What is Autism? Presented by Candace Vielma Part 1.

What is Autism?What is Autism?

Presented by Candace VielmaPresented by Candace Vielma

Part 1

Vandi Alba (2008)Vandi Alba (2008)

AutismAutism

Not a single unified conditionNot a single unified condition– Several features, signs, and Several features, signs, and

characteristicscharacteristics– Lifelong Disability (Recovered vs Cured)Lifelong Disability (Recovered vs Cured)– Neurological, biogenic, and possible Neurological, biogenic, and possible

environmental factors that come into environmental factors that come into playplay

– Developmental disability that usually Developmental disability that usually appears in the first 3 years of life (this is appears in the first 3 years of life (this is the most important part of autism the most important part of autism awareness)awareness)

Carin Thompson (2007)Carin Thompson (2007)

Accompanying Accompanying ProblemsProblems Sensory problems highly attuned Sensory problems highly attuned

or even painfully sensitive to or even painfully sensitive to certain sounds, smells, textures, certain sounds, smells, textures, tastes, and smellstastes, and smells

Mental Retardation Mental Retardation SeizuresSeizures

Dr. K. Callahan (2008)Dr. K. Callahan (2008)

Autism-continuedAutism-continued

Prevalence or Chances of it being an Prevalence or Chances of it being an “Epidemic”“Epidemic”– Over 2 Centuries ago first Over 2 Centuries ago first

documentation…documentation…– First Diagnostic tool in 1987First Diagnostic tool in 1987– Categorized in Special Education in 1992Categorized in Special Education in 1992– Broadening in the DSM-IV in 1994Broadening in the DSM-IV in 1994

Diagnosis is based on 3 domainsDiagnosis is based on 3 domains– CommunicationCommunication– SocializationSocialization– Repetitive behaviors/routinesRepetitive behaviors/routines

Autism-Under the Autism-Under the UmbrellaUmbrella Pervasive Development DisordersPervasive Development Disorders

– Autism Spectrum DisorderAutism Spectrum Disorder– Aspergers SyndromeAspergers Syndrome– Pervasive Development Disorder-Pervasive Development Disorder-

NOSNOS

Diane Bitters (2007)Diane Bitters (2007)

Impairments in Impairments in SocializationSocializationDSM-IV: 2DSM-IV: 2 Eye to eye gaze, facial expression, Eye to eye gaze, facial expression,

body postures, and gestures to body postures, and gestures to regulate social interactionregulate social interaction

Lack of social empathyLack of social empathy Lack of spontaneous seeking to Lack of spontaneous seeking to

share enjoymentshare enjoyment Failure to develop peer relationshipFailure to develop peer relationship


Impairments in Impairments in CommunicationCommunicationDSM-IV: 1DSM-IV: 1

Delay or total lack of spoken Delay or total lack of spoken languagelanguage

Impairment in the ability to initiate Impairment in the ability to initiate or sustain conversation with othersor sustain conversation with others

Stereotype and repetitive use of Stereotype and repetitive use of languagelanguage

Lack of varied, spontaneous make-Lack of varied, spontaneous make-believe playbelieve play


Restricted Repetitive and Restricted Repetitive and Stereotyped BehaviorsStereotyped Behaviors

DSM-IV: 1DSM-IV: 1

Preoccupation with one or more Preoccupation with one or more interests that is abnormal either in interests that is abnormal either in intensity or focusintensity or focus

Inflexible: difficult to make a Inflexible: difficult to make a change in daily routine or breaking change in daily routine or breaking ritualsrituals

Persistent preoccupation with Persistent preoccupation with objects or partsobjects or parts

Techniques to Know Techniques to Know When Educating Those When Educating Those with Autism/Aspergerswith Autism/Aspergers

Part 2

Susan Nichols (2007)Susan Nichols (2007)

Functions of BehaivorFunctions of Behaivor

FoundationsFoundations– All behavior is learnedAll behavior is learned– Behavior serves a functionBehavior serves a function– Environments impact behaviorEnvironments impact behavior– Skill deficits impact problem behaviorSkill deficits impact problem behavior– Team approach is criticalTeam approach is critical– The student-teacher relationship The student-teacher relationship

mattersmatters


ABC’s of BehaviorABC’s of Behavior

Antecedent-What happens before Antecedent-What happens before the behavior?the behavior?

