Autsim with ABA program ,motivation, and prompts can modify different behavioral,interaction, and communication problems.

1. AUTISM

3. What is Autism?
Autism or autism spectrum disorder is a neurodevelopmental
disorder characterized by challenges with social skills,
repetitive behaviors, speech and nonverbal communication.

5. Autism’s most-obvious signs tend 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 is characterized 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 of Autism 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 may include:
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 redefined autism, 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 not one 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 March 27, 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 investigating a number of theories, including the links
among heredity, genetics and medical problems.

15. Causes
Still other researchers are investigating problems during pregnancy or
delivery as well as environmental factors such as viral infections,
metabolic imbalances and exposure to chemicals.

16. What are the steps that should be followed to
diagnose kids with autism?
Screening
Pre diagnostic
Stage
Referral
Post diagnostic
Stage

17. How to diagnose kids 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 can be done with parents
and children Information
session
Family
support

19. Interventions that can be done with parents
and children

20. Behavior Programs
These programs address 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 learning Program
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

22. Medications
Antipsychotic
s
:Risperdal
Abilify
Serotonin-
reputake
inhibitors
(antidepressa
nts)

23. Medications
Stimulants
and other
hyperactivity
medicines
Chelation is
used to
remove heavy
metals from
the body
Secretin is
used for
digestion
problems

24. Other Treatments and Therapies
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 the specialists that might be involved in
the diagnosis?
Psychiatrist Pediatrician Psychologist

26. Who are the specialists that might be involved in
the diagnosis?
Speech
Pathologist
Neurologist Audiologist
Occupational
Therapist

27. CASE STUDY
Jessy, 18 years 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 addresses all 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 Behavioural Analysis)
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 can help:
Increase language and communication skills
Improve attention, focus, social skills, memory, and academics
Decrease problem behaviors

31. Defining behavior
It’s the interaction of the part of an organism with it’s environment
,resulting in some change in that environment.

32. Why does ABA focus 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 to sing 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
Behaviors are 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 essential in 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: A change 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 go hand-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.

39. Watch:
https://www.youtube.com/watch?v=IwaqAkwbd_w

40. True or false?
A special approach that works only on ‘autism’?
Dog training?
Robot programming?
Therapy?

41. The Effects of Applying Game-Based Learning to
Webcam Motion Sensor Games for Autistic
Students' Sensory Integration Training
•

42. The Effects of Applying Game-Based Learning to
Webcam Motion Sensor Games for Autistic
Students' Sensory Integration Training
•

43. The Effects of Applying Game-Based Learning to
Webcam Motion Sensor Games for Autistic
Students' Sensory Integration Training
•

44. The Effects of Applying Game-Based Learning to
Webcam Motion Sensor Games for Autistic
Students' Sensory Integration Training
•

45. The Effects of Applying 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