1. Introduction to Autism Spectrum Disorder (ASD)
Presented by
Michelle Antle, Simpson Co.; Marty Boman, WKU
Paula Borland, CESC; Connie Miller, Warren Co.;
Debra Myers, CESC; & Amanda Reagan, Allen Co.
4/19/2017

2. Autism Spectrum Disorders: Agenda
What is PDD & Autism?
The Characteristics of Autism
Current Evidence-based Strategies
General Teaching Tips
Summary
Resources
Prepared by KY Coop Network
January 2010

3. What is Pervasive Developmental Disorder?
A specific group of Developmental Disabilities
Start by age 3 and last through a person's life
Symptoms may improve over time.
Symptoms within the first few months of life in some. In others, symptoms might not show up until 24 months or later.
Some children with an ASD seem to develop normally until around 18 to 24 months of age and then they stop gaining new skills, or they lose the skills they once had.
Prepared by KY Coop Network
February 2010

4. What is Pervasive Developmental Disorder?
A Neurodevelopmental disorder
Handle information in their brain differently than other people. 
A Spectrum Disorder
Students vary in symptoms & abilities from very mild to severe.
each person affected in different ways
differences in when the symptoms start, how severe they are, and the exact nature of the symptoms
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February 2010

5. Content prepared and organized by the Kentucky Autism Training Center
Autism Numbers?
Incidence
Estimate: 1 in 150 (Center for Disease Control, 2007)
4 times more often in boys
No racial, ethnic, or social boundaries
Most recent numbers
1 in 110 (CDC, 2009)
1 in 91 (Pediatrics, 2009)
Findings based on parent report
ASDs occur in all racial, ethnic, and socioeconomic groups, but are four times more likely to occur in boys than in girls. CDC estimates that between about 1 in 80 and 1 in 240, with an average of 1 in 110, children in the United States have an ASD.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

6. Etiology? Factors considered
Genetics
Double recessive gene
Family history
Environment
Exposure to pollution & toxins.
Severe infections during pregnancy (e.g. rubella) or early infancy.
Neurobiology
Most scientists agree that genes are one of the risk factors that can make a person more likely to develop an ASD.  
Children who have a sibling or parent with an ASD are at a higher risk of also having an ASD.
ASDs tend to occur more often in people who have certain other medical conditions.  About 10% of children with an ASD have an identifiable genetic disorder, such as Fragile X syndrome, tuberous sclerosis, Down syndrome and other chromosomal disorders.
Some harmful drugs taken during pregnancy have been linked with a higher risk of ASDs, for example, the prescription drugs thalidomide and valproic acid.
Prepared by KY Coop Network
February 2010

7. Diagnostic Criterions
Diagnostic and Statistical Manual for Mental Disorders – Fourth Edition (DSM-IV-TR)
Individuals with Disabilities Education Act (IDEA)
Kentucky Administrative Regulations
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February 2010

8. Autism Spectrum Disorders
Asperger’s syndrome
Pervasive Developmental Disability- not otherwise specified (PDD-NOS)
Under PDD, but not ASD:
Rett syndrome
Childhood disintegrative disorder
This will likely change with the new DSM- whenever it comes out. Right now being reviewed and updated.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

9. Autism: Diagnostic Criteria for Eligibility
DSM-IV-TR
Qualitative impairment in SOCIAL INTERACTION
Qualitative impairments in COMMUNICATION
RESTRICTED and STEREOTYPED behaviors, interests and activities
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

10. Asperger Syndrome: Diagnostic Criteria for Eligibility
Qualitative impairment in SOCIAL INTERACTION
RESTRICTED and STEREOTYPED behaviors, interests and activities
No clinically significant delay in
Language development
Cognitive development
Typical Characteristics : Perseveration, Body Boundary difficulties, Modulating speech, Theory of Mind or Perspective taking ( involves what does the other person know and how orient them to what you know), reciprocity, eye contact
Average IQ or higher
No significant delay in spoken or receptive language.
Single words by 2 years; phrases by 3 years
Self-help, adaptive behavior, and curiosity about environment should be within normal development.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

11. Asperger’s Syndrome (AS)
Higher functioning Autism?????
New to DSM in 1994
First described by Hans Asperger, a Viennese pediatrician (1944)
More common than “classic” autism
Famous persons- e.g.: Albert Einstein, Thomas Jefferson ???
AS definition should be considered tentative and in need of empirical validation.
Not as much body of research on AS, less advanced than autism.
Is it separate from autism or the same as high functioning autism??? Big controversy at this time.
Does AS differ in some important way from autism, PDD- NOS (I.e. history, course, outcome, family history or genetic involvement, neuropsychological profiles)
Prepared by KY Coop Network
February 2010

