What are some personal and family factors related to autism spectrum disorder? What are some ways to help?

1. Autism Spectrum Disorder:
Introduction and Educational Needs
Dr. Mary Ann Winter-Messiers, Ph.D.
University of Oregon-Laos Inclusive Education
Project
July 2015
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Autism Spectrum Disorder: Introduction and Educational Needs

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What is Autism?
…a group of disorders that
originate in brain
development, affecting the
brain and the body, and
primarily recognized by social
difficulties, communication
challenges, and narrow,
repeated behavior patterns.
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A Few Facts
 Autism is
 A spectrum disorder (ASD)
 Wide range of challenges and abilities
 Brain based, not behavioral at its core
 Lifelong—but progress can be made
 Impacts 1 in 68 children and youth in the United States
 1:42 US boys
 1:189 US girls (CDC, 2014)
 Fastest growing disability in US
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Some Areas of
Significant Challenge
 Social Deficits
 Communication Deficits
 Repeated, Rigid
Behaviors,
& Narrow Interests
 Uncontrolled Emotions
 Sensory Sensitivity
 Intellectual Capacity
 Medical and Health
Issues
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Social Deficits
 Impacted by communication deficit
 Social skills can be learned
 Imply Theory of Mind deficit
 Imply range of desire for relationships
 “In their own world”
 Social skills are not intuitive
 Require consistent training
 Manners must be taught
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Communication Deficits
 Students with autism may:
 Be verbal or non-verbal
 Experience language deficits impacting their behavior
 Struggle with expressive vs. receptive language
 Show delay in language acquisition
 Require assistive technology,
depending on language skills
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7. Restricted Repetitive Behaviors &
Narrow Interests
Restricted repetitive behaviors
Finding security in repeating actions
Wanting predictability
Personal rules
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8. Narrow interests (Special Interest Areas)
Focus on one or two specific passions
Consume time, attention, thoughts, devotion
Serve as key motivators
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Theory of Mind (ToM) Deficit
ToM is the ability to:
Infer other people’s mental states (thoughts,
desires, opinions, feelings)
Use this information to interpret their words
and behavior
Predict what they will do next
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10. Theory of Mind Deficit
 Individuals with autism lack ToM to greater or lesser
degrees. Students with autism think:
 You know what I know and you believe what I believe
 Apparent in behaviors, relationships, communication,
social interactions, emotional reactions, academic work
 A pervasive challenge throughout daily life
 Must be taught!
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Uncontrolled Emotion
 Intertwined with communication and
social deficits
 Causes intense emotional highs
and lows
 Students with autism
 Need to be taught how to respond
 May experience opposite of expected
response
 May appear “happy” when someone is
hurt
 Experience depression and anxiety from
very young age
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Sensory Sensitivity
 What feels good, scary, or calming to us may not
to them
 Hearing
 Touch
 Taste
 Smell
 Sight
 Balance
 More or Less?
 Each student’s sensory responses/needs are
unique
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Sample Sensory Sensitivities
 Slimy, gooey, crunchy, sharp
 Bright sun, neon lights
 Noisy/crowded rooms
 Labels, buttons, rivets, fabric
 Hot food, perfume, flowers
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Intellectual Capacity
 Students with autism demonstrate intellectual ability
range from severe deficit to genius levels
 This is separate from other abilities or deficits
 May have significant deficits and not have intellectual
disability, e.g., processing
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Medical & Health Issues
 Food sensitivities
 Abdominal and intestinal problems
 Personal hygiene routines
 Sleep/night challenges
 Mental health issues
 Co-morbid diagnoses, e.g.,
 Obsessive-Compulsive Disorder
 Anxiety Disorders
 Epilepsy
 Bi-polar Disorder
 ADD/ADHD
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Potential Indicators of ASD
 Delays and deficits in language/communication
 Challenges relating to people/environment
 Challenges with transition and change
 Overwhelm in responding to sensory stimuli
 Difficulties in emotion regulation
 Discrepancies in developmental (delays)
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What’s the Difference?
In autism:
 No single behavior is
sufficient: PATTERN
 Variable profile: mild to
intense
 Difference in intensity
and persistence beyond
typical development
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What is Most Helpful?
Researchers report that the single most
reliable predictor of success later in life
for students with autism:
EARLY INTERVENTION
From birth to 5 years of age
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Remember…
 “These children often
show a surprising
sensitivity to the
personality of the
teacher. However
difficult they are even
under optimal
conditions, they can be
guided and taught…
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…but only by those who give them
true understanding and genuine
affection, people who show
kindness towards them
and yes, humor.”
Hans Asperger, 1944
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