Autism: What It Is and

How to Be Supportive

Mrs. Jennifer RodeckiGranard Middle School

Fall 2010

What is Autism?

•Neurological disorder •Affects social and communication skills

•Usually causes delays in learning

•Develops before the individual turns three

(Scheuermann & Webber, 2002)

Autism varies greatly, depending on the individual.

Some individuals have very mild forms of Autism, so mild that you may not even know they have it. Others have very severe cases of Autism, and require many more supports at home and school.

(Scheuermann & Webber, 2002)

What Causes Autism?

• Genetic Factors?

• Vaccines?

(Raff, 2010)

The exact cause of Autism is still unknown. However, research shows that there is a genetic component. Currently, there is no evidence to support the theory that vaccinations cause Autism.

(Raff, 2010)

Characteristics:

•Inability to Relate to Others

•Problems with Language•Sensory Processing Problems

•Cognitive Deficits•Self-Stimulation•Need for Routine

(Scheuermann & Webber, 2002)

Theory of Mind

“Putting yourself in someone’s shoes”

When might you need to “put yourself in someone’s shoes”?

What might happen if you can’t do this?

(Scheuermann & Webber, 2002)

Thought Bubble Activity: Write down what each

person is thinking.

Thought Bubble Activity: Think, Pair, Share!!!

• Compare your thought bubbles with the person sitting next to you.

• Did you write down the same thoughts for each person, or were they different?

• A person with Autism would have difficulty with this activity. Why?

Language

•Echolalia – repeat what others say

•Mute – unable to speak

•Monotone - very flat voice

•Very Literal - Individuals with Autism may have difficulty understanding expressions such as “it’s raining cats and dogs.”

(Scheuermann & Webber, 2002)

Sensory Processing

How someone perceives visual, auditory, and tactile stimuli.

Some textures, sounds, lights, and decorations may be overwhelming to individuals with Autism.

Examples: Foods, cafeteria (noisy and chaotic), decorations in the classroom

(Scheuermann & Webber, 2002)

Cognitive Deficits•Difficulty learning to read or write•Difficulty in math•Splinter Skills (may show great strength in particular areas):

•Calendar Abilities•Count visual items quickly•Artistic Abilities•Musical Abilities

Self-StimulationA repetitive behavior that the individual enjoys doing. These behaviors may help a person with Autism calm down.

Examples:•Flapping hands•Clapping•Spinning in a circle•Rocking •Jumping up and down

(Scheuermann & Webber, 2002)

RoutineIndividuals with Autism rely on routines because it can be more difficult for them to process and comprehend change.

Because of this, change can cause anxiety in individuals with Autism.

(Scheuermann & Webber, 2002)

What is my role?• Be understanding• Be accepting• Be supportive

(Sebastion et al., 2009)

Understanding• What is Autism• What causes it

Understanding more about Autism can help you become more accepting and supportive.

How to Increase Understanding About

Autism• Spend time with someone who has Autism

• Read books about or by people with Autism:The Way I See It by Temple Grandin

• Research Autism: www.autismspeaks.orgwww.autism-society.org

AcceptingIndividuals with Autism know when they are not accepted by others.

By accepting individuals with Autism, you are helping to increase their sense of belonging and decrease their anxiety.

(Sebastion et al., 2009)

How to be Accepting of Someone with

Autism• Acknowledge them• Get to know them• Sit with them at lunch• Invite them to participate• Be aware of your differences, but focus on your similarities (what do you have in common?)

Supporting

Individuals with Autism need extra supports in social and communication skills. As a peer, you can be a huge help in teaching and reinforcing these skills.

(Bellini, 2006)

How to be a Support for Someone with

AutismSocial and Communication Skills

• Talk to them!!!• Model appropriate behaviors• Prompt an appropriate response (“How was your weekend? Did you watch the football game?”•Be a friend

(Bellini, 2006)

(Leach, 2010)

Peer-Mediated Intervention

A strategy used to increase social interactions, academic participation, and positive behaviors in individuals with Autism.

Peers, such as yourselves, are given intensive training on how to use a variety of teaching strategies to work with students with Autism.

(Bellini, 2006)

Being a Peer Buddy

• Give specific verbal requests and directions• Avoid sarcasm or teasing• Be on time• Be consistent• If you see others making fun of or laughing at an individual with Autism, explain a little about the person to them. If it continues, talk to an adult about the problem.

In the end, YOU can make the BIGGEST difference in the life of someone with Autism!!!

Works Cited

Bellini, S. (2006). Building social relationships: A systematic approach

to teaching social interaction skills to children and adolescents with

autism spectrum disorders and other social difficulties. Mission, KS:

Autism Asperger Publishing Co.

Leach, D. (2010). Brining ABA into your inclusive classroom.

Baltimore: Paul H. Brooks Publishing Co.

Raff, M. (2010). Video Q&A: What is autism? -- A personal view.

BMC Biology, 842-45. doi:10.1186/1741-7007-8-42.

Scheuermann, B. & Webber, J. (2002). Autism: Teaching does make a

difference. Canada: Wadsworth Group.

Sebastian, C., Blakemore, S., & Charman, T. (2009). Reactions to

ostracism in adolescents with autism spectrum conditions. Journal of

Autism & Developmental Disorders, 39(8), 1122-1130.

doi:10.1007/s10803-009-0725-4.