Autism Spectrum DisorderAutism Spectrum DisorderA Brief Overview and Tips for Handling A Brief Overview and Tips for Handling

Classroom SituationsClassroom Situations

Prepared by Chris PrestonNovember 2012

Autism DefinitionAutism Definition A developmental disability significantly affecting A developmental disability significantly affecting

verbal or nonverbal communication and social verbal or nonverbal communication and social interaction, general evident before age 3, which interaction, general evident before age 3, which adversely affects a child’s educational performance. adversely affects a child’s educational performance.

Characteristics Characteristics - engagement in repetitive activities and - engagement in repetitive activities and

stereotyped movements stereotyped movements - resistance to environmental change or change in - resistance to environmental change or change in

daily routinesdaily routines - unusal response to sensory experiences.- unusal response to sensory experiences.

Criteria for Initial Determination Criteria for Initial Determination of Eligibilityof Eligibility

Evaluation includes a review of: Evaluation includes a review of: – Medical recordsMedical records– Observation of the child’s behavior in multiple Observation of the child’s behavior in multiple

environmentsenvironments– In depth social historyIn depth social history

The following behaviors are documentedThe following behaviors are documented

- Disturbances of speech, language cognitive, and verbal - Disturbances of speech, language cognitive, and verbal communication. Speech may be absent or lack communication. Speech may be absent or lack communicative intent. There is a deficit in the capacity to communicative intent. There is a deficit in the capacity to use language for social communication, both receptively use language for social communication, both receptively and expressivelyand expressively

Criteria continuedCriteria continued

Disturbance of the capacity to relate Disturbance of the capacity to relate appropriately to people, events or objectsappropriately to people, events or objects

Deficit in the capacity to form relationships Deficit in the capacity to form relationships with people. The capacity to use objects in an with people. The capacity to use objects in an age appropriate or functional manner may be age appropriate or functional manner may be absent, arrested or delayed. absent, arrested or delayed.

The child may seek consistency in The child may seek consistency in environmental events to the point of environmental events to the point of exhibiting rigidity in routines. exhibiting rigidity in routines.

Criteria continuedCriteria continued

The condition adversely affects the child’s The condition adversely affects the child’s educational performanceeducational performance

The Autism is not a result of an emotional The Autism is not a result of an emotional disability as defined in this document. disability as defined in this document.

The degrees and severity will vary with all The degrees and severity will vary with all individuals with Autism. individuals with Autism.

Other behaviors that the child may Other behaviors that the child may exhibitexhibit

Disturbance of developmental rates and Disturbance of developmental rates and sequencessequences

The child may exhibit delays, arrests or The child may exhibit delays, arrests or regressions in physical, social or learning skillsregressions in physical, social or learning skills

Areas of precocious skill development may also be Areas of precocious skill development may also be present, while other skills may develop at a normal present, while other skills may develop at a normal rate or extremely depressed ratesrate or extremely depressed rates

The order of acquisition doesn’t follow normal The order of acquisition doesn’t follow normal patternspatterns

Other behaviors that the child Other behaviors that the child may exhibit…continuedmay exhibit…continued

Disturbances of responses to stimuliDisturbances of responses to stimuli

The child’s behavior may range from being hyperactive to being The child’s behavior may range from being hyperactive to being unresponsive to people and objects in their unresponsive to people and objects in their

environment and can alternate between these two states over periods environment and can alternate between these two states over periods ranging from hours to months. ranging from hours to months.

Disturbances may be apparent in auditory, visual, olfactory, gustatory, Disturbances may be apparent in auditory, visual, olfactory, gustatory, tactile and kinesthetic responses. tactile and kinesthetic responses.

The child may respond to stimulation inappropriately and in repetitive or The child may respond to stimulation inappropriately and in repetitive or non-meaningful ways.non-meaningful ways.

