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Session #24: Autism 101 Handouts
The document provides an overview of autism spectrum disorder including common signs, causes, prevalence statistics, strengths and challenges associated with ASD. It discusses social, emotional, cognitive, communication, sensory and motor difficulties individuals with ASD may experience. The document also outlines teaching strategies like visual supports, social stories, role playing and video modeling to help students with autism develop social skills.
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Session #24: Autism 101 Handouts
- 1. Autism 101 The who,what, why and how By Courtney Butorac, M. Ed, BCBA
- 2. What is AutismSpectrum Disorder? Autism is a complex developmental disability affecting individuals in the areas of social interaction and communication. Individuals with ASD also have restricted and repetitive behavior, interests and activities. Autism is a spectrum disorder – ranging from mild to severe. Some individuals will have mild functional impairments, while others are unable to perform daily activities independently
- 3. Early Signs ofAutism No babbling by 12 months No pointing or gesturing by 12 months No single words by 16 months No 2-word phrases by 24 months Loss of previously acquired skills, especially language Lack of joint attention (child does not draw other’s attention to objects in the environment) Child does not respond to his/her name Lack of pretend, imitative and functional play appropriate to developmental age Failure to develop peer relationships appropriate to developmental age Child does not imitate others’ behaviors Child is rigid in routines or has very difficult transitions Child engages in repetitive or stereotypical behavior Child has unusual responses to sensory stimuli
- 4. What causes ASD? Autism has no single cause. Currently, researchers believe that it is attributed to several genes and possibly environmental factors. The theory that autism is caused by vaccines has been debunked.
- 5. Autism by theNumbers Autism is the fastest-growing developmental disability in the U.S. As of April 26, 2018, the prevalence of autism is 1 in 59. Over 1.5 million individuals in the United States have been diagnosed with autism spectrum disorder. The diagnosis rate for autism is rising 10-17% each year. Males are 4 times more likely than females to be diagnosed with autism. It has been shown to be much more difficult to diagnose girls. Autism know no racial, ethnic, or economic barriers, yet white children are 7% more likely than Black and 22% more likely than Hispanic children to be identified with ASD Approximately 2/3 of children with ASD do not have an intellectual disability Infants with an older sibling with an ASD diagnosis are at an elevated risk for ASD and ASD symptoms More children will be diagnosed with autism this year than with AIDS, diabetes & cancer combined Autism Speaks 2018
- 6. Common saying If youknow one person with autism, you know one person with autism.
- 7. Common Strengths inAutism Strong rote memory and memory for facts Good attention to detail Strong ability to attend and dive into areas of interest Strong moral code, often very loyal and reliable Creative thinking skills Can be very logical and think of things visually Honest and nonjudgemental Strong rule followers
- 8. Common Challenges withAutism: Social Friendship management Sharing a friend Dealing with peer pressure Getting attention in the positive way Conflict management Asserting yourself Dealing with teasing Giving and accepting criticism Play skills Joining in play Compromising Dealing with not getting what you want
- 9. Common Challenges withAutism: Social Difficulty connecting to others without similar interests Perceiving unwritten rules of social interaction. Difficulty expressing empathy in ways that others expect or understand Difficulty perceiving emotional states of others Difficulty with perspective taking Theory of mind
- 10. This Photo byUnknown Author is licensed under CC BY-NC-ND
- 11. Question How does alack of perspective taking make social skills difficult?
