Autism 003
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The document discusses 11 modules on autism spectrum disorders for adults. Module 3 focuses on cognition and learning in autism. It notes there is a wide range of cognitive ability among those with autism, from intellectual disability to gifted. The module provides strategies for teaching people with autism, such as using visual aids like pictures and objects rather than just speaking, breaking tasks into steps, and allowing extra time for responses. Visuals can help with learning for those with autism.
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1. Umbrella Category for Autism:
Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills.
PDD includes:
● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder)
● Childhood Disintegrative Disorder (CDD)
● Rett’s Disorder
● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
*of all the disorders under PDD, Autism is the most severe.
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-Developmental disability
-Affecting verbal and non-verbal communication, social interaction and imaginative creativity.
-Evident before age three
-Referred to as a spectrum disorder ranging from mild to major in severity.
In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”.
Definition of Asperger’s Disorder:
-Affects how a child communicates with the outside world.
- Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.
2. How Common; Causes; & Characteristics
How Common:
-Autism is a low incidence disability: 1 in 2000 children
-When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals
-Four times more prevalent in in boys than girls.
-Knows no racial, ethical, or social boundaries.
Causes:
No single significant cause of autism has been found. Some research has hinted to the involvement of:
-Organic Factors such as:
a) Brain damage
b) Genetic links
c) Complications during pregnancy
-A Biological Basis
-Some evidence that genetics may play a role.
Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism
Characteristics
Autism Asperger’s Syndrome
□ Auditory-based sensory impairments
□ Avoid eye contact
□ Significant verbal and non-verbal impairments in communication
□ May show anxiety
□ Have problems relating to to other individuals
□ Difficulties in social relations
□ Need consistency and resist change
□ Sensitive to light, sound, touch or other sensory information.
□ Difficulties with abstract reasoning
□ Inappropriate attachment to objects
□ Unable to pay attention to others and their interests
□ Unable to understand gestures, facial expressions, and body language
□ Unable to understand variations in cadence and tone of voice
□ May have repetitive speech or echo things they have just heard
□ Take the literally interpretation of word, and are unable to understand figurative language
□ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions
□ Unusual response to sensory stimulation
□ May excel at visual or spatial tasks and are fascinated by movement or moving objects.
□ Self-injurious behaviours
□ Difficulty in expressing needs; may use gestures instead of words
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1) The document discusses strategies for teaching children with autism, focusing on understanding their unique thinking processes and learning needs. It emphasizes teaching flexibility of thought, using visual supports, avoiding abstract language, and helping children develop behavioral and social skills.
2) Children with autism have difficulties with generalization, categorization, and thinking flexibly. They learn best through concrete, tangible experiences rather than abstract ideas or imitation. Teachers should recognize each child's specialized brain and adapt their instruction accordingly.
3) When teaching children with autism, teachers should create a supportive environment, understand triggers for anxiety, be aware of sensory sensitivities, use clear and simple instructions with visual aids, and directly teach social skills through modeled replacement behaviors
Communication and Autism
The document discusses communication challenges for individuals with autism spectrum disorders (ASD) and provides tips for improving communication. Some key points covered:
- Communication can be very difficult for those with ASD, and they may communicate in non-typical ways like using sign language, pictures, or speech devices.
- Individuals with ASD may repeat words verbatim, have trouble making choices or understanding language, and require visual supports to understand.
- Effective communication requires speaking simply, avoiding slang, checking for understanding, and being mindful of how we communicate with and about the individual with ASD.
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Autism
1. Umbrella Category for Autism:
Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills.
PDD includes:
● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder)
● Childhood Disintegrative Disorder (CDD)
● Rett’s Disorder
● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
*of all the disorders under PDD, Autism is the most severe.
Definition of Autism:
-Developmental disability
-Affecting verbal and non-verbal communication, social interaction and imaginative creativity.
-Evident before age three
-Referred to as a spectrum disorder ranging from mild to major in severity.
In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”.
Definition of Asperger’s Disorder:
-Affects how a child communicates with the outside world.
- Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.