Behavior-What does the student do?Behavior-What does the student do? Consequences-What happens after Consequences-What happens after

the behavior?the behavior?– All ABC’s need to be “documented” to All ABC’s need to be “documented” to

help reduce or increase the specific help reduce or increase the specific behavior……….behavior……….

These are pocket cards, one will be passed around to make copies…..or you can go to the web and access it. Very handy! www.behaviorconcepts.com


Types of BehaviorsTypes of Behaviors

Socially Mediated Positive (To Gain)Socially Mediated Positive (To Gain)– Something that is delivered by another Something that is delivered by another

person after behavior that makes the person after behavior that makes the behavior more likely to occur.behavior more likely to occur.

Attention, Activities, Tangible items….Attention, Activities, Tangible items…. They want these items listed above but do it They want these items listed above but do it

inappropriately!inappropriately!

Tips: Give lots of attention, never give Tips: Give lots of attention, never give attention for problem behavior, and attention for problem behavior, and teach a replacement behavior. Easier teach a replacement behavior. Easier said then done but always refer to these said then done but always refer to these tips.tips.


Continued….Continued….

Socially Mediated Negative (To Escape)Socially Mediated Negative (To Escape)– The withdrawal of something that is aversive by The withdrawal of something that is aversive by

another person after a behavior that makes the another person after a behavior that makes the behavior more likely to occur.behavior more likely to occur.

Escape/Removal of unperformed demandEscape/Removal of unperformed demand Avoid or Postpone unperformed demandAvoid or Postpone unperformed demand

– You place a demand (to follow specific instructions) and You place a demand (to follow specific instructions) and they are non-compliant.they are non-compliant.

Tips: Reduce the demands (meet you Tips: Reduce the demands (meet you halfway), decrease the effort, quicken the halfway), decrease the effort, quicken the pace of instruction, let them feel successful, pace of instruction, let them feel successful, and give choices. Never allow the child to and give choices. Never allow the child to escape or avoid the demand (but do try to escape or avoid the demand (but do try to lessen the demand), and teach a lessen the demand), and teach a replacement behavior.replacement behavior.

Continued….Continued….

There can be a combination at times, however, try to There can be a combination at times, however, try to find the behavior that occurs first and begin to find the behavior that occurs first and begin to brainstorm on the tips I listed in more detail……brainstorm on the tips I listed in more detail……

If you chart these behaviors you have a better chance If you chart these behaviors you have a better chance of extinction and increasing appropriate behaviors.of extinction and increasing appropriate behaviors.

Always start with a baseline chart to see if Always start with a baseline chart to see if interventions you use work after baseline data is interventions you use work after baseline data is collected.collected.

Immediate, immediate, immediate Consequences!Immediate, immediate, immediate Consequences! Reinforcement procedures for doing correct behavior and Reinforcement procedures for doing correct behavior and

extinction (ignoring) for inappropriate behaviors.extinction (ignoring) for inappropriate behaviors.

Use Excel or the Sheet Use Excel or the Sheet I am handing out.I am handing out. If you use Excel your data starts out like If you use Excel your data starts out like

this……and then you click on the chart this……and then you click on the chart wizard icon, then select line charts.wizard icon, then select line charts.

Date Demand/Academic Demand/Non-Academic Transition Preferred Activity Removed

March 12th 1 1 3 4

March 13th 0 3 1 6

March 14th 0 2 1 4

March 15th 1 2 3 6

March 16th 0 2 2 0

March 17th 0 2 1 2

March 18th 3 4 1 5

George's Antecedent Chart

0

1

2

3

4

5

6

7

March12th

March13th

March14th

March15th

March16th

March17th

March18th

Dates

Fre

qu

en

cy

Demand/Academic Demand/Non-Academic

Transiton Preferred Activity Removed

Sousa, D. A. (2001)Sousa, D. A. (2001)

Brain Brain Facts/DevelopmentFacts/Development

on ASDon ASD A more severe form is called autism, the A more severe form is called autism, the

milder form is referred to as Aspergers milder form is referred to as Aspergers syndrome.syndrome.

