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New autism spectrum disorder (asd)

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An presentation on Autism Spectrum Disorder umbrella.

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New autism spectrum disorder (asd)

  1. 1. + Autism Spectrum Disorders By: Tabitha Jeffers
  2. 2. + Autism Spectrum Disorders  Autism is a group of developmental brain disorders, collectively called Autism Spectrum Disorder (ASD). The term ―spectrum‖ refers to the wide range of symptoms, skills, and levels of impairment, or disability, that children with ASD can have. Some children are mildly impaired and some are severe.
  3. 3. + 5 Different ASD Disorders  Autistic disorder (classic autism)  Asperger’s disorder (Asperger syndrome)  Pervasive developmental disorder not otherwise specified (PDD-NOS)  Rett's disorder (Rett syndrome)  Childhood disintegrative disorder (CDD).
  4. 4. + Causes and Genetic Factors for ASD  Scientists don’t now the exact causes of autism spectrum disorder (ASD), but research suggest that both genes and environment play important roles.  In the genetic factor, if one identical twin, who share the exact same genetic code, has ASD, the other twin also had ASD 9 out of 10 cases. If one sibling has ASD, the other siblings have 35 times the normal risk of also developing the disorder.  Most people who develop ASD have no reported family history of autism, suggesting that random, rare, and possibly many gene mutations are likely to affect a person’s risk.  Any change to normal genetic information is called a mutation. Mutations can be inherited, but some arise for no reason. Mutations can be helpful, harmful, or have no effect.  Health experts recommend that children receive a number of vaccines early in life to protect against dangerous, infectious diseases, such as measles.  Some parents think that vaccines are a part of the disorder, which has never been
  5. 5. + Signs and Symptoms  Symptoms of Autism Spectrum Disorder (ASD) vary from one child to the next, but in general, they fall into three areas:    Social Impairment Communication difficulties Repetitive and stereotyped behavior  Children with ASD do not follow typical patterns when developing social and communication skills. Parents are usually the first to notice unusual behaviors in their child.  Some babies with ASD become overly focused on certain objects, rarely make eye contact, and fail to engage in typical back-and-forth play and babbling with their parents.  The children that don’t show symptoms until after their second or even third birthday start to lose interest in others and become silent, withdrawn, or indifferent to social signals.
  6. 6. + Traits and Characteristics
  7. 7. + Treatment Options  There is no proven cure yet for ASD, but treating ASD early, using school-based programs, and getting proper medical care can greatly reduce ASD symptoms and increase the child’s ability to grow and learn new skills.
  8. 8. + Things Parents and Teachers Can Do Starting as soon as a child has been diagnosed with ASD Providing focused and challenging learning activities at the proper developmental level for the child for at least 25 hours per week Having small classes to allow each child to have one-on-one time with the therapist or teacher and small group learning activities Having special training for parents and family Encouraging activities that include typically developing children, as long as such activities help meet a specific learning goal Measuring and recording each child’s progress and adjusting the intervention program as needed Providing a high degree of structure, routine, and visual cues, such as posted activity schedules and clearly defined boundaries, to reduce distractions Guiding Using the child in adapting learned skills to new situations and settings and maintaining learned skills a curriculum that focuses on: Language and communication Social skills Self-help and daily living skills Cognitive skills
  9. 9. + What Teachers Need to Meet in the Classroom…..  The classroom environment should be structured so that the program is consistent and predictable. Students with an ASD learn better and are less confused when information is presented visually as well as verbally. Interaction with nondisabled peers is also important, for these students provide models of appropriate language, social, and behavioral skills.  Consistency and continuity are very important  Parents should always be involved in the program  Have the kids on a set schedule everyday  Make sure children have activities to do, to keep them busy (but not too much)  Set them up front  Make sure they have something they can play with (like beads or rubber snakes)
  10. 10. + Tips for Teachers  Learn more about the Autism Spectrum  Make sure directions are given step-by-step, verbally, visually, and by providing physical supports or prompts, as needed by the students. Students with autism disorders often have trouble interpreting facial expressions, body language, and tone of voice  Find out what the students’ strengths and interests are and emphasize them.  Create opportunities for success and give positive feedback and lots of opportunities for practice.  Build opportunities for the students to have social and collaborative interactions throughout the regular school day. Provide support, structure, and lots of feedback.  If behavior is a significant issue for the student, seek help from expert professionals (including parents) to understand the meanings of the behaviors and to develop a unified, positive approach to resolving them.  Consistent routines and schedules; if you change the routine tell them ahead of time  Work together with everybody.
  11. 11. + Children with ASD in the Classroom  Children with ASD have a really hard time in the classroom:  Touch  Smell  Sounds  Space  Crowds  Eye contact  Made fun of
  12. 12. + Teachers Expectations  The only expectations that I would think a teacher would have for a student with ASD is that they:  Try their best everyday  Complete some kind of goal that they have set up for them  That the child improves somehow, someway throughout the year
  13. 13. + Statistics for children with ASD…  According to the National Institute of Mental Health (NIMH) and the Centers for Disease Control and Prevention (CDC), some form of autism affects 2 – 6 of every 1,000 children, with the most recent statistic being 1 in 110. ASDs are four times more common in boys than in girls, although Rett Syndrome has only been diagnosed in girls.
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  16. 16. + ASD Video http://www.youtube.com/watch?v=-bsGrd1RCys
  17. 17. + References  www.googleimages.com  http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmentaldisorders/index.shtml  http://www.scholastic.com/teachers/classroom-solutions/2012/04/autism-classroom-—-whatcan-you-do-achieve-success  http://nichcy.org/disability/specific/autism#teachers  http://nichcy.org/disability/specific/autism#school  http://www.mayoclinic.com/health/childhood-disintegrative-disorder/DS00801  http://www.ninds.nih.gov/disorders/rett/detail_rett.htm  http://www.britannica.com/EBchecked/topic/1527231/pervasive-developmental-disorder-nototherwise-specified-PDD-NOS  http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms  http://nichcy.org/disability/specific/autism#teachers  http://www.scholastic.com/teachers/classroom-solutions/2012/04/autism-classroom-—-whatcan-you-do-achieve-success

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