Autism Spectrum Disorder Overview

•Commonly referred to as Autism, the name of the condition is Autism Spectrum Disorder because there are a broad range of characteristics, levels of severity, and combinations of symptoms each individual can have

•Autism is a brain function disorder that appears early in life, generally before the age of three

• Children with Autism have problems with social interaction, communication, imagination, and behavior

•Though they vary in severity, Autistic traits persist into adulthood•Some adults with Autism function well, earn college degrees, and live independently•Others never develop the skills of daily living, and may be

incorrectly diagnosed with a variety of psychiatric illnesses

Source: http://www.rcpsych.ac.uk/

StatisticsStatistics

Autism Spectrum Disorders are reported to Autism Spectrum Disorders are reported to occur in all racial, ethnic, and occur in all racial, ethnic, and socioeconomic groups, yet are on average 4 socioeconomic groups, yet are on average 4 to 5 times more likely to occur in boys than to 5 times more likely to occur in boys than in girls. in girls.

According to the Center for Disease Control According to the Center for Disease Control an average of 1 in 110 children in the United an average of 1 in 110 children in the United States have an Autism Spectrum Disorder.States have an Autism Spectrum Disorder.

Traits of AutismTraits of AutismAutism results in numerous symptoms and below are some common Autism results in numerous symptoms and below are some common

behaviors that are generally associated with the conditionbehaviors that are generally associated with the condition

- Well-developed rote memoryWell-developed rote memory- Ability to remember phrases and words from Ability to remember phrases and words from

conversations and then use them in a way conversations and then use them in a way that makes the listener think they know what that makes the listener think they know what they are talking aboutthey are talking about

- Trouble retrieving smaller facts from large Trouble retrieving smaller facts from large chunks of informationchunks of information

- Difficulty assigning meaning to memorized Difficulty assigning meaning to memorized materialmaterial- Example: Memorized McDonald’s menu, but unaware Example: Memorized McDonald’s menu, but unaware

that it contained food s/he might enjoythat it contained food s/he might enjoy

The Function of BehaviorThe Function of Behavior

All behavior serves a functionAll behavior serves a function

The function of the behavior may be to regulate The function of the behavior may be to regulate attention, arousal, or affect.attention, arousal, or affect.

The function of the behavior may be The function of the behavior may be communicativecommunicative

The function of the behavior may be The function of the behavior may be engagement in purposeful activity (goal engagement in purposeful activity (goal oriented)oriented)

PerspectivePerspectivefrom professionals with autism.from professionals with autism.

““Behavior is not the issue in autism. It is a by-Behavior is not the issue in autism. It is a by-product…the end result of autism.”- Ros Blackburnproduct…the end result of autism.”- Ros Blackburn

““There is nothing that I do that you wouldn’t do if you There is nothing that I do that you wouldn’t do if you were provoked enough. The behavior is not autistic…were provoked enough. The behavior is not autistic…there is no such thing as autistic behavior.” – Ros there is no such thing as autistic behavior.” – Ros BlackburnBlackburn

““To me, the outside world is a totally incomprehensible To me, the outside world is a totally incomprehensible mayhem which terrifies me.” – Ros Blackburnmayhem which terrifies me.” – Ros Blackburn

““My primary emotion is and always has been fear.” – My primary emotion is and always has been fear.” – Temple GrandinTemple Grandin

Theory of MindTheory of MindMany students with Autism have difficulty with “Theory of Mind” Many students with Autism have difficulty with “Theory of Mind” which is the ability to attribute mental states—beliefs, intents, which is the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires and intentions to understand that others have beliefs, desires and intentions that are different from one's ownthat are different from one's own

This can manifest itself in the following ways in your classroom:This can manifest itself in the following ways in your classroom:– Difficulty taking others’ perspective Difficulty taking others’ perspective

Remind the student to look at the situation from another point Remind the student to look at the situation from another point of viewof view