- 12. Answer Problem solving Reciprocal conversation Sharing Respecting personal boundaries Oversharing Blunt/honest
- 13. Real life examples Specificchallenges that might come up as kids get older Insensitivity to other people’s feelings Commenting on appearance Inability to take into account what other people know Referring to events without background knowledge Inability to negotiate friendships by reading and responding to intention If people don’t respond in the expected way (the way they have been taught) Inability to read the listener’s level of interest in one’s speech Monologuing Inability to detect a speaker’s intended meaning Acting literally on what people say “you do that again…” Simon Baron Cohen, "Teaching Children with Autism to Mind-Read"
- 14. More Examples Inabilityto anticipate what others might think about one’s actions Personal space, TMI Inability to understand misunderstandings Not understanding why others make mistakes Inability to deceive or understand deception Being open to exploitation Inability to understand the reasons behind people’s actions Not understanding the reasons for accommodations Inability to understand “unwritten rules” or conventions What you should and shouldn’t say Simon Baron Cohen, "Teaching Children with Autism to Mind-Read"
- 15. Common Challenges withAutism: Emotional Recognizing emotions in others and self Difficulty regulating emotions Overreaction Lack of coping skills Anxiety Foreign country Depression
- 16. Common challenges withAutism: Cognitive Executive functioning Initiate Working memory Shift Organize Plan Monitor Emotional control inhibit
- 17. Common challenges withAutism: Cognitive Flexibility and rigidity Changes in schedule Environmental changes Routines Black and white Rule bound – which makes them ruler police Lack of adaptability
- 18. Common Challenges withAutism: Cognitive – restrictive interests and routines Want to stick to one topic Order and consistency More rigidity Often highly interested in something https://www.bing.com/videos/search?q=autism+and+special+interest&&view =detail&mid=915A8FC35F85C142241B915A8FC35F85C142241B&rvsmid=6ECF01 0EB13B0FC69D0E6ECF010EB13B0FC69D0E&FORM=VDRVRV
- 19. Example of inflexibility https://www.youtube.com/watch?v=WS55-q4fOjU
- 20. Common challenges withAutism: Academics Reading Main idea/summary Inferential reasoning Prediction Math Word problems Explaining thinking Writing Multiple executive functioning skills Explaining thinking
- 21. Common Challenges withAutism: Verbal Communication/Language Rules of conversation (Initiating, maintaining and ending conversations, turn taking, eye contact, face the speaker, stay on topic, personal space) Talking too much about their topic Inability to verbalize (communicate other ways) Literal interpretation of language Asking for help or clarification Formalized use of language Coping with uncertainty (saying “I don’t know) Slow processing Knowing when to interrupt
- 22. Common Challenges withAutism: Verbal Communication/Language Melody of speech/tone (prosody)- tone, volume, and intonation https://www.bing.com/videos/search?q=fun+with+flags+sheldon+body+language& &view=detail&mid=F92727D8515E2ABB24E1F92727D8515E2ABB24E1&&FORM=VRDG AR Understanding tone of voice “I didn’t steal the cookie from the cookie jar.” Vocalizing thoughts – no social filter Verbal fluency Joint attention Commenting Repetition of the same phrases https://www.bing.com/videos/search?q=laurie+bream+silicon+valley&&view=detai l&mid=A30F87FCE341FB46B148A30F87FCE341FB46B148&&FORM=VRDGAR
- 23. Common Challenges withAutism: Nonverbal Communication Reading social cues Hidden rules of society Reading emotions http://www.msnbc.msn.com/id/7019005/ns/nbcnightlynews/t/movies-help- doctors-discover-autistic-minds/#.UCGZGKPO-So https://www.bing.com/videos/search?q=diary+of+a+wimpy+kid+musical+tryo uts&&view=detail&mid=E46CE3757B74F228AA91E46CE3757B74F228AA91&&FO RM=VRDGAR https://www.bing.com/videos/search?q=the+best+of+the+office&&view=deta il&mid=A4C81F7EAB8E01F81FFFA4C81F7EAB8E01F81FFF&&FORM=VRDGAR Minute 2:56
- 24. Common Challenges withAutism: Sensory Visual – lights, busy environment Hear – clock ticking – Youtube video Smell – scents like perfume, food Taste – hot/cold Tactile – textures scratchy/ tags
- 25. Common Challenges withAutism: Sensory Proprioceptive – sensations from joints, muscles and connective tissues that underlie body awareness Hanging, pushing heavy objects, carrying Vestibular – the sense of movement, centered in the inner ear swinging, spinning, hanging upside down
- 26. Common Challenges withAutism: Motor Difficulties with prediction and anticipation Affect motor planning and motor learning Also affects postural stability and balance Joint hypermobility/low muscle tone Affect stability and muscle strength Associated with toe walking Anxious/fearful temperament Affects willingness to participate in challenging tasks Leads to avoidance and limited experience Other: Ball skills, running gait, rhythm
