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Autism +aba program
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- 3. What is Autism? Autismor autism spectrum disorder is a neurodevelopmental disorder characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication.
- 5. Autism’s most-obvious signstend to appear between 2 and 3 years of age. In some cases, it can be diagnosed as early as 18 months. Some developmental delays associated with autism can be identified and addressed even earlier.
- 7. • Autism ischaracterized by marked difficulties in behavior, social interaction, communication and sensory sensitivities. Some of these characteristics are common among people on the spectrum; others are typical of the disability but not necessarily exhibited by all people on the autism spectrum. • Social Interaction Problems • Communication Problems • Behavioral Problems
- 8. The characteristics ofAutism Spectrum Disorder (ASD) Social Interaction Problems The most attention-grabbing problem in social interaction problems is avoiding eye contact. Communication Problems Children with autism may have problems with speech phase. Their language development fall far behind from their peers’.
- 9. • Behavior Problems •People on the spectrum may exhibit unusual behavior due to the difficulties they have responding to their environment. Their behaviour is generally an attempt by them to communicate their feelings or to cope with a situation. Behaviour problems may occur as the result of their heightened sensitivity to a sound or something they may have seen or felt. • For people on the spectrum, rigidly sticking to routines and spending their time in repetitive behaviors are ways for them to reduce uncertainty and maintain the predictability of their environment.
- 10. Other behaviors mayinclude: Unusually intense or focused interests Stereotyped and repetitive body movements such as hand flapping and spinning Repetitive use of objects such as repeatedly switching lights on and off or lining up toys Insistence on sticking to routines such travelling the same route home each day and doing things in exactly the same order every time Unusual sensory interests such as sniffing objects or staring intently at moving objects Sensory sensitivities including avoidance of everyday sounds and textures such as hair dryers, vacuum
- 11. DSM5 The DSM-5 redefinedautism, DSM 4 included 5 Pervasive Developmental Disorders (PDDs): Autistic Disorder, Asperger’s Disorder Rett’s Disorder Childhood Disintegrative Disorder Pervasive Developmental Disorder Not otherwise specified In the DSM-5, they are replaced by the diagnosis of Autism Spectrum Disorder. Additionally, the DSM-5 also reduces social-related elements of autism into social communication impairment and repetitive/restricted behaviors, though the labels of Asperger’s and PDD-NOS are still in common use.
- 12. there is notone autism but many types, caused by different combinations of genetic and environmental influences. The term “spectrum” reflects the wide variation in challenges and strengths possessed by each person with autism.
- 13. Autism prevalence On March27, 2014, the Centers for Disease Control and Prevention (CDC) released new data on the prevalence of autism in the United States. 1 in 68 children in the United States. This includes 1 in 42 boys and 1 in 189 girls.
- 14. Causes Researchers are investigatinga number of theories, including the links among heredity, genetics and medical problems.
- 15. Causes Still other researchersare investigating problems during pregnancy or delivery as well as environmental factors such as viral infections, metabolic imbalances and exposure to chemicals.
