1. The Autism Spectrum and MR What it is, How to Work with it.. By: Meredith Lundin, LSSP Trainee and Brittainy Moye, LSSP Intern

2. The Spectrum The autism spectrum, also called autism spectrum disorders (ASD) or autism spectrum conditions (ASC), is a spectrum of psychological conditions characterized by widespread abnormalities of social interactions and communication, as well as severely restricted interests and highly repetitive behavior.spectrum of psychological conditions High functioning to low functioning

3. Autism A disability that affects the way a person communicates and relates to others. Although there are characteristics of high functioning autism, or Asperger’s* syndrome, that are unique, several characteristics remain common to all individuals on the spectrum: Difficulty in communicating Difficulty in social relationships Lack of imagination and creative play

4. Asperger’s Characteristics Individuals with Asperger’s syndrome typically have fewer problems with language (no clinically significant delays) than those on the other end of the spectrum; however, their tone of voice is often markedly formal and without inflection. Individuals with Asperger’s syndrome often are of average or above average intelligence

5. Asperger’s Characteristics Cont. Difficulty making friends due to an inability to navigate social situations. Fail to use nonverbal behaviors (i.e. eye contact, facial expressions) Often exhibit abnormally intense fixation on a single interest

6. Social Impairments in Asperger’s Disorder Difficulty with empathy. Misinterpret social cues: unaware of unwritten rules of social conduct. Fail to understand nonverbal behaviors Issues with tact Difficulty understanding jokes. Perceived as bossy or controlling Unaware of personal space No theory of mind

7. How to Help Let them make choices, just offer advice Don’t take it personally! Be aware that the student may interrupt spoken language in a literal way and therefore may not understand jokes, metaphor, implied messages or sarcasm. Be aware that the student’s intention is not necessarily to be rude if they are responding literally. Closely monitor any forms of verbal or physical bullying of the student.

8. Other Considerations… Consistency/predictability in daily routines to reduce anxiety. Ways to do this: * Use pictures and photographs in sequence, showing daily routines, to produce a visual timetable. * Use an object of reference which can be associated with a future activity * Allow the child to observe an activity before being asked to join in Provide clear information regarding any changes in routine prior to the change If possible, alleviate fears of the unknown by introducing the pupil to the new activity, teacher or class beforehand to prevent excessive worrying. Use the student’s name before giving an instruction to gain their attention ( comorbid attention issues ).

9. Do not discontinue an intervention just because it is working or the student is doing well.. Provide an explanation of abstract concepts, metaphors, and double meanings if used. Keep it simple Teach the student to ask for help. Model/Teach flexibility (i.e. social interactions etc). Be aware of environmental stimuli… (i.e. pep rallys) Incorporate interests into assignments whenever possible Do not assume the peer understands what is obvious to everyone else.

10. Assist the student when pairing off or choosing partners Use a BUDDY SYSTEM!!!! Give additional time for tasks Show work samples..examples..but don’t allow copying…teach the skill Pre-teach, then rehearse REMEMBER: EVERY STUDENT IS DIFFERENT.

11. If using an intervention: Slow it down. Teach the “seemingly obvious” Reinforce new skills. Use visuals “Punishment never changes the disability.”

12. Most importantly…. BE KIND!!!