12. Other ASD
Pervasive Developmental Disability- not otherwise specified (PDD-NOS)
This category should be used when there is a severe and pervasive impairment in the development of reciprocal social interaction or verbal and nonverbal communication skills, or when stereotyped behavior, interests, and activities are present, but the criteria are not met for a specific Pervasive Developmental Disorder, Schizophrenia, Schizotypal Personality Disorder, or Avoidant Personality Disorder. For example, this category includes atypical autism --- presentations that do not meet the criteria for Autistic Disorder because of late age of onset, atypical symptomatology, or subthreshold symptomatology, or all of these.
Content prepared and organized by the Kentucky Autism Training Center for Autism Initiative
4/19/2017

13. PDDs
Rett syndrome
Onset of all of the following after the period of normal development:
deceleration of head growth between ages 5 and 48 months
loss of previously acquired purposeful hand skills between ages 5 and 30 months with the subsequent development of stereotyped hand movements (e.g., hand-wringing or hand washing)
loss of social engagement early in the course (although often social interaction develops later)
appearance of poorly coordinated gait or trunk movements
severely impaired expressive and receptive language development with severe psychomotor retardation
Very Rare. Effects only females.
Content prepared and organized by the Kentucky Autism Training Center for Autism Initiative
4/19/2017

14. Other PDDs Childhood Disintegrative Disorder
Normal development for at least the first 2 years after birth
Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:
expressive or receptive language
social skills or adaptive behavior
bowel or bladder control
play
motor skills
Abnormalities of functioning in at least two of the following areas:
qualitative impairment in social interaction (e.g., impairment in nonverbal behaviors, failure to develop peer relationships, lack of social or emotional reciprocity)
qualitative impairments in communication (e.g., delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play)
restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, including motor stereotypies and mannerisms
Content prepared and organized by the Kentucky Autism Training Center for Autism Initiative
4/19/2017

15. Prepared by KY Coop Network
IDEA Reauthorization
Prior to 1991, no specific classification for autism.
In 1991, IDEA specified autism as a disability for the first time.
Soon after individual states included Autism as a disability in state regulations (e.g. KY in 1993)
Important information for consideration when talking about prevalence rates. Depends when comparing with past data.
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February 2010

16. Prepared by KY Coop Network
IDEA 2004
A developmental disability that significantly affects
verbal and nonverbal communication
Social interactions
Evident before age 3
Adversely effects educational performance
34 CRF 300.8(c)(1)
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February 2010

17. Prepared by KY Coop Network
IDEA
Other characteristics associated
Repetitive activities & Stereotyped movements
Changes in daily routine
Unusual responses to sensory experiences
34 CRF c.1
Note: does not apply if child’s educational performance is aversively affected because of EBD.
Prepared by KY Coop Network
February 2010

18. Kentucky Administrative Regulations
ARC shall determine that a student has the disability of autism and eligible for specially designed instruction and related services if evaluation information verifies:
Difficulties in developing and using verbal or nonverbal communication
Difficulties in social interactions
Definition in KY regulations exactly like Federal Register.
Above is information from our KY Autism Eligibility form.
Prepared by KY Coop Network
February 2010

19. In consideration of ALL DISABILITIES
Is there an adverse effect on educational performance?
Is it due to lack of reading/math instruction?
Is it due to Limited English proficiency?
There are 3 questions that we need to consider no matter which suspected disability.
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February 2010

20. Prepared by KY Coop Network
Adverse Affect
Means that the progress of the child is impeded by the disability to the extent that the educational performance is significantly and consistently below the level of similar age peers. 707 KAR 1:280 Section 1 (2)
To determine adverse affect, the ARC must compare the student’s performance to the performance of peers, in the same learning environment. This information can come from peer comparisons to behavior, rating scales, and curriculum based assessment. Most states do not operationally define adverse affect.
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February 2010

21. Educational Performance
Determined on an individual basis.
Education is more than academics. May include non-academic and academic skills.
No single procedure used as sole criterion for determining.
ARC may consider information about outside or extra learning support provided to the child.
Have avoided an operational definition of educational performance. Since the definition of “educational performance is different for each child, the Department has not developed a single definition of this term.
Have the group brainstorm some potential academic and nonacademic skills that may be included in educational performance: grades, test scores (standardized/non-standardized), homework completion, citizenship, discipline referrals, suspension, peer/teacher relationships, and evaluation data.
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February 2010

