Understanding Autism: UT Arlington New Teacher Webinar This slideshare gives key points about the crucial topic of “Understanding Autism.” and is geared for educators. Learn more about teaching and locating resources to better help students on the autism spectrum. Learn how to build on strengths of students! The link to the recording is here: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=ac9763c6-c090-42a0-985d-fc26e5e231b3 The YouTube channel is here: YouTube [video]: http://www.youtube.com/utanewteachers Like us on Facebook: Facebook Page [interaction/updates]: https://www.facebook.com/UTANewTeacherProject

1. SATURDAY, NOVEMBER 1, 2014
1:00-2:00 PM, CST
Topic: Understanding Autism
Defining Autism. Facts & Statistics. Characteristics of the Autism Spectrum. Speech and Language. Instructional Methods. Behavior.
Intro to The Autistic Brain by Temple Grandin. Resources. Dialogue.
Hosted by:
Peggy Semingson, Ph.D.
Amber L. Brown, Ed.D.
Denise Collins, Ph.D.
University of Texas at ARLINGTON
Dept. of Curriculum and Instruction
New teacher WEBINAR: Fall 2014
Recordings will be available of webinars.
No names will be visible in the
recordings.
The recording will be available on our
YouTube channel:
http://www.youtube.com/utanewteachers

2. Link to the recording of this webinar
• The link to the recording (11/01/14) is here:
https://elearn.uta.edu/webapps/bb-collaborate-bb_
bb60/recording/launchGuest?uid=ac9763
c6-c090-42a0-985d-fc26e5e231b3
• The YouTube channel is here: YouTube [video].
The recording from 11/01 will be posted later
today (11/01):
http://www.youtube.com/utanewteachers

3. These are our opinions
and suggestions!
The opinions of each the
presenters in the series are
their own individual
viewpoints and do not
necessarily reflect the views of
UT Arlington.
Our goal is for you to hear a
variety of viewpoints to help
support you in your first years
of teaching! We have been
down the road you are going!
– Support
– Respect
– Dialogue
– Sharing
Tips for
your own learning
• Ask questions and post
comments along the way.
• Main Q/A at the end.
• Make a list of “Things to
Google” later.
• Use chat window often.
• We will check the chat
window throughout the
session and respond in
“real time” as we can.

4. MISSION STATEMENT:
Teacher Induction Project: Building Digital
Community:
The purpose of the Teacher Induction Project is to build
"digital community" for current students and alumni of the
department as well as new teachers beyond UT Arlington
in the global community.
• Open-access/mobile access
• Web 2.0
• “Real-world” topics and advice for teachers

5. Recordings
Archive
Social Media:
YouTube [video]:
http://www.youtube.com/utanewteach
ers
Slideshare [PowerPoints]
http://www.slideshare.net/utanewteach
ers
Facebook Page [interaction/updates]:
https://www.facebook.com/UTANewTea
cherProject
Upcoming Webinar
Events
• November 22, 2014
Webinar
• Topic: Demonstration
of Zeno, the robot
intervention for
autistic children.
• Book Club discussion on
The Autistic Brain by
Temple Grandin. Read
the book prior to the
webinar.

6. WHERE WE ARE NOW:
Use the pen tool to mark your location
• Thanks for joining us! Please use the marker/pen tool to mark a small x
below where you are at. You can also type it in the chat window

7. Poll question:
• Where are you in your teaching career?
• Select A-E
• Voting is optional! We will display the results!
• The drop down polling area is in the participants window
next to the “hand” tool.
I am currently a:
A. Pre-service teacher
B. 1st-3rd year teacher & UTA graduate
C. 1st-3rd year teacher & non-UTA graduate
D. 4th year+ teacher
E. Faculty or none of the above

8. Prior Knowledge: Understanding Autism
Overview of the text tool: type about what comes to mind
when you hear the word “Autism” in the box below using
the text tool. (Or, use the chat window.)