2. How Common; Causes; & Characteristics
How Common:
-Autism is a low incidence disability: 1 in 2000 children
-When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals
-Four times more prevalent in in boys than girls.
-Knows no racial, ethical, or social boundaries.
Causes:
No single significant cause of autism has been found. Some research has hinted to the involvement of:
-Organic Factors such as:
a) Brain damage
b) Genetic links
c) Complications during pregnancy
-A Biological Basis
-Some evidence that genetics may play a role.
Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism
Characteristics
Autism Asperger’s Syndrome
□ Auditory-based sensory impairments
□ Avoid eye contact
□ Significant verbal and non-verbal impairments in communication
□ May show anxiety
□ Have problems relating to to other individuals
□ Difficulties in social relations
□ Need consistency and resist change
□ Sensitive to light, sound, touch or other sensory information.
□ Difficulties with abstract reasoning
□ Inappropriate attachment to objects
□ Unable to pay attention to others and their interests
□ Unable to understand gestures, facial expressions, and body language
□ Unable to understand variations in cadence and tone of voice
□ May have repetitive speech or echo things they have just heard
□ Take the literally interpretation of word, and are unable to understand figurative language
□ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions
□ Unusual response to sensory stimulation
□ May excel at visual or spatial tasks and are fascinated by movement or moving objects.
□ Self-injurious behaviours
□ Difficulty in expressing needs; may use gestures instead of words
□ May prefer to be alone
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□ May be inattentive
□ Repetitive and restrictive behaviour patterns
□ May have difficulty conducting a conversation
□ Appear to be insensitive to others,
□ Correct others often
□ May say inappropriate or insulting
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This document outlines an adult training series on autism spectrum disorders. It discusses how leisure skills need to be explicitly taught to individuals with ASD as they may not learn them automatically. The document provides strategies for teaching leisure skills, such as identifying interests, breaking activities into simple steps, using visual and physical prompts, offering choices between activities to avoid routines, and emphasizing a variety of options.
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Special Issues High School Transition, and Job Readiness
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School training module nineteen special issues high school tr
School training module nineteen special issues high school tr
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Autism 003
- 1. The Basics of Autism Spectrum Disorders p um D Training Series Regional Autism Advisory Council of g m y f Southwest Ohio (RAAC-SWO) Adults with Autism Spectrum Disorders Task Force
- 2. Adult Training Series Modules Module One: Autism Defined, Autism Prevalence and Primary Characteristics Module Two: Physical Characteristics of Autism Module Three Cognition and Learning in Autism Three: Module Four: Autism and Sensory Differences Module Five: Communication and Autism
- 3. Adult Training Series Modules Module Six: Behavior Challenges and Autism Module Seven: Understanding Behavior in Persons with Autism Module Eight: Functional Behavior Assessment Module Nine: Autism and Leisure Skills to Teach Module Ten: Special Issues of Adolescence and Adulthood Module Eleven: Safety and Autism
- 4. Cognition and L C iti d Learning i Autism i in A ti There is a wide range of cognitive ability. Intellectual Disability Gifted
- 5. Big Idea People with autism can p learn. It is up to us to figure ut the best fi ur out th b st way to t teach them. m.
- 6. Strategies for Learning Differences Diff Many people with autism understand better by seeing than hearing something. When possible, use a picture or written words words. Actual objects mean more than photographs or line drawings for some some. They may have great memory for numbers, facts, directions, directions but they may have a hard time retelling events. Use pictures or reminders to help remember past events.
- 7. Strategies for Learning Differences Diff Skills learned in one place may not be used in a new place. May have to teach the skill in each place it is used. The person may not learn by watching others. We may have to teach them by going through each step. A list of steps can be helpful for some tasks. p pf f
- 8. Strategies for Learning g g Differences It might take longer for the person with ASD to think through what was said before they are able t respond. Gi them time. bl to d Give th ti They might not even see why they should respond. Prompt them to respond. Some days it may be harder to concentrate or m y m y the person may be more stressed, making it harder for them to think and learn.
- 9. Big Idea Visuals help with learning learning. This can be objects, j pictures, or written words.