– Difficulty explaining own behaviorDifficulty explaining own behavior Sometimes prompting the student with emotionally descriptive Sometimes prompting the student with emotionally descriptive

words helps the student pinpoint their emotionwords helps the student pinpoint their emotion– Difficulty predicting how others may feel or thinkDifficulty predicting how others may feel or think– Difficulty guessing the intentions of othersDifficulty guessing the intentions of others– Problems with “turn taking”, sharing, topic maintenance, Problems with “turn taking”, sharing, topic maintenance,

personal space, and politenesspersonal space, and politeness

Problem SolvingProblem Solving– Many students lack problem solving skills and may not Many students lack problem solving skills and may not

switch methods when one isn’t producing the desired switch methods when one isn’t producing the desired resultsresults Suggest alternate or replacement skillSuggest alternate or replacement skill Provide lots of time to process the problem. There might be a Provide lots of time to process the problem. There might be a

minute between responsesminute between responses

– Unable to critically think when upsetUnable to critically think when upset Provide time to calm down or allow student a break from the Provide time to calm down or allow student a break from the

situationsituation

– Unable to put problems into proper perspective. Unable to put problems into proper perspective. Little Little problems such as a missing homework assignment or problems such as a missing homework assignment or no pencil may be a huge problem no pencil may be a huge problem Take their concerns seriously and be understandingTake their concerns seriously and be understanding

Language – PragmaticsLanguage – PragmaticsSocial Language UseSocial Language Use

Students with Autism often have issues with Students with Autism often have issues with pragmatics. The following behaviors are pragmatics. The following behaviors are common: common: – Trouble changing tone or content of comments based on audienceTrouble changing tone or content of comments based on audience– Repeat the same phraseRepeat the same phrase– Detailed commentary about a single topic that is typically not of Detailed commentary about a single topic that is typically not of

interest to their peers or is inappropriate at that timeinterest to their peers or is inappropriate at that time– Talk with an exaggerated tone or no inflection at all (dull and Talk with an exaggerated tone or no inflection at all (dull and

monotone or too loud and flamboyant)monotone or too loud and flamboyant)– Making demands instead of requestsMaking demands instead of requests– Difficulty staying on topic in a conversation or transitioning to a Difficulty staying on topic in a conversation or transitioning to a

new topicnew topic

Language - AbstractionsLanguage - Abstractions

Trouble with abstract concepts and Trouble with abstract concepts and commentscomments

Figures of speech, humor, figurative statements Figures of speech, humor, figurative statements students take things literally, even clichésstudents take things literally, even clichés

– Students with Autism have difficulty with Students with Autism have difficulty with metaphors, idioms, parables and allegoriesmetaphors, idioms, parables and allegories It helps to provide the student with several hints and It helps to provide the student with several hints and

cluesclues

– Difficulty comprehending abstract conceptsDifficulty comprehending abstract concepts Humor, irony, puns, and sarcasmHumor, irony, puns, and sarcasm

Visual ProcessingVisual Processing

– Most students with Autism process very well visually, but not orally Most students with Autism process very well visually, but not orally – Multi-sensory approaches are bestMulti-sensory approaches are best

Writing vocab words down on the boardWriting vocab words down on the board

– Some students can multi-task well, but most are avoiding you when Some students can multi-task well, but most are avoiding you when they aren’t looking at youthey aren’t looking at you Checking for comprehension or directing a question at the them will Checking for comprehension or directing a question at the them will

help maintain attentionhelp maintain attention Multi-tasking mainly happens in math classes but students may not be Multi-tasking mainly happens in math classes but students may not be

showing work as a result. Asking them to limit preferred activities will showing work as a result. Asking them to limit preferred activities will increase their quality of workincrease their quality of work

– Students have poor eye contact when talking to almost everyoneStudents have poor eye contact when talking to almost everyone Many students with Autism are more comfortable and accurate when Many students with Autism are more comfortable and accurate when

using peripheral visionusing peripheral vision Eye contact is stressful and lacking in meaning for students with Eye contact is stressful and lacking in meaning for students with

Autism because of their lack of Theory of MindAutism because of their lack of Theory of Mind

Expression & OrganizationExpression & Organization

- Many students with Autism have difficulty with written and - Many students with Autism have difficulty with written and oral expressionoral expression

– Prompts and cues to help organize their ideasPrompts and cues to help organize their ideas– Their minds (and backpacks) are often disorganizedTheir minds (and backpacks) are often disorganized

Please feel free to notify the case manager or Para so we can Please feel free to notify the case manager or Para so we can get them organized and deliver any missing workget them organized and deliver any missing work

– They require leading questions and follow up in order to They require leading questions and follow up in order to share desired informationshare desired information

