The document discusses autism spectrum disorders, including that they are a group of developmental disabilities caused by problems in the brain, there is no single cause but rather a combination of genetic and environmental factors, and they can impact individuals to varying degrees in terms of communication, social skills, behavior, and sensory processing.

2. WHAT ARE AUTISM SPECTRUM DISORDERS?
Autism spectrum disorders (ASDs) are a group of developmental
disabilities caused by a problem
with the brain. www.cdc.gov

3. WHAT CAUSES AUTISM?
Not long ago, the answer to this question would have been “we have no idea.”
Research is now delivering the answers. First and foremost, we now know that
there is no one cause of autism just as there is no one type of autism. Over the
last five years, scientists have identified a number of rare gene changes, or
mutations, associated with autism. A small number of these are sufficient to
cause autism by themselves. Most cases of autism, however, appear to be
caused by a combination of autism risk genes and environmental factors
influencing early brain development.
autismspeaks.org

4. IT IS A SPECTRUM DISORDER
ASDs can impact a person’s functioning at different levels, from very
mildly to severely. www.cdc.gov

5. There is usually nothing about how a person with an
ASD looks that sets them apart from other people, but
they may communicate, interact, behave, and learn in
ways that are different from most people
. www.cdc.gov

6. FACTS ABOUT AUTISM
Did you know ...
Autism now affects 1 in 88 children and 1 in 54 boys
Autism prevalence figures are growing
Autism is the fastest-growing serious developmental disability in the
U.S.
Autism costs a family $60,000 a year on average
Autism receives less than 5% of the research funding of many less
prevalent childhood diseases
Boys are nearly five times more likely than girls to have autism
There is no medical detection or cure for autism
autismspeaks.org

7. COGNITIVE DIFFERENCES
The thinking and learning abilities of people with ASDs can vary – from gifted to severely challenged.
Focus on details-unable to see the whole picture or how
things fit together
Difficulty integrating information, extracting information
and distinguishing what is relevant
Have difficulty generalizing skills to different settings
Strong visual learners- eyes work better than ears
Trouble understanding time
Slow processing time/don’t like to ask for help
“Autism is an extremely variable disorder.”
-Temple Grandin

8. CLICK ON THE UNDERLINED SENTENCE TO VIEW A YOU TUBE. SKIP THE ADVERTISEMENT
Who is Temple Grandin and Why Does She Think Autism Is a Gift?

9. CHALLENGES IN COMMUNICATION
*Challenges in repairing communication breakdowns
*Persistence in talking about area of interest
*Misunderstandings and misuse of body language and non-
verbal communication
*Language difficulties may contribute to behavioral
problems due to frustration
*Communication abilities may not be commensurate with
peers Northwest Regional Education Service District

10. MORE CHALLENGES IN COMMUNICATION
*Often will not understand attempts at humor or sarcasm
*May inadvertently offend those around them
*Peers may be put off by a student who dominates conversations about his or
her topic of interest
*Children may have challenges in engaging students with ASD in play that
involves imagination and role play
*May not consistently greet or acknowledge others' attempts to get their
attention
Northwest Regional Education Service District
“You simply cannot tell other people they are
stupid-even if they really are stupid.”
Temple Grandin

11. CHALLENGES WITH SOCIAL INTERACTIONS
*May select playmates who are younger than themselves
*Often will wander around playground at recess or sit alone during
lunch and breaks
*May have little or no friends and/or may not be able to truly define
what a friend is
*Personal appearance and hygiene may be neglected if unmotivated
by social pressure to smell or look nice
*May violate others’ personal space
*May not understand that their strict adherence to rules and/or
tattling, may alienate them from their peers
*May be easily taken advantage of by others
Northwest Regional Education Service District

12. MORE CHALLENGES WITH SOCIAL INTERACTIONS
*Often will not understand attempts at humor or sarcasm
*May inadvertently offend those around them
*Peers may be put off by a student who dominates conversations about his
or her topic of interest
*Children may have challenges in engaging students with ASD in play that
involves imagination and role play
*May not consistently greet or acknowledge others' attempts to get their
attention
Northwest Regional Education Service District
“You simply cannot tell other people they are stupid-even if they really
are stupid.” -Temple Grandin

13. CHALLENGES WITH RESTRICTIVE PATTERNS OF BEHAVIOR
*Engagement in stereotypic movements may appear
disruptive or confusing to peers and may alienate student
*Due to general naiveté, may be “put up” to engaging in
negative behavior by peers
*May be viewed as a “tattle tale” or “school policeman”
due to desire for strict adherence to rules
Northwest Regional Education Service District

14. MORE CHALLENGES WITH RESTRICTIVE PATTERNS
OF BEHAVIOR
*Special interests may not be age appropriate or those of their peers
*May isolate themselves by not wanting to discuss or interact about
topics outside their areas of interest
*Often will show more interest in objects than peers
*May be viewed as a “little professor” by peers due to their above
average abilities in some areas
Northwest Regional Education Service District
“The autistic mind sees all. I think in pictures
-Temple Grandin

15. CHALLENGES WITH SENSORY DIFFERENCES
*May avoid social opportunities, such as dances or assemblies,
due to being overwhelmed by the sensory stimulation
associated with them
*May “tune out” communication bids from peers
*Dislike of grooming and personal care tasks may result in
appearances and/or smells that are not appealing to others
*Interest in seeking sensory input may cause student with ASD
to invade peers’ personal space
Northwest Regional Education Service District

16. MORE SENSORY CHALLENGES
*Engaging in stereotypic movements may alienate students from their peers
*May avoid games or sports which involve physical contact with others
*Behavioral outbursts commonly associated with being overwhelmed by
sensory disregulation may cause peers to want to avoid the student with
ASD
Northwest Regional Education Service District
“One of my sensory problems was hearing sensitivity,
where certain loud noises, such as the school bell, hurt
my ears. It sounded like a dentist drill going through my
ears.”
-Temple Grandin

17. THINGS TO DO THAT ARE HELPFUL
*Set a calm, positive tone.
*Be concrete. Use clear, concise language.
*Tell “what to do”, not “what not to do”
*Avoid excessive talking
*Give short directions
*Provide them with enough time to respond

18. MORE HELPFUL HINTS
*Modify student’s environment to reduce sensory
stimulation
*Avoid rushing them
*If possible prepare them for changes - even small
changes
*Stay calm. Don’t yell.
*Provide Reassurance
*Be Generous With Praise