22. Prepared by KY Coop Network
Video
Autism: The Hidden Epidemic (2005). Autism Speaks. Chapter 1: Early Signs of Autism Chapter 2: Possible Causes of Autism
Prepared by KY Coop Network
February 2010

23. Resources: Silverman & Weinfeld (2007); Smith-Myles (2005)
Co-morbid Conditions
Are you aware that 65% of individuals with Autism Spectrum Disorders (ASD) have at least one other co-occurring psychiatric disorder?
What do you think those might be?
What are you seeing in your districts, esp. around students with Aspergers?
Resources: Silverman & Weinfeld (2007); Smith-Myles (2005)
Resource: Silverman & Weinfeld (2007)

24. Co-morbid Conditions for Aspergers…
Mood Disorders (e.g., depression, bipolar disorder)
Anxiety Disorders
Obsessive-Compulsive Disorder
Tourette syndrome
Resources: Silverman & Weinfeld (2007); Smith-Myles (2005)
Resource: Silverman & Weinfeld (2007)

25. …Co-morbid Conditions
ADHD
Learning Disabilities (written expression, reading comprehension)
Epilepsy
Resources: Silverman & Weinfeld (2007); Smith-Myles (2005)
Resource: Silverman & Weinfeld (2007)

26. Where are students with ASD served?
Across a continuum of educational programming needs
Full inclusion
Collaborative support
Self-contained
LBD
MSD
ASD
In schools
Did not meet school eligibility
General education +
Resource
Special programs
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

27. Who is serving students with ASD?
Typical amount of autism training
Teachers MSD certified
Psychologists
Speech language pathologists
Occupational therapists
Teachers LBD certified
Teachers Gen. education certified
Administrators
Does the arrow going down indicate a decrease in level of training as move down the categories?
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

28. What interventionists need to know?
Two Priorities
How the characteristics of individuals with autism effect daily performance
Evidenced- based practices for instructing students with ASD
Practices that have accumulated sufficient research evidence of their efficacy
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

29. Tip of the Iceberg is generally all you see……..
What is underneath is the underlying characteristics of Autism. Important to know characteristics thoroughly because the behavior you see, may indicate characteristic of autism---do not immediately assume manipulative as with peers or LBD/EBD kids. They behavior may be signaling that they are bothered by something or something not right with their world.
But what is underneath is often more important

30. Characteristics of Learners with ASD
“If you know one child with autism, you know one child with autism”
Each individual with an ASD brings his/her own unique way of interacting with the environment
Each individual brings his/her own reinforcement history
Each individual with an ASD is more like his/her peers than different
Again, emphasis on each child being different in how their symptoms are manifested.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

31. Domain Areas-Diagnostically
Communication
Social Interaction & Relatedness
Restricted and Stereotyped behaviors, interests and activities
Three main domain areas that are important when diagnosis; however, they do not tell the entire picture of ASD students.
Prepared by KY Coop Network
February 2010

32. Prepared by KY Coop Network
Other Domain Areas
Cognitive Processes
Academic Skills
Sensory Processing
Emotional Vulnerability
Motor
Sensory difference, Cognitive processes; Emotional Vulnerability; Motor & Academics. Characteristics in these areas also important to understand when working with kids with autism; however, not necessary for diagnosis.
Prepared by KY Coop Network
February 2010

33. Activity 1: What comes to mind when you think of Autism?
Activity 1: Have the participants brainstorm characteristics in their teams. Identify a recorder. Provide post-it paper and markers. Give 5 minutes. When finished, have team member post on wall for gallery wall.
Or Activity 2: Give each table a card with a Skill Domain. Each table to brainstorm specific characteristics for their assigned Domain. As go through each domain, have group share out.
Prepared by KY Coop Network
February 2010

34. Strengths in Students with ASD
Good knowledge of facts
Good long term memory once information is processed
Musical or special talents (obsessive)
Visual thinkers
Good to remember and capitalize on the individual’s strengths when setting up educational program.
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February 2010

35. Prepared by KY Coop Network
Communication
Prepared by KY Coop Network
February 2010

36. Pre-linguistic skills
Some learners with ASD have difficulty acquiring the building blocks of communication
Joint attention
Joint attention is the process by which one alerts another to a stimulus via nonverbal means, such as gazing or pointing
“Child looks at a ball which cues the teacher to look at the ball”
Turn taking
Anticipating a routine
Without the basic steps, speech/communication development is delayed.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

37. Pre-linguistic skills
Eye contact
There has been some debate as to how to teach eye contact and whether it is a necessity especially to individuals who may find it aversive,
But, consider the importance of eye contact in typical face to face interactions
How do you react when a peer does not give eye contact, what does it make you think?
Imitation skills
Many students with ASD demonstrate weaknesses in imitation skills
Why is this critical in instructional environments?
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

