (54% of students in Gen Ed. 40% or more of the time)  Accommodations vary
    6. 6. ESOL Comparison Chart BOTH ASD and ESOL  Have a label that gets services  Receive accommodations  May be different socially and linguistically  Both might have a difficult time making friends, for different reasons  Both have extra resources at school to accommodate them in learning  Will likely benefit from having extra time to process or express knowledge  May be pulled out of class for extra supports  Describes a large spectrum of students  Can apply to students of different intelligence levels  May be very difficult for the family  Test scores may be inconsistent with abilities, whether due to having more time to process written word, struggling with literacy, sensory distractions, anxiety or differences in intellectual functioning  Benefit from multi-modal teaching  Benefit from having more time
    7. 7. ESOL Comparison Chart BOTH ASD and ESOL  May be withdrawn/ shy  May appear to give up easily, by lacking motivation or by displaying problem behavior  May struggle to follow rules, for different reasons  May have difficulties understanding pragmatics and fitting the cultural norm  Might have difficulties with language, communication, and expression  Might struggle with reading and writing  May use other methods of communication than speech, like hand gestures  Might take more time to learn material  Can be perceived to be misbehaved  Difference may be apparent by irregular speech  May have low standardized test scores  Might avoid eye contact  Might struggle with syntax (order of words)  Visuals help learning
    8. 8.  Autism Spectrum Disorder is developmental disability that significantly affects a student’s verbal and non-verbal communication, social interaction, and educational performance.  Symptoms MUST be evident by the age of 3.
    9. 9. Categorical definition  NO SUCH THING AS JUST “AUTISM”  Autism Spectrum Disorder means having one or more of the following:  Classic Autism Disorder  Rett’s Disorder  Childhood disintegrative disorder  Asperger’s disorder  Pervasive developmental disorder otherwise not specified  Thus, when someone says just “autism” they may mean ASD, or they may mean “classic autism.”  Don’t be embarrassed to ask someone which one they are referring to if they simply say “autism.” Some people will be quite impressed that you even know the difference!
    10. 10. Alternative Treatments Common Medications: • Sleep Aids • Anti-psychotics • Anti-depressants • ADD, or ADHD medications. * Medications are used mostly on severe cases. These are often used these to treat these types of behavioral problems, such as aggression, self-injurious behavior, and severe tantrums. These behavior must keeps the student with an autism spectrum disorder (“autism”) from functioning more effectively at home or school. People with ASD also are more likely to experience seizures, depression, ADD and ADHD. In fact, it is estimated that 25% of those diagnosed with an autism spectrum disorder will suffer at least one seizure before the onset of puberty. Epilepsy will be prevalent in 10%30% of those who have been diagnosed with autism.
    11. 11. BBC: My Autism and Me
    12. 12. o Develop and follow a structured daily schedule. Prepare student about any schedule changes in advance. o Maintain a familiar routine. o Incorporate the use of visuals whenever possible. o Create visual labels for the classroom. o Teach interaction skills. Encourage students to cooperate in activities or assign a peer buddy for them to work with. o Make sure students do not feel isolated from the rest of the class.
    13. 13.  Parents should be involved in planning interventions. Keep in contact with student’s supports. Communication is key!  Know the student’s IEP.  Develop behavioral plans and use social stories for behavior management.  Reinforce positive behavior with positive feedback.  Consider your classroom structure. The environment should be predictable.  Remember that each student with ASD is unique!
    14. 14.  Address students directly by their name.  Do not demand eye contact.  Use concrete language. Keep it simple and straight to the point.  Avoid the use of sarcasm.  Give students enough response time.  Focus on your student’s strengths and what they can do rather than what they cannot.  Patience, Patience, Patience!
    15. 15. Example of a Social Story
    16. 16. Facilitating Friendships  Friendships are among the most intimate and important relationships in our lives. For students with Autism Spectrum Disorders (ASD), development of friendships is can be a significant challenge.
    17. 17. Focus On Strengths Individuals with autism spectrum disorders experience many difficulties throughout their lives, however, it is important to recognize that not all of the traits associated with these disorders are negative ones. There are many strengths that are inherent to this group of disorders as well, and they are traits to be admired in anyone, even those people without disabilities. Individuals with autism spectrum disorders often can: ⇐ Understand concrete concepts very well. ⇐ Understand context-specific language (language that can be directly related to an experience). ⇐ Recall visual images and memories easily. ⇐ Think in a visual way. ⇐ Have extraordinarily good long-term memory. ⇐Understand and use concrete rules and sequences. ⇐Can be very precise and detail-oriented. ⇐Be dependent upon maintaining schedules and being on time. ⇐ Be extremely focused, if it is a pleasurable task .
    18. 18. Savants Savant syndrome is a condition whereby a person with a developmental disability, often Autism Spectrum Disorder, is found to be especially brilliant in one particular area or field.  MUSIC~ the ability to replay complex sequences after only one exposure.  ART~ the ability to draw complex scenes with accurate perspective either created or replicated following a single brief viewing.  MEMORY ~the ability to memorize exact historical dates, historical places, routes or facts, coordination skills and mathematic skills. *Only 10 percent of people with autism have savant syndrome, and fewer than 1 percent of non-autistic people exhibit savant skills.
    19. 19. Temple Grandin: What's Right with the Autistic Mind? By focusing on deficits, we overlook the strengths of brains built differently. Researchers characterize an acute attention to detail as “ weak central coherence” a deficit. But some people currently argue that it can be a very positive reaction as well.
    20. 20. “10 Things That Every Child With Autism Wants You To Know.”
    21. 21. References     