9. What is autism?
Understanding Autism
Autism spectrum disorder (ASD) is a range of complex neurodevelopment
disorders, characterized by social impairments, communication difficulties,
and restricted, repetitive, and stereotyped patterns of behavior. Autistic
disorder, sometimes called autism or classical ASD, is the most severe form of
ASD, while other conditions along the spectrum include a milder form known
as Asperger syndrome, and childhood disintegrative disorder and pervasive
developmental disorder not otherwise specified (usually referred to as PDD-NOS).
Although ASD varies significantly in character and severity, it occurs in
all ethnic and socioeconomic groups and affects every age group. Experts
estimate that 1 out of 88 children age 8 will have an ASD (Centers for Disease
Control and Prevention: Morbidity and Mortality Weekly Report, March 30,
2012). Males are four times more likely to have an ASD than females.
Source: http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
National Institute of Neurological Disorders and Stroke Autism Fact Sheet

10. Frequency of Diagnosis Increasing
• The number of students diagnosed with autism
has been increasing over time (Volkmar et al.
2004); almost 194,000 students ages 6 through
21 nationwide are identified as having autism and
receive special education services under the
Individuals with Disabilities Education Act (IDEA)
(U.S. Department of Education 2006a).
• Volkmar, F.R., Lord, C., Bailey, A., Schultz, R.T., and Klin, A. (2004). Autism and Pervasive
Developmental Disorders. Journal of Child Psychology and Psychiatry, 45(1), 135-170.
• U.S. Department of Education. (2006a). Table 1-9. Children and Students Served Under IDEA, Part B,
in the U.S. and Outlying Areas by Age Group, Year and Disability Category: Fall 1996 through Fall
2005. Downloaded October 16, 2006, from https://www.ideadata.org/tables29th/ar_1-9.htm
• Source: Secondary School Experiences of Students
• With Autism http://www.nlts2.org/fact_sheets/nlts2_fact_sheet_2007_04.pdf

11. Understanding Autism: Symptoms
“Symptoms of autism spectrum disorder (ASD) vary
from one child to the next, but in general, they fall
into two areas:
• Social impairment, including difficulties with
social communication
• Repetitive and stereotyped behaviors.”
• Source: Source: http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/
index.shtml National Institute of Mental Health Autism Spectrum Disorder

12. Understanding Autism
Treatment. How is autism treated? Symptoms
Educational/behavioral interventions:
Medications
Other therapies
Source: http://www.ninds.nih.gov/disorders/autism/detail_autism.htm National
Institute of Neurological Disorders and Stroke Autism Fact Sheet

13. Understanding Autism:
Language Development
“For example, some children with autism may:
• Fail or be slow to respond to their name or other verbal attempts to gain their
attention
• Fail or be slow to develop gestures, such as pointing and showing things to others
• Coo and babble in the first year of life, but then stop doing so
• Develop language at a delayed pace
• Learn to communicate using pictures or their own sign language
• Speak only in single words or repeat certain phrases over and over, seeming unable
to combine words into meaningful sentences
• Repeat words or phrases that they hear, a condition called echolalia
• Use words that seem odd, out of place, or have a special meaning known only to
those familiar with the child's way of communicating.”
Source: http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/
index.shtml National Institute of Mental Health Autism Spectrum Disorder

14. Understanding Autism:
Advice on Speech and Language Development
• The autism spectrum disorders
are describing different levels of
functioning, usually within a
social setting.
• At the foundation of speech
utterances and body language is
the social setting. Speech is
socially based. I want the child in
speech therapy to feel non-threatened
and to feel safe. To
that endeavor, I first sit side by
side with the child, who may
have difficulty making eye
contact. This way the "spotlight"
of attention is reduced.
Suggestions on speech and language
from: Carol Madaris
Speech Language Pathologist
M.S./CCC-SLP
Active member of ASHA The American
Speech-Language-Hearing Association

