Presentation on theme: "CURLEY K-8 PACE PROGRAM PRACTICAL ACADEMIC COMMUNITY EDUCATION."— Presentation transcript:
CURLEY K-8 PACE PROGRAM PRACTICAL ACADEMIC COMMUNITY EDUCATION
WHAT IS AUTISM??? Autism is a general term used to describe a group of complex developmental brain disorders known as Pervasive Developmental Disorders (PDD). The other pervasive developmental disorders are PDD-NOS (Pervasive Developmental Disorder – Not Otherwise Specified), Asperger Syndrome, Rett Syndrome and Childhood Disintegrative Disorder. Many parents and professionals refer to this group as Autism Spectrum Disorders. www.autismspeaks.org
How Common Is Autism? Today, it is estimated that one in every 110 children is diagnosed with autism, making it more common than childhood cancer, juvenile diabetes and pediatric AIDS combined. An estimated 1.5 million individuals in the U.S. and tens of millions worldwide are affected by autism. Government statistics suggest the prevalence rate of autism is increasing 10-17 percent annually. There is not established explanation for this increase, although improved diagnosis and environmental influences are two reasons often considered. Studies suggest boys are more likely than girls to develop autism and receive the diagnosis three to four times more frequently. Current estimates are that in the United States alone, one out of 70 boys is diagnosed with autism.
What Causes Autism? THE ANSWER IS: WE DON’T KNOW
Research Suggests: The best scientific evidence available to us today points toward a potential for various combinations of factors causing autism – multiple genetic components that may cause autism on their own or possibly when combined with exposure to as yet undetermined environmental factors. Timing of exposure during the child's development (before, during or after birth) may also play a role in the development or final presentation of the disorder. There is a growing interest among researchers about the role of the functions and regulation of the immune system in autism – both within the body and the brain. There is also emerging evidence from animal studies that illustrates how the immune system can influence behaviors related to autism.
Research Suggests cont’d: In the past it was known as a disorder that was caused by “refrigerator mothers”- the cold, uncaring mothers. Research now states that this is not the cause, but the true cause is still unknown
EARLY SIGNS Because there is no medical test to diagnosis autism, knowing early onset signs is the best intervention. This includes: No big smiles or other warm, joyful expressions by six months or thereafter No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafter No babbling by 12 months No back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months No words by 16 months No two-word meaningful phrases (without imitating or repeating) by 24 months Any loss of speech or babbling or social skills at any age
SIGNS/SYMPTONS Social Symptoms Lack of social cues, lack of desire to engage in play, lack of desire to initiate conversation, easily frustrated Communication Difficulties Often late to form language, echoes, uses a high pitch/ robotic tone, doesn’t understand ‘social and body language’ Repetitive Behaviors Flapping, clapping, forming special interests and perseverate on them Physical and Medical Issues that may Accompany Autism Seizure disorders, genetic disorder, sensory issues, sleep dysfunction, pica (eating things that are not food), bipolar, depression, anxiety disorder
TREATMENTS Because there is no medical reasoning to what causes autism there is no medical treatment. However a variety of interventions can help reduce physical pain, and help gain ways of reading social cues. One of the most popular interventions is ABA (Applied Behavior Analysis) Social Stories Medications Floor Time
THE SPECTRUM Severe Autism No-to-Limited Language, lack of self-care skills, dependent Low/Moderate Has some language, can do some self-care skills, understands some social cues, increasing independency High Functioning- Aspergers Has some social oddities, cognitively close to their age-peers, as self-care skills, independent
Boston Public Schools Sub-Separate (x4) classrooms Small class size 8:2:1 Highly Structured Sensory Integration and Social Groups
Boston Public Schools Inclusion Partial inclusion: for academics, and/or social reasons Liaison- Full inclusion Mainstreamed In general education classes, with an IEP or 504plan
Boston Public Schools High Strand Schools 12 K-8 schools have autism classes, however only a few, including the Curley have a ‘high strand,’ classes for students K0-8. High Strands include: 8:2:1 Integrated aba in teaching style Visuals, routines, high structure Service Center: ABA provider, APE,SP,OT,PT, autism specialist
CURLEY K-8 CURLEY K-8 PACE- Practical Academic Community Education K0-K1: Colleen Leary 6 students K2-2 Rati- Murrary5 students 3-5 David Vasile5 students 6-8 Kandi Quarterson8 students
SUPPORT PACE! AUTISM SPEAKS WALK OCTOBER 2, 2011 10AM http://www.walknowforautismspeaks.org/faf/home/default.asp?ieve nt=467486&lis=1&kntae467486=4A3349B130724C049544456A5C 9E30D7&login=t