Children with ASD · May explain strengths and weaknesses of individuals with ASD. Individuals with...

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Children with Autism Spectrum Disorder (ASD) Part 1: Building a Better Understanding Brenda Boks 2015 Teaching Students With Communication Needs (ASD)

Transcript of Children with ASD · May explain strengths and weaknesses of individuals with ASD. Individuals with...

Page 1: Children with ASD · May explain strengths and weaknesses of individuals with ASD. Individuals with ASD may keenly notice the trees (although not the forest). They may focus very

Children with Autism

Spectrum Disorder (ASD) Part 1: Building a Better Understanding

Brenda Boks

2015 Teaching Students With Communication Needs (ASD)

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CNN Life with Autism

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Definition

This is the definition that I knew:

myaspergerchild.com

Source: Ephelpingpeople.com. (n.d.). Retrieved June 26, 2015, from http://ephelpingpeople.com/

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The Fifth Edition of the Diagnostic and Statistical

Manual of Mental Disorders (DSM-5) was released in

May 2013

The definition of autism no longer includes subcategories.

According to the DSM-V, autism spectrum disorders are

characterized by two impairments:

– social interactions; and

– restricted, repetitive and stereotyped interests,

activities and patterns of behaviour.

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Other possible characteristics:

• difficulty with organizational skills;

• difficulty concentrating;

• limited diet;

• difficulty sleeping;

• difficulty with motor skills;

• unusual responses to sensory stimuli;

• limited amount of internal motivation for learning;

• limited ability to apply skills that have been learned;

• sensory perception deficits; and

• co-morbid disorders, such as anxiety

Source: (2015, June 19). Teaching Students with Communication Needs (Autism Spectrum Disorder).

online course. Lecture conducted from Queen's University, Kingston, Ontario.

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Ontario Ministry of Education

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TTYP (turn to your partner) and describe an individual that

you know or have heard about with ASD. Describe what

difficulties may arise in the classroom.

Source: Effective Educational Practices for Students with Autism Spectrum

Disorder, A Resource Guide. (2007). Ontario: Queen's Printer for Ontario.

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Different Theories about the causes of ASD

help us better understand the world of an

individual with ASD

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1. Theory of Mind

“Theory of mind refers to the notion that many autistic individuals do

not understand that other people have their own plans, thoughts,

and points of view. Furthermore, it appears that they have difficulty

understanding other people's beliefs, attitudes, and emotions.”

Written by Stephen M. Edelson, Ph.D.

http://www.autism.com/understanding_theoryofmind

Source: http://www.publicdomainpictures.net/view-image.php?image=96297

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Source:Scientific Approach. (n.d.). Retrieved June 26, 2015, from http://www.autismservice.org/en/scientific.html#topOfPage

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In the book Asperger Syndrome and Difficult Moments by

Brenda Smith Myles and Jack Southwick, the authors

illustrate social deficits caused by theory of mind:

1. Difficulty explaining ones behaviors

2. Difficulty understanding emotions

3. Difficulty predicting the behavior or emotional state of others

4. Problems understanding the perspectives of others

5. Problems inferring the intentions of others

6. Lack of understanding that behavior impacts how others

think and/or feel

7. Problems with joint attention and other social conventions

8. Problems differentiating fiction from fact

TTYP explain the type of problems you may see on the playground

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2.Central Coherence

Central Coherence is the term given to our ability to make

meaning out of details, getting meaning from the whole,

seeing the forest after seeing the trees.

6/26/2015

Source: Forests: Types of Trees. (n.d.). Retrieved June 26, 2015.

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A Weak Central Coherence

May explain strengths and weaknesses of individuals

with ASD. Individuals with ASD may keenly notice the

trees (although not the forest). They may focus very

well on details but may be unable to comprehend the

‘whole picture’. Some may even have remarkable

abilities in specific areas.