Those with Aspergers syndrome have an Those with Aspergers syndrome have an average to above average intelligence.average to above average intelligence.

Studies show children with ASD have greater Studies show children with ASD have greater difficulty recalling difficulty recalling verbalverbal information. information. Difficulty in auditory processing.Difficulty in auditory processing.

Many major brain structures are implicated Many major brain structures are implicated in ASD, faster brain growth (infancy to 14 in ASD, faster brain growth (infancy to 14 month) calculates greater impairment.month) calculates greater impairment.

Sousa, D. A. (2001)Sousa, D. A. (2001)

Continued…Continued…

Serotonin (neurotransmitter) has the Serotonin (neurotransmitter) has the most empirical evidence for a role in most empirical evidence for a role in ASD, 25% of people with ASD have ASD, 25% of people with ASD have elevated levels of serotonin.elevated levels of serotonin.

Theory of Mind Hypothesis: Failure to Theory of Mind Hypothesis: Failure to construe the mental states of construe the mental states of others….”if I’m angry, everyone is others….”if I’m angry, everyone is angry…..if George is sad it must be angry…..if George is sad it must be because he also had a bad lunch.”because he also had a bad lunch.”– Difficult in predicting other people’s Difficult in predicting other people’s

feelings.feelings.– Difficult with simple behaviors (i.e. playing Difficult with simple behaviors (i.e. playing

games with others).games with others).

Sousa, D.A. (2001)Sousa, D.A. (2001)

Continued…..Continued…..

In reference to Theory of Mind, these In reference to Theory of Mind, these mirror neurons are not transmitting to mirror neurons are not transmitting to allow re-creation of the experience of allow re-creation of the experience of others within ourselves.others within ourselves.– This starts with imitation skills (i.e. This starts with imitation skills (i.e.

smiling)smiling)– Later with emotions and empathizingLater with emotions and empathizing– Researchers also suspect that mirror Researchers also suspect that mirror

neurons play a role in our ability to neurons play a role in our ability to develop articulate speech.develop articulate speech.

Sousa, D. A. (2001)Sousa, D. A. (2001)

MRI studies have shown that many MRI studies have shown that many major brain structures are major brain structures are

implicated in ASD.implicated in ASD.

Sousa, D. A. (2001)Sousa, D. A. (2001)

Strategies to ConsiderStrategies to Consider

Support verbal information with visual aids.Support verbal information with visual aids. Model the action you want students to use, Model the action you want students to use,

and maintain the behavior with visual cues.and maintain the behavior with visual cues. Avoid using vague questions, ”Why did you Avoid using vague questions, ”Why did you

do that?”do that?” Avoid using idioms, “Save your breath.”Avoid using idioms, “Save your breath.” Use cooperative learning groups, but teach Use cooperative learning groups, but teach

appropriate social responses to use in appropriate social responses to use in these activities.these activities.

Sousa, D. A. (2001)Sousa, D. A. (2001)

Support & Discipline Support & Discipline StrategiesStrategies

Have a cool off (time-out) area for discipline Have a cool off (time-out) area for discipline when needed, and make sure the area is not when needed, and make sure the area is not more appealing than the curricular activity.more appealing than the curricular activity.

Explicitly teach the rules of social conduct (i.e. Explicitly teach the rules of social conduct (i.e. role play, model, social stories).role play, model, social stories).

Protect them from teasing and being bullied.Protect them from teasing and being bullied. Have a strategy ready in case the student Have a strategy ready in case the student

cannot cope due to overstimulation or cannot cope due to overstimulation or confusion.confusion.

Teach them how to meet someone, how to Teach them how to meet someone, how to recognize when someone will not talk to them, recognize when someone will not talk to them, and to tell when someone is teasing them.and to tell when someone is teasing them.

