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What are the general areas of delays and concerns that characterize individuals with autistic spectrum disorders?

How do the characteristics of autism spectrum disorders impact teaching and learning?

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Impairments in social behavior Communication difficulties Stereotypic or unusual behaviors

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Autistic Disorder

Childhood Disintegrative DisorderRett’s Disorder

Pervasive Developmental Disorder Not Otherwise Specified

Asperger’s Disorder

Asperger’s Disorder Social impairments and unusual behaviors Average or above cognitive abilities Communication and anxiety are issues Language development not significantly delayed

Rett’s Disorder Occurs only in females, very rare

Childhood Disintegrative Disorder Regression in multiple areas after normal

development

Pervasive Developmental Disorder Not Otherwise Specified Does not meet diagnostic criteria for autism 4

Nonverbal communication difficulties Expressive language delays Oral language differences Language use not for social purposes Echolalia speech Perseveration on a topic Restricted vocabulary Difficulty with conversations Comprehension difficulties

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Establishing and maintaining relationships Playing with others Taking turns and sharing

Theory of mind Understanding other perspectives Making sense of social behavior Making sense of feelings and emotions Making sense of communication

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Communication

Instruction based on assessment results

Instruction should emphasize: Paying attention Imitating Comprehending words and instruction Using language for social reasons Developing functional communication

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Social InteractionSocial Skill Development

Tolerating others in own space Imitating the actions/vocalizations of others Engaging in parallel activities Taking turns Using eye contact Explicitly teach theory of mind concepts

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Diagnostic criteria Preoccupation with patterns of interest Inflexible adherence to routines Repetitive motor mannerisms Preoccupation with parts of objects Unusual response to sensory stimuli Challenging aggressive destructive behaviors

Behaviors are the tip of the iceberg. It is essential to delvebelow the surface to identify the message of the behavior.

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Patterns of Attention: Stimulus over-selectivity Difficulty disengaging

and shifting attention Short attention span

Sensory: Often hypersensitive or hyposensitive to…

tactile auditory visual and olfactory olfactory gustatory

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Anxiety: Difficulty regulating

emotions Inability to express

oneself clearly Sensory processing

needs High need for

predictability Difficulty

understanding social situations

Unusual or Challenging Behaviors

Teaching students new skills and interests Understanding responses to sensory stimuli Preparing the student for planned changes Developing calming strategies Assisting the student to monitor level of

arousal or anxiety Adapting the learning environment

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Patterns of Attention

Information and instructional activities should be provided in a format that:

Is clear and concise Is consistent with comprehension level Focuses their attention Emphasizes the most relevant information

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Sensory Responses

Assess sensory responses. Be aware of different experiences of

sensory stimulation. Use alerting strategies to help enhance

students when hyposensitive. Implement strategies to calm students

when hypersensitive.

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Anxiety

Provide warnings about transitions and changes.

Provide daily and weekly schedules. Use social scripts to encourage calming

and teach coping skills. Provide facts about anxiety-arousing

situations. Establish a calming area.

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