15. Building on a Child’s Interests: Advice
from a Speech and Language Therapist
• “I like to find out the child's interests, however narrow they may be.
Dinosaurs? His pet? Her shoes? What especially holds the child's
attention visually? Following the child's interest I may set up
contingencies to obtain a desired picture or objects that are
specifically interesting to the child. Visually attending is rewarded
with the giving of the object, for example. Then the criteria for
rewards is upped somewhat but gradually.”
• “The child with autism like any child, needs to have something to
say,(topic), a way to express it (talking, responding, drawing,
signing, nodding, gestures), and a reason for expressing (to gain
attention, to get the object).”
• --Advice from Carol Madaris, Speech and Language Therapist

16. Building on a Child’s Interests: Advice from a
Speech and Language Therapist
• Acceptance of the child's repertoire of "connecting" is
especially important in the beginning. The child in front of
you may have been subject to critiquing and questioning.
• You may often find out the child's particular interests by
asking the family members. Ask about the daily routine
and names of family members. Pictures that the parents
may have may provide conversation of turn-taking for
example. For example, This is your dog ....his name is
_____while turning to the child .....if no response, you can
provide it. (Dexter)....Naming of actions and nouns are
among the first targets for your lesson plans.
• Speech can indeed reduce tension, even one-word
responses or one words action naming, one word naming
(nouns)....there is the emotional component which needs
to be treated of course, gently and with awareness.
• --Advice from Carol Madaris, Speech and Language
Therapist
Acceptance
Interests
Role of Family
Picture
supports
Encouraging
response

17. Instructional
Modifications
(secondary-level
students)
Source: National Center for Special
Education Research Accommodations,
Services, and Supports Provided to
Students With Autism
http://ies.ed.gov/ncser/pubs/20073005/a
ccommodations.asp

18. Learning
Supports for
Students with
Autism
(secondary-level
students)
Source: National Center for Special
Education Research Accommodations,
Services, and Supports Provided to
Students With Autism
http://ies.ed.gov/ncser/pubs/2007300
5/accommodations.asp

19. Types of Accommodations for
students with Autism within the
General Education Classroom

20. Academic Accommodations:
• A structured environment
• Visual Schedule (classroom or individual)
• Give transition warnings (5 minutes until…)
*timer can be used on the Smartboard for class to see
• Visual Aides/manipulatives to support instruction
*you are already doing this with Smartboard lessons
• Increased time for processing and responding
• Break down directions/tasks into smaller steps or chunks

23. Academic Accommodations
• First, Then board

24. Academic Accommodations:
• Extra time to complete assignments
• Organizational strategies such as graphic
organizers, charts, check lists, etc.
• A scribe when the assignment is subject based
not writing OR a printed copy of notes from
the Smartboard.

25. Social/Emotional Accommodations:
• Sensory breaks such as running errands,
climbing structure, seat cushions, swings at
recess or a quiet area if they are over-stimulated.
– Sensory diets should be overseen by professional
such as Occupational therapist.

26. Today at recess…
I will play with ________________.
We will play _________________.
First I need to play with my friend for 5
minutes, then I can use the swing.

27. Social/Emotional Accommodations:
• Use of social stories or scripts during social
situations, transitions, changes in routine,
field trips, assemblies, fire drills, asking for
help, etc.
• Positive peer models: use buddies for recess
• Frequent and Specific Positive reinforcement

28. Social Story Examples
• Asking for Help
• Sometimes I do not know what I need to do.
• This is ok. No one knows what to do all the time.
• When this happens I should ask my teacher or another adult
for help.
• That is the right thing to do. My teacher will be so happy to
help me.
• It will help me understand what I need to do.
• I am so happy that I know how to ask for help. This will
make me a very successful student.

29. Functions of Behavior in ASD
• All behaviors have a function or reason (some
have more than one).
• In order to change a behavior, you first need
to find the function of the behavior (why the
student is displaying it).
• There are four main functions of behavior:
Tangible, Escape, Attention, and Sensory.

30. Tangible
• The student is displaying the behavior in order
to get something tangible.
• For example they want the blue marker but
were given the red marker. They may start
yelling or crying when they do not get the blue
marker
• Giving the student the blue marker when
acting inappropriately REINFORCES their
behavior.

