Autism spectrum disorder is a neurological disorder that affects social interactions, communication, and behavior. It is considered a spectrum disorder with a wide range of symptoms from mild to severe. The main disorders included in the autism spectrum are autism, Asperger's syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified. Autism is likely caused by biological factors and tends to be diagnosed by age 3. Common characteristics include difficulties with social interaction and communication as well as restricted interests and repetitive behaviors. Classroom adaptations focus on structure, visual supports, social skills training, and addressing each child's individual needs.

1. Autism Spectrum Disorder Sara Grona

2. What is Autism Spectrum Disorder? Autism Spectrum Disorder (Pervasive Developmental Disorder) that primarily affects social interactions,communicationand behaviour It is referred to as a “spectrum disorder”, meaning that its symptoms and characteristics can present themselves in a variety of combinations, ranging from mild to quite severe

3. Pervasive Developmental Disorder

4. Autism Biological (but unknown) 4 times more likely to be found in boys over girls About 1 in every 150 births will be affected Appears in the first 3 years of life Problems with social interaction, pretend play, and communication Have a limited range of activities and interests. Many (nearly 75%) of children with autism also have some degree of mental retardation.

5. Asperger Syndrome 400,000 families are affected by Asperger Syndrome (AS) Onset of AS is later than what is typical in autism — or at least it is recognized later. Many kids are diagnosed after age 3 Motor delays, clumsiness, limited interests, and peculiar preoccupations They usually have good grammatical skills and an advanced vocabulary at an early age. Typically exhibit a language disorder — they might be very literal and have trouble using language in a social context. Problems with attention span and organization Average and sometimes above-average intelligence. Research indicates that in some cases AS may be associated with other mental health disorders such as depression and bipolar disorder

6. Rett Syndrome 1 per 10,000-22,000 girls are affected Suffer the loss of many motor or movement, skills -- such as walking and use of their hands -- and develop poor coordination. Almost always affects girls. Normal development during the first 6-18 months of life followed first by a period of stagnation and then by rapid regression in motor and language skills. Screaming fits and inconsolable crying are common. Key features include loss of speech, behavior reminiscent of autism, panic-like attacks, grinding teeth, hyperventilation, small head The girls typically survive into adulthood but are at risk of sudden unexplained death Childhood Disintegrative Disorder Children with this rare condition begin their development normally in all areas, physical and mental. At some point, usually between 2 and 10 years of age, a child with this illness loses many of the skills he or she has developed. In addition to the loss of social and language skills, he/she may lose control of other functions, including bowel and bladder control.

8. Common Characteristics .5% to 10% of individuals with ASD show unusual abilities, ranging from splinter skills such as memorizing trivia to rare talents

9. Classroom Adaptations Remember these students present a wide range of characteristics, strengths and weaknesses. Treat each child as unique individual Peer buddies Learn aboutthe spectrumand the child’s development Foster an atmosphere of shared decision making Prepare the class for the child with autism (with consent) Use literal language (avoid idioms, jokes, sarcasm) Clear instructions Praise and rewards for positive behaviours Color coding, separating binder for the student (organization) Daily schedules (on desk, binder, locker) IEP specific

10. Promoting Inclusive Classrooms Use consistent classroom routines Give visual instructions Watch for signs of high anxieties or difficulties Structure the layout of the classroom Explain purpose of assignments Provide written rubrics Use special interests to introduce new & difficult task Assign individual roles for group work

11. Environmental Supports Communication with the student Slow down the pace State positively what to do (“let’s walk instead of “stop running”) Provide information visually Communication from the student Pause, listen, wait Encourage input and choice when possible Provide alternative means (written or pictures) Social Supports Practice specific skills through natural activities Provide cooperative learning activities Expanding interests of student Capitalize on strengths Minimize fears and frustrations Use rehearsal with visuals

12. bibliography http://eslhq.com/worksheets http://kidshealth.org/parent/medical/brain/asperger.html# http://www.medicinenet.com/pervasive_development_disorders/article.htm http://teacch.com/about-autism Smith, T., Polloway, E., Patton, J., Dowdy, C., Heath, N., McIntyre, L., Francis, G. Teaching Students with Special Needs in Inclusive Settings. 2nd ed. Toronto, Ontario: Pearson Education Canada, 2006. 221-228. Print.