TTYP and explain how this theory may explain some of the very unique

strengths we may see in individuals with autism

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3.Executive Functioning

Executive functioning is the ability to plan, organize and

carry out (and evaluate) the plan. It includes skills such

as organizing, planning, sustaining attention, and

inhibiting inappropriate responses.

Source: Executive Function Archives - The Study Academy. (n.d.). Retrieved June 26, 2015, from

http://thestudyacademy.ca/tag/executive-function/

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Temple Grandin, diagnosed with autism at the age of 2,

said:

"I cannot hold one piece of information

in my mind while I manipulate the

next step in the sequence.“

Individuals with ASD often lack the ability to use skills

like planning, sequencing and self-regulation. Others

have difficulty maintaining their attention, or organizing

their thoughts and actions. Executive functioning

difficulties can also be associated with poor impulse

control.

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Summary:

Each individual with ASD is unique. Skills and

challenges vary; abilities are on a spectrum.

Common challenges include impairments in

language and communication as well as

repetitive and restrictive patterns of behaviour.

Learning more about the strengths and

weaknesses of those with autism can help build

a better understanding.

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Works Cited:

(2015, June 19). Teaching Students with Communication Needs (Autism Spectrum Disorder). online course. Lecture conducted

from Queen's University, Kingston, Ontario.

ABC Analysis. (n.d.). Retrieved June 25, 2015, from

http://ecbp.cla.umn.edu/fullcourse/Module1/FunctionalBehaviorAssessment/mfa21.html

Autism Speaks. (n.d.). Retrieved June 26, 2015, from http://www.autismspeaks.ca/

Bennett, S., & Weber, K. (2008). Special education in Ontario schools (6th ed.). Niagara-on-the-Lake, Ont.: Highland Press.

Effective Educational Practices for Students with Autism Spectrum Disorder, A Resource Guide. (2007). Ontario: Queen's Printer

for Ontario.

E-Learning. (n.d.). Retrieved June 25, 2015, from http://visuals.autism.net/main.php?g2_itemId=81

Hutchinson, N. (2007). Inclusion of exceptional learners in Canadian schools: A practical handbook for teachers (2nd ed.).

Toronto: Prentice Hall.

Life with autism: In their own words. (2012, April 5). Retrieved June 27, 2015, from

https://www.youtube.com/watch?v=ZfzqBCC30as&feature=youtu.be

Mallabar, S. (2015). Supporting Students with ASD, A Practical Manual for Educators. St. Catharines, Ontario.

Powerpoint Templates. (n.d.). Retrieved June 26, 2015, from http://brainybetty.com/

Scientific Approach. (n.d.). Retrieved June 26, 2015, from http://www.autismservice.org/en/scientific.html#topOfPage

Smith Myles, Ph.D., B. (n.d.). The Cycle of Tantrums, Rage, and Meltdowns. Retrieved June 25, 2015, from

http://www.researchautism.org/resources/newsletters/archives/documents/TheCycleofTantrumsRageandMeltdowns_002.pdf

Social Stories. (n.d.). Retrieved June 26, 2015, from http://www.educateautism.com/social-stories.html

SOCIAL STORY TIPS AND SAMPLE. (n.d.). Retrieved June 26, 2015, from

http://challengingbehavior.fmhi.usf.edu/explore/pbs_docs/social_story_tips.pdf

START Project. (n.d.). Retrieved June 25, 2015, from https://www.gvsu.edu/autismcenter/positive-behavioral-interventions-

support-for-students-with-asd-90.htm

Teaching Students with Autism A Resource Guide for Schools. (2000). Retrieved June 26, 2015, from

https://www.bced.gov.bc.ca/specialed/docs/autism.pdf

Teaching Students with Autism. (n.d.). Retrieved June 26, 2015, from https://www.youtube.com/watch?v=APY2akeZPLk

The Autism Helper. (n.d.). Retrieved June 26, 2015, from http://theautismhelper.com

Trigger Detection/FBA. (n.d.). Retrieved June 25, 2015, from https://www.symtrend.com/tw/public/public_popup?ltrans_doc=3161