31. Attention
• A student displays a behavior in order to get
attention (positive or negative) from
someone.
• For example, the student may make noises to
get his peers to laugh or to get spoken to by
the teacher.
• Giving that student attention (positive or
negative) only REINFORCES the behavior. As
hard as it is, IGNORE the behavior.

32. Functions of Behavior
With any problem behavior you will need to identify:
• Antecedant
• Behavior
• Consequence

33. Behavior Plan
• Once you have recognized the function(s) of the behavior, you
can develop an appropriate plan to decrease or increase the
behavior.
• The plan should be the opposite of the behavior. For
example, if the function is attention the plan should involve
ignoring and not giving the student attention for the behavior.
• Try to recognize the antecedent before the behavior escalates.
• There should be more positive reinforcement than
punishment…even on the worst of days.

34. Behavior Plan
• Consistency is KEY. Everyone working with the
child need to be on the same page.
• Have a GO person or leader to call the shots.
Everyone else involved should follow. The
leader should be established prior to any
behaviors.
• Be warned….the behavior will get worse
before it gets better!

35. Social/Emotional Accommodations
• Behavioral Intervention Plan (i.e. Token Systems)
• Start off with quick reinforcement. As they become successful
and understand the plan, begin to spread it out.
• If possible, have the student own it.
• Be sure to be explicit about why they earned the token. For
example, “nice job having a quiet voice. Give yourself one
token.”

36. Social/Emotion Accommodations

37. Strategies for Behavior Prevention and
Management
• Structure is Essential
– Predictability, consistency, and reliability are important
• Identify HIGH-RISK SITUATIONS, over-stimulating, situations in
advance (these may include class parties, assemblies, field
trips or any change in routine) and plan ahead for them
• TRANSITIONS can be tough for students with autism spectrum
disorders. Possible strategies for transitioning include:
– Give advanced warning
– Use a timer
– Rehearse the transition

38. Strategies for Behavior Prevention and
Management:
• Use CLEAR, CONCISE language
• Be aware of TONE OF VOICE:
– Kids react negatively to preachy, angry, whiny, pleading, infantilizing,
moralistic, over-dramatic, loud, pushy, sarcastic tone of voice.
– Kids react positively to bright, friendly, gentle, firm, humorous, simple,
neutral, sing-song tone of voice.
• Represent things VISUALLY whenever possible.
– Provide visual cues for behavioral expectations

39. References:
• Kluth, Paula Ph.D. “Your going to Love This
Kid,” Teaching Students with Autism in the
Inclusive Classroom. Baltimore, 2003.

40. Quotes selected by Denise Collins,
Ph.D.
• Texas Woman's
University,
PhD, Child
Development
• Director, Office of
Professional
Development, The
University of Texas
at Arlington

41. Quotes from “The Autistic Brain”
By Temple Grandin and Richard
Panek

42. Problems with Diagnosing
“Label-locked thinkers want answers.
This kind of thinking can do a lot of damage. . . .
A label can become the thing that defines them.
It can easily lead to what I call a handicapped
mentality.” p. 105

43. Educator’s Role
“The educator’s job– the role of education in
society-- is to ask, ‘Well what is she like?’
Instead of ignoring deficits, you have to
accommodate them.” p. 184
“But if you really want to prepare kids to
participate in the main-stream of life, then you
have to do more than accommodate their
deficits. You have to figure out ways to exploit
their strengths.” p. 184

44. Quotes from “The Autistic Brain”
“Don’t get me wrong. I am not saying that
autism is a great thing and all people with
autism should just sit down and celebrate our
strengths. Instead, I’m suggesting that if we can
recognize, realistically and on a case-by-case
basis, what an individual’s strengths are, we can
better determine the future of the individual.”
p. 119

45. Quotes from “The Autistic Brain”
• “It’s also important for schools to let math
whizzes do math in their own style. If they
can do math in their heads, don’t tell them,
‘You have to show your work.’ Let them do it
in their heads.” p. 186
• “Unfortunately, today’s educational system is
letting these kids (picture thinkers) down. It’s
phasing out hands-on classes…” p 185

46. Quotes from “The Autistic Brain”
• “. . . Parents and caregivers need to get the
kids out into the world, because kids are not
going to get interested in things they don’t
come into contact with.” p. 187

47. Looking forward
• “But I am confident that whatever the
thinking about autism is, it will incorporate a
need to consider it brain by brain . . .” p. 204
What are your thoughts on these
quotes?