– In response to a question, they will give you the bare In response to a question, they will give you the bare minimum or a random fact that is not really what you are minimum or a random fact that is not really what you are looking forlooking for Ask them for a specific detail or how much additional info you Ask them for a specific detail or how much additional info you

may need, such as, “Can you use that in a sentence”may need, such as, “Can you use that in a sentence”– Very protective of their personal belongings and personal Very protective of their personal belongings and personal

space (including hand-outs and class materials)space (including hand-outs and class materials) Announce or give a warning if you are going to touch their Announce or give a warning if you are going to touch their

materials, collect paperwork or move their seats. materials, collect paperwork or move their seats.

““Where Did That Come From?”Where Did That Come From?” Students with Autism often have trouble using a proportional response Students with Autism often have trouble using a proportional response

to joking, hurtful comments or unwanted actions. to joking, hurtful comments or unwanted actions. The important point to remember is that these students don’t see it as an The important point to remember is that these students don’t see it as an

overreaction. They probably were very scared or offended. They may see overreaction. They probably were very scared or offended. They may see it as an overreaction later on but it takes timeit as an overreaction later on but it takes time

Students with Autism hold grudgesStudents with Autism hold grudges

– If they were in a fight or teased by student in Middle School they may still think If they were in a fight or teased by student in Middle School they may still think the student has a problem with them unless the student says differentlythe student has a problem with them unless the student says differently

– Mediations between students work very wellMediations between students work very well After an incident in class, if possible, use comparisons and examples of After an incident in class, if possible, use comparisons and examples of

rational reactions to illustrate proper and improper reactions. If rational reactions to illustrate proper and improper reactions. If necessary, call EXT 57672 and we can bring the student to our room to necessary, call EXT 57672 and we can bring the student to our room to use a social story or discuss the ideal responses to incidents. Below are use a social story or discuss the ideal responses to incidents. Below are some actual examples of overreactions we have dealt with in the past. some actual examples of overreactions we have dealt with in the past.

Example:Example: Student is called a “suck up” by another student. It annoys him Student is called a “suck up” by another student. It annoys him and frustrates him. He reacts by screaming obscenities at the other and frustrates him. He reacts by screaming obscenities at the other student.student.

Example:Example: Student gets hit by a crumbled piece of paper being thrown Student gets hit by a crumbled piece of paper being thrown at a at a trashcan. He reacts by standing up and saying “You could have killed me trashcan. He reacts by standing up and saying “You could have killed me or done serious harm.” or done serious harm.”

Classroom TipsClassroom Tips1.1. Routines:Routines: A predictable routine for the student to follow assists the student with structure A predictable routine for the student to follow assists the student with structure

and stability and stability

2. 2. Changes:Changes: Advanced warning of changes to the routine with an explanation help eliminate Advanced warning of changes to the routine with an explanation help eliminate behavior problems and resistance.behavior problems and resistance.

3. 3. Defined Expectations:Defined Expectations: Defined classroom rules you believe in and enforce provide a Defined classroom rules you believe in and enforce provide a heightened sense of fairness for the student.heightened sense of fairness for the student.

4. 4. Multi-SensoryMulti-Sensory: Providing instructions in a written and oral way whenever possible helps the : Providing instructions in a written and oral way whenever possible helps the student process information. Using a syllabus or checking their planners are great ways to student process information. Using a syllabus or checking their planners are great ways to help the student stay organized. Our staff works to make sure we are aware of all help the student stay organized. Our staff works to make sure we are aware of all assignments, but if we are not in the classroom, sometimes we are unaware of assignments, but if we are not in the classroom, sometimes we are unaware of assignments.assignments.

5. 5. Organization:Organization: Helping them put class work or homework in a defined place in the class or their Helping them put class work or homework in a defined place in the class or their backpacks is best way to ensure work makes it home or to our room. Note: Due to backpacks is best way to ensure work makes it home or to our room. Note: Due to organizational issues, many completed assignments may still be in their backpacks.organizational issues, many completed assignments may still be in their backpacks.