- 27. Common Challenges withAutism: Restrictive Interests and Routines Want to stick to one topic Order and consistency More rigidity Often highly interested in something https://www.bing.com/videos/search?q=autism+and+spec ial+interest&&view=detail&mid=915A8FC35F85C142241B9 15A8FC35F85C142241B&rvsmid=6ECF010EB13B0FC69D0E6E CF010EB13B0FC69D0E&FORM=VDRVRV
- 28. Analyze this video Sheldon goes to jail https://www.bing.com/videos/search?q=sheldon+goes+to+jail&view=detail& mid=BEB18E5A9F3F0B83C2BCBEB18E5A9F3F0B83C2BC&FORM=VIRE
- 29. How do weTeach Students with Autism: General Visual supports Social stories Power cards Top secret mission cards
- 30. How do weTeach Students with Autism: Social Teach social skills! Role play Superflex The A-team Social scripts Video modeling https://www.youtube.com/watch?v=9GofBaXi2sE Set up situations for practice
- 31. How do weTeach Students with Autism: Social Use other children as cues of what to do (do you see other children…) Use proximal praise (great job sitting Michael) Encourage cooperative games (you may need to support them) Encourage friendships – recess club, lunch buddies Use minimal and consistent language and model appropriate interactions Teach the whole class about tolerance and ways to make friends Teach general social skills
- 32. How do weTeach Students with Autism: Social Perspective taking Bubble talk Scenario from multiple perspectives Pictures with different perspectives This Photo by Unknown Author is licensed under CC BY- NC-ND
- 33. How do weTeach Students with Autism: Emotional 1-5 chart Zones of regulation Big deal vs little deal Calm down strategies Watch movies and read books pointing out emotions and asking about them, how they would feel in that situation Role play Point out their body language and feelings (it looks like you are angry…) Anxiety workbooks Think good, Feel good – Paul Stallard Exploring Feelings – Tony Attwood
- 34. How do weTeach Students with Autism: Cognitive Extra time Teach how to self monitor Use timers, motivators Teach planning skills Use checklist/charts/to do lists Teach desk organization (pictures, tape) Teach about impulse control Give warnings about changes and transitions Use schedules
- 35. How do weTeach Students with Autism: Cognitive Flexibility training “Max gets Inflexible” – Courtney Butorac Stroop test Teach flexible categories Play mad-libs Change endings to stories Teach about the “Ruler Police”
- 37. How do weTeach Students with Autism: Academics Reading Access and build background knowledge Preteach vocabulary, show pictures Create mental images Picture walk through the book Make connections Venn diagram Engage in consistent discussion Graphic organizer Summarize understanding Main idea – practice this
- 38. How do weTeach Students with Autism: Academics Math Break down the problem Read the problems aloud USE VISUALS! Use concrete items Writing Lego writing Comic strip writing Use their special interests to build Graphic organizers Assistive technology Prewriting sensory activities Editing checklists Hand over hand, highlight, copy
- 39. How do weTeach Students with Autism: Verbal Communication & Language Work with the SLP (Speech Language Pathologist) Model commenting and compliments Model tone and emphasis Use social scripts Video modeling Pragmatics – look at a picture and describe what is happening Questions Assistive technology PECS
- 40. How do weTeach Students with Autism: Verbal Communication & Language Think it, don’t say it Personal thought bubbles Teach about when to interrupt Teach how to ask for help Use visual cards Model sympathetic comments Teach turn taking in conversation Teach idioms and metaphors Verbally demonstrate different emphasis and tone
- 41. How do weTeach Students with Autism: Nonverbal Communication Watch videos Demonstrate body language Charades Emotions bingo Teach the hidden rules Go through different scenarios and teach how to act in those situations Role play https://www.youtube.com/watch?v=jSiPHq-UTJA
- 42. How do weTeach Students with Autism: Sensory Work with the OT (Occupational Therapist) Vestibular – swing, spin, run around Proprioceptive - Heavy work – carry, push, recycle – lap pad, chewing gum Tactile – kinetic sand, water beads, beans, squeeze balls Visual – hats, dim lights, minimize visual distractions, study carrels Smell – just be aware of what you are wearing, what you are cooking Hear – headphones, music Include sensory breaks Meaningful jobs Meditation Different kinds of chairs, allow for standing, fidgets,
- 43. How do weTeach Students with Autism: Motor Work with your OT/PT Hand strengthening Practice ball skills Balance boards – catch ball Handwriting exercises Assistive technology Mazes
- 44. Behavior Behavior isa big part of Autism Next session, we will talk about small ways to prevent big behaviors
- 45. Resources The A-Teambooks - www.sociallearning.org Superflex, Social Behavior Mapping, Social Thinking – www.socialthinking.com Everyday Speech *video modeling - www.everydayspeech.com PECS - https://www.nationalautismresources.com/the-picture-exchange- communication-system-pecs “Zones of Regulation” - http://www.zonesofregulation.com/index.html “Think Good, Feel Good” – Paul Stallard “Exploring Feelings” – Tony Attwood www.autismspeaks.org