48. UTA New Teacher Book Club
• The Autistic Brain by Temple Grandin
• When Temple Grandin was born in 1947, autism had only just been
named. Today it is more prevalent than ever, with one in 88 children
diagnosed on the spectrum. And our thinking about it has undergone a
transformation in her lifetime: Autism studies have moved from the
realm of psychology to neurology and genetics, and there is far more
hope today than ever before thanks to groundbreaking new research
into causes and treatments. Now Temple Grandin reports from the
forefront of autism science, bringing her singular perspective to a
thrilling journey into the heart of the autism revolution. – Publisher’s
Summary
• Link to TED Talk by Temple Grandin
http://videosift.com/video/Temple-Grandin-TED-Talk-The-World-Needs-
All-Kinds-of-Minds

49. goodreads book club discussion
You can join the conversation on goodreads by
joining the UTA New Teachers group at the
following link.
• http://tinyurl.com/UTANewTeachersBookClub
• We will post questions, ideas, and ah-ah moments to the
group discussion board as we read the book.
• Be sure to do the same!
• November 22nd Webinar will wrap up the book club
discussion.

50. Resources!
• Books on autism by Temple Grandin
• TED Talk(s) by Temple Grandin
• FEATURE FILM: Neurotypical [PBS]
• Neurotypical is an unprecedented exploration of autism from the
point of view of autistic people themselves. Four-year-old Violet,
teenaged Nicholas and adult Paula occupy different positions on the
autism spectrum, but they are all at pivotal moments in their lives.
How they and the people around them work out their perceptual
and behavioral differences becomes a remarkable reflection of the
"neurotypical" world — the world of the non-autistic — revealing
inventive adaptations on each side and an emerging critique of both
what it means to be normal and what it means to be human.

51. What do you think?
type in the chat window!
• What information stood out to you from
The presentation?
• What questions do you have?
• “I hope to explore.…”
• “I learned….”
• “I want to know….”

52. Thanks to everyone for attending!!
Have a great weekend!

53. UT Arlington
Master’s in Mind, Brain, and Education
Our work at the SW Center for Mind, Brain and Education seeks to advance the quality of teaching based upon
insights gained from the cognitive and neural sciences as well as contribute to research in this new and
evolving field.
We build collaborative research relationships with schools, develop research trajectories that profit from the
strengths of our faculty and students and maintain a working and teaching laboratory for researchers and
graduate students.
1. Courses include:
Neuroscience of typical and atypical language development
Neuroscience of typical and atypical mathematical reasoning
Complex dynamic systems
Research design
EEG research methodology
2. Individual work:
Research-based capstone project
encouraged - Conference presentations
encouraged - Publishing in peer-reviewed journals

54. For more information on the
Mind, Brain, and Education
Master’s degree, please
contact Dr. Marc Schwartz
schwarma@uta.edu

55. Be part of the knowledge network!
We hope to see you again on the New
Teacher Webinar series!
• Learn more!
• Become a better teacher.
• Stay encouraged.
• Connect with other educators and UTA Faculty in an
informal, low key online setting!
• Please let others know about our webinar series and
blog!
For questions or comments, email:
Dr. Brown amber.brown@uta.edu or
Dr. Semingson peggys@uta.edu

56. Webinar Survey
• To help us improve the webinars and learn more
about your thoughts, we ask that you take a few
minutes to complete a short survey about this
webinar.
• Please go to the following link:
• http://tinyurl.com/NewTeacherWebinarSurvey