Sousa, D. A. (2001)Sousa, D. A. (2001)

Additional TipsAdditional Tips

It helps tremendously if you warn It helps tremendously if you warn student prior to a transition, an event, student prior to a transition, an event, or simply having expectations during a or simply having expectations during a particular activity please visually or particular activity please visually or auditory warn student several times auditory warn student several times before it occurs.before it occurs.

A finish later folder.A finish later folder. A check list for routines (i.e. morning A check list for routines (i.e. morning

or packing up).or packing up). Written directions (i.e. logging in Written directions (i.e. logging in

computer, playing a game, etc..)computer, playing a game, etc..)

Sousa, D. A. (2001)Sousa, D. A. (2001)


A visual calendar for at home and at A visual calendar for at home and at school regarding up-coming events.school regarding up-coming events.

Folder for assignments to be completed Folder for assignments to be completed and completed assignments.and completed assignments.

For repetitive questioning, having a For repetitive questioning, having a written response.written response.

Incorporate their high interests into their Incorporate their high interests into their academics.academics.

Allow time for processing, teach them Allow time for processing, teach them how to say, “Give me a minute please.”how to say, “Give me a minute please.”


Students who are driven by rule Students who are driven by rule following, teach them that they are in following, teach them that they are in charge of themselves and no one else.charge of themselves and no one else.

Social Stories (ppt. is a very useful Social Stories (ppt. is a very useful tool)tool)– Click Here for Example of the “Rule Police”Click Here for Example of the “Rule Police”– Refer to handoutRefer to handout

Comic StripsComic Strips

Video ModelingVideo Modeling– Refer to handoutRefer to handout

Websites and Up-Websites and Up-coming Trainingscoming Trainings

http://www.buildingblox.net/teachershhttp://www.buildingblox.net/teachershare.htmlare.html

http://www.frsd.k12.nj.us/autistic/Sociahttp://www.frsd.k12.nj.us/autistic/Social%20Stories/1social_stories.html%20Stories/1social_stories.htm

http://www.polyxo.com/visualsupport/http://www.polyxo.com/visualsupport/ Trainings Typically Held at YOUR Trainings Typically Held at YOUR

DistrictDistrict– Advanced ppt. for Online InstructionAdvanced ppt. for Online Instruction– Camera EducationCamera Education– Movie MakerMovie Maker– Photo StoryPhoto Story

ReferencesReferences

Alba, V. (2008, November). Presentation given at UNT, Denton, Alba, V. (2008, November). Presentation given at UNT, Denton, Texas.Texas.

Bitters, D. (2007, September). Presentation given at UNT, Denton, Bitters, D. (2007, September). Presentation given at UNT, Denton, Texas.Texas.

Callahan, K. (2008, March). Presentation given at UNT, Denton, Callahan, K. (2008, March). Presentation given at UNT, Denton, Texas.Texas.

Five For Fighting: Change Her World. (2008). Retrieved June 26, Five For Fighting: Change Her World. (2008). Retrieved June 26, 2008 from What Kind of World Do You Want Web site: 2008 from What Kind of World Do You Want Web site: http://www.whatkindofworlddoyouwant.com/videos/view/id/408214http://www.whatkindofworlddoyouwant.com/videos/view/id/408214

Nichols, S. (2007, August). Presentation given at LISD, Lewisville, Nichols, S. (2007, August). Presentation given at LISD, Lewisville, Texas.Texas.

Autism: Hope After Diagnosis. (2008). Retrieved June 26, 2008 from Autism: Hope After Diagnosis. (2008). Retrieved June 26, 2008 from Talk About Curing Autism Web site: Talk About Curing Autism Web site: http://www.talkaboutcuringautism.org/video/hope-video.htmhttp://www.talkaboutcuringautism.org/video/hope-video.htm

Thompson, C. (2007, August). Presentation given at LISD, Lewisville, Thompson, C. (2007, August). Presentation given at LISD, Lewisville, Texas.Texas.

Sousa, D.A. (2001).Sousa, D.A. (2001).

What is Autism? Presented by Candace Vielma Part 1.

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