Dana, Jason, Jenny, Jill

Early Warning SignsAre these the descriptions of infants

with Autism or infants without Autism

• Avoids eye contact• Studies mother’s face• Seems deaf• Is easily stimulated by sounds• Adds to vocabulary and grammatical use• Starts developing language, then abruptly stops

talking altogether.

Definition of Autism

• A developmental brain disorder that begins in early childhood and persists throughout adulthood affects three crucial areas of development: communication, social interaction, and creative or imaginative play.

Autism Spectrum

PDD-NOS

Asperger

CDD

Rett’s-only girls

Savants-Small percentage

Presumed Causes of Autism• There are no proven causes of this disorder• Vaccinations for Measles, Mumps, and Rubella• Genetic and hereditary factors• Abnormalities in brain structure or function• Biological causes• Problems during and after pregnancy or delivery• Environmental factors

– Viral infections– Metabolic imbalances– Exposure to chemicals

Incidence Rates of Autism• 1 in every 500 babies born

have Autism.• 5 boys to every 1 girl has

Autism.• Autism is the third most

common developmental disability.

• Autism is more common than multiple sclerosis, cystic fibrosis, or childhood cancer.

Diagnosis

No medical tests are needed, but are used to rule out other possibilities.

May appear that the child has mental retardation, hearing impairments, or a behavior disorder.

Observation of communication, behavior, and development is the best way to diagnosis Autism.

Parents/Caregivers

Neurologists

Psychologists

Developmental pediatricians

Speech/language therapists

Learning consultants

Early identification is the key to helping the child the most.

Those that help diagnose

Characteristics of Autism• Difficulty mixing and relating with

other people• Inappropriate laughing and

giggling• No fear of real dangers• Apparent insensitivity to pain• Inappropriate attachment to objects• Repetitive or ritualistic behavior

– Rocking, spinning, head banging, hand twisting

– Words or phrases in place of normal, responsive language.

• Selective hearing, not responsive to verbal cues and may act as deaf

• Hypersensitivity or hyposensitivity to the senses

• Extreme emotional distress for no discernable reason

– Laughing, crying, showing distress

• Resists change in routine and environment

• Uneven gross/fine motor skills• Marked physical over activity or

extreme passivity• Severely impaired verbal/nonverbal

communication• Little imaginative play• Intellectual ability is limited• Difficulty in expressing needs; uses

gestures or pointing instead of words• Prefers to be alone

Characteristics, contd.

• Tantrums• May not want to cuddle or

be cuddled• No eye contact, appears to

“look through” people• Sustained odd play• Spins objects

Treatment

No Cure

Therapies and interventions

Parents

Occupational therapist

Speech therapist

Behavioral therapist

Educational/Behavioral Interventions

Used the most often

Should begin as early as possible for best results

Highly structured and intensive skill-oriented training tailored to each individual

Therapists help with development of social and language skills

Instructional Considerations• Structured days• Visuals• Encourage talents• Use their fixations for motivation• Concrete visual methods• Padded weighted vest• Make eye contact with the child• Sing or whisper information to the

child• Do not require that the child sees

and hears at the same time• Teach generalizations• Sequencing can be difficult for

Autistic children

Instructional Considerations• Avoid long verbal instruction• Do not focus on handwriting, if

possible let child type• Protect child from loud sounds• If possible, avoid using fluorescent

lights• Social skills must be taught, they

are not learned through observation• Present lessons in a controlled

manner• Find alternative ways in which the

child can demonstrate what they learned

Instructional Considerations• Prepare the child• Set up a cueing system for keeping the child on task• Arrange for transitions• Focus on comprehension and content retention

– Graphic and Visual organizers– Mnemonic Devices

Technology

• Boardmaker • Picture It• CompuThera • Microsoft PowerPoint

Other Interesting Information• Draws in detail• Graphic memory• “Refrigerator Mothers”• Difficulty filtering noise• May have echolalia• May have a large vocabulary, but not know what they said• May not like light touch or certain clothing• May have above average ability to balance• May walk on toes

Resources• Let Me Hear Your Voice : A Family's

Triumph over Autismby Catherine Maurice

• Thinking In Pictures : and Other Reports from My Life with Autismby Temple Grandin

• Educating Children With Autismby National Research Council

• National Dissemination Center for Children with Disabilities www.NICHCY.org

• Activity Schedules for Children With Autism: Teaching Independent Behavior (Topics in Autism)by Lynn E., Ph.D McClannahan, Patricia J., Ph.D Krantz

• Behavioral Intervention for Young Children With Autism: A Manual for Parents and Professionalsby Catherine Maurice (Editor), Gina Green (Editor), Stephen C. Luce (Editor)

• When My Autism Gets Too Big! A Relaxation Book for Children with Autism Spectrum Disordersby Kari Dunn Buron, Brenda Smith Myles

Resources

• National Institute of Child Health• Autism Society of America• Autism Research Institute• The New Jersey Center for Outreach and

Services for the Autism Community, Inc.• National Autism Hotline• Natioanl Organization for Rare Disorders,

Inc.

References• http://www.autism-society.org/site/• http://www.nhautism.org/http://

t3.preservice.org/T0401753/aut2.htm• http://ww.google.com/search?

hl=en&ie=UTF-8&q=characteristics+of+autism

• http://www.childbrain.com/pddq8.shtml

• http://originsofautism.com/• http://

www.computhera.com/about.html

• http://www.polyxo.com/visualsupport/letsgetvisual.html

• No Author. Lights, Camera, Action! Using Engaging Computer-Cued Activity Schedules. Teaching Exceptional Children. 36 no1 40-5 S/O 2003.

• http://www.healthieryou.com/autism.html

• http://health.discovery.com/centers/mental/autism/autism2.html

• http://www.designbycher.com/autism_art.htm

• http://www.polyxo.com/discretetrial/ • http://www.sasked.gov.sk.ca/

k/pecs/se/docs/autism/Teaching%20Students%20with%20Autism%20Document.pdf

• http://www.autism.org/temple/tips.html

• Kluth, Paula; Darmody-Latham, Julie. (2003). Beyond sight words: Literacy opportunities for students with autism. Reading Teacher, 56, 6.