6. 6. Consistency:Consistency: Consistent, straightforward, clear messages help students with Autism Consistent, straightforward, clear messages help students with Autism understand what is being asked of them. Providing breaks to ease tension or confusion understand what is being asked of them. Providing breaks to ease tension or confusion use another good strategy. use another good strategy.

7. 7. Team Approach:Team Approach: Our staff is here to help the classroom time go smoothly and be productive. Our staff is here to help the classroom time go smoothly and be productive. We are always available in an emergency, but the best way to avoid “emergencies” are to We are always available in an emergency, but the best way to avoid “emergencies” are to use the behavior plans provided, which are based on proven research or successful past use the behavior plans provided, which are based on proven research or successful past use. use.

8. 8. Criticism:Criticism: Instead of, “Write some more!” try, “Please write me a minimum of 4 more Instead of, “Write some more!” try, “Please write me a minimum of 4 more sentences.” Giving specific expectations helps students with Autism comply with sentences.” Giving specific expectations helps students with Autism comply with requests. Once criteria is set, expectations can be adjusted more easily. requests. Once criteria is set, expectations can be adjusted more easily.

Important InformationImportant Information More and more students with Autism are on special glutton-free or sugar-More and more students with Autism are on special glutton-free or sugar-

free diets. Please be respectful and understanding if this interferes with free diets. Please be respectful and understanding if this interferes with classroom parties, lessons, or socialization.classroom parties, lessons, or socialization.

Our staff adjusts programming as our students continue to grow and Our staff adjusts programming as our students continue to grow and mature. Changes will be made after careful deliberation and collaboration mature. Changes will be made after careful deliberation and collaboration with parents and other staff. We will notify you about any changes and with parents and other staff. We will notify you about any changes and ask that you do your best to adhere to behavior plans, or come to us with ask that you do your best to adhere to behavior plans, or come to us with problems. Attendance at meetings and IEPs is helpful to ensure that problems. Attendance at meetings and IEPs is helpful to ensure that programming and expectations are appropriate for your classroom. programming and expectations are appropriate for your classroom.

All teachers and staff are important to the learning process and the All teachers and staff are important to the learning process and the student’s programming. Please provide any important information related student’s programming. Please provide any important information related to students with Autism including anecdotes or behavior witnessed to students with Autism including anecdotes or behavior witnessed outside the classroom. Autism affects social moments and lunch and outside the classroom. Autism affects social moments and lunch and hallway passing time is when they are most relaxed and social, so hallway passing time is when they are most relaxed and social, so behavior you witness at these time is especially helpful to determine behavior you witness at these time is especially helpful to determine social goals. social goals.

Thank you for your understanding and flexibility with the Para-Educators Thank you for your understanding and flexibility with the Para-Educators and staff that assist students with Autism in you classroom. Also, please and staff that assist students with Autism in you classroom. Also, please be aware that sometimes staff regularly in your class may not be be aware that sometimes staff regularly in your class may not be available due to extenuating circumstances, such as emergencies, available due to extenuating circumstances, such as emergencies, absences or changes or changes in programming.absences or changes or changes in programming.

Reference MaterialReference Material Websites and contact infoWebsites and contact infohttp://www.pkwy.k12.mo.us/north/homepages/assignment.cfm?UserID=cpreston&TeacherCourseID=453DA744-1CC4-EACA-CEF846D2C490FBD1

http://www.autismneighborhood.orghttp://www.autismneighborhood.org

http://www.autismspeaks.orghttp://www.autismspeaks.org

http://www.autismnow.orghttp://www.autismnow.org

http://www.amy-laurent.comhttp://www.amy-laurent.com

Look Me In The Eye- John Elder RobinsonLook Me In The Eye- John Elder RobinsonCurious Incident Of The Dog In The Night-Time- Mark HaddonCurious Incident Of The Dog In The Night-Time- Mark HaddonThe Pleasure of My Company- Steve MartinThe Pleasure of My Company- Steve Martin

Please contact me with any questions as well or check my staff website for more info under the Please contact me with any questions as well or check my staff website for more info under the Autism Info link. Autism Info link.

Chris Preston Chris Preston cpreston@pkwy.k12.mo.usExt 57672Ext 57672RM 1228RM 1228