- 16. What are thesteps that should be followed to diagnose kids with autism? Screening Pre diagnostic Stage Referral Post diagnostic Stage
- 17. How to diagnosekids with Autism? Autism Standardized Assessments Medical Tests Laboratory Test CARS (childhood autism rating scale) Hearing tests Blood test (ADOS) autism diagnostic observation schedule Sight test Sometimes “DNA” test (ADI-R) AUTIS DIAGNOSTIC INTERVIEW REVISED MRI ASIEP-3.RAADS-R test EEGs CHAT ESAT test CAST IQ test Academic Achievement test
- 18. Interventions that canbe done with parents and children Information session Family support
- 19. Interventions that canbe done with parents and children
- 20. Behavior Programs These programsaddress social skills, attention, sleep, play, anxiety, parent, interaction, and challenge behaviors. Some programs also help with children’s overall development. Lovaas Model and Early Start Denver Model mostly focus on working with children Pivotal Response Training and Hanen More Than Words focus on teaching parents how to help their children Coping Cat and Facing Your Fears are programs that use cognitive therapy to manage anxiety Lovaas Model and Early Start Denver Model mostly focus on working with children Social skills program Engagement and Regulation (JASPER) help children that have problems with cooperative play
- 21. Education and learningProgram These programs are offered in schools or other learning centers. They focus on learning and reasoning skills and “whole life” approaches Treatment and Education of Autistic and Communication related Handicapped Children (TEACHH) approach Use visual tools and other classroom arrangement Other programs use ABA strategies
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- 23. Medications Stimulants and other hyperactivity medicines Chelation is usedto remove heavy metals from the body Secretin is used for digestion problems
- 24. Other Treatments andTherapies Speech and language therapy Music therapy Occupational therapy Vitamin and mineral supplements Massage therapy The Picture Exchange Communication System Responsive Prelinguistic Milieu Teaching Sleep education and training
- 25. Who are thespecialists that might be involved in the diagnosis? Psychiatrist Pediatrician Psychologist
- 26. Who are thespecialists that might be involved in the diagnosis? Speech Pathologist Neurologist Audiologist Occupational Therapist
- 27. CASE STUDY Jessy, 18years old. Has a twin brother Diagnosed with Autism, Bipolar Disorder and Depression( SSRI anti- depressant) Now, she is doing Occupational Therapy. Started using ABA therapy since she was diagnosed at 2. (more than 50 hours). Shadow teachers. Eye contact and overall posture, daily routines(getting dressed, washing hair, brushing teeth) , money, period. Academically: read, write, make sentences and requests, use computer and do simple mathematical operations or word problems, big/small numbers, addition, subtraction, multiplication.
- 28. Teaching curriculum addressesall skill areas in deficit, including: speech and language; Academics Communication; Play and social skills; Cause-effect relationships; and self-help and independent living skills. Breaking down tasks into manageable components.
- 29. ABA (Applied BehaviouralAnalysis) Applied behavior analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.
- 30. ABA programs canhelp: Increase language and communication skills Improve attention, focus, social skills, memory, and academics Decrease problem behaviors
- 31. Defining behavior It’s theinteraction of the part of an organism with it’s environment ,resulting in some change in that environment.
- 32. Why does ABAfocus on behaviors? Observable Measurable They can be described Their change can be seen
- 33. Observing behavior A (Antecedent) B(Behavior) C (Consequences)
- 34. ABC Antecedents 1.Circle time tosing the days of the week. 2.The teacher gave math worksheets for solving Behavior 1.Johnny kicked his student. 2.William started crying Consequence 1.The teacher asked him to go outside of the class. 2.The teacher came over
- 35. Basics of ABA Behaviorsare learned, and can be unlearned A behavior is learned when it’s reinforced A behavior is taken away when it’s replaced
- 36. Motivation Motivation is essentialin ABA It should follow the natural interests (for example: activities, toys, food and attention) Once we know what they are motivated for, we can use it as reinforcement.
- 37. Reinforcement/ Punishment Reinforcement: Achange in the environment that immediately follows a behavior so it maintains or increase the frequency of that behavior. Punishment: A change in the environment that immediately follows a behavior so it eliminates or decrease the frequency of that behavior.
- 38. Prompting sd-R-c Prompts usually gohand-in-hand (we usually give about 3 seconds to respond before intervening with a prompt) We use prompts when teaching new skills. Prompts are used to let the student provide a desired response. Fading is gradually reducing the prompt.
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- 40. True or false? Aspecial approach that works only on ‘autism’? Dog training? Robot programming? Therapy?
- 41. The Effects ofApplying Game-Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration Training •
- 42. The Effects ofApplying Game-Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration Training •
- 43. The Effects ofApplying Game-Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration Training •
- 44. The Effects ofApplying Game-Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration Training •
- 45. The Effects ofApplying Game-Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration Training the teacher and the participants possess positive attitude toward applying webcam motion sensor games to sensory integration training Webcam motion sensor games can enhance autistic students' learning interest Applying the game-based learning to webcam motion sensor games can improve the effect of autistic students' muscle training and endurance