38. Videos First Signs- Joint Attention Eye Contact Study-Yale
Eye Contact Study-Yale
Prepared by KY Coop Network
February 2010

39. Content prepared and organized by the Kentucky Autism Training Center
Communication
Many individuals with ASD do not develop functional communication (Miranda- Linne & Melin, 1997)
May use idiosyncratic language
Student says “ I want popcorn” to indicate he wants to go to the movies
May have literal understanding of language
Teacher says, “Sit down”
Student sits on the floor
Range from nonverbal to highly verbal.
Immediate or delayed echolalia may be observed.
Gestures or facial expressions/features may be used less.
Some develop their own words or meanings of words-babbling, nonsense words.
Literal interpretation of language or difficulties understanding abstract language (e.g. multiple meanings of words, irony, humor, sarcasm, symbolism).
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

40. Content prepared and organized by the Kentucky Autism Training Center
Communication
May demonstrate difficulties with
Verb tense and articles (Bartolucci, Pierce, & Streiner, 1980)
Pronoun reversal
“You want cookie”
Prosody
Unnatural tone in voice
Voice quality is typically not as pronounced as in autism (e.g. monotonic voice)
may use number of inflection patterns without adjusting to communicative content of speech.
Rate and volume abnormalities may be present.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

41. Content prepared and organized by the Kentucky Autism Training Center
Communication
Some individuals with ASD may not accurately read nonverbal communication or may not use corresponding nonverbal cues when speaking List some of the ways that you deliver “unspoken messages” Carol Gray, the creator of social stories™, suggested that maybe for some individuals with ASD social interaction is often like being on the outside of an inside joke.
Nonverbal cues: shared experiences, setting, body language, facial expressions
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

42. Picture Exchange Communication Systems
Prepared by KY Coop Network
February 2010

43. Activity 2: Think, Pair, Share
In small group, think about how kids deliver unspoken messages
Be prepared to share out
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February 2010

44. Social Interactions & Relatedness
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February 2010

45. Content prepared and organized by the Kentucky Autism Training Center
Pragmatic issues
Many individuals with ASD demonstrate
A lack of spontaneity
Decreased ability to recognize a speaker’s intent
Decreased ability to reciprocate during conversation
Decreased ability to respond with the appropriate amount of information (Scheuermann & Webber 2002)
Difficulties in ability to introduce, maintain, or shift topics, verbosity without effectively conveying a coherent message, and difficulties in suppressing ongoing thoughts.
Difficulties monitoring the listener's cues. Often the conversation flow may be in a didactic fashion.
Nonverbal cues: shared experiences, setting, body language, facial expressions
Difficulties using and understanding nonverbal communications.
Word retrieval problems
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

46. Social Interactions & Relatedness
Higher interest in objects than with people.
Inability to understand social rules, social engagement, and maintaining interactions.
Poor empathy.
Bluntly honest.
Withdrawal tendency - Prefer to be alone.
Difficulties making friends.
Difficulty with time (off pace with others).
Prepared by KY Coop Network
February 2010

47. Content prepared and organized by the Kentucky Autism Training Center
Theory of Mind
The ability to make inferences about what other people believe to be true
Sally- Ann Study (Baron-Cohen, Leslie, & Frith, 1985)
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

48. Content prepared and organized by the Kentucky Autism Training Center
Theory of Mind
Consider how an impairment in theory of mind might impact daily functioning
Appearance of being blunt or rude
Ability to lie
Understanding sarcasm
Negotiating
Compromising
Relationship development
May have marked social isolation, but are aware of or interested in others. Limited response to peer pressure, difficulty reading facial expressions and body language of others, limited ability to conceptualize the thoughts/feelings of others, busy, but not playing with anyone, see a room full of toys to play with not friends to play with, limited ability with team skills.
Problems with spontaneous social interactions.
Joint attention: two or more attend to the same thing at the same time.
Theory of Mind: Ability to think about and act on information about her own and others’ mental states (Beliefs, intentions, desires, etc.)
First-order: predictions of someone’s mental state. Second-order: recursive processing of one person’s mental state about another person’s mental state (.e.g. Mary thinks that John thinks…)
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

49. Content prepared and organized by the Kentucky Autism Training Center
Bullying
Many students with ASD are victims of bullying.
(Montes & Halterman, 2007)
This may increase the aversive qualities of school contexts for students with ASD.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

50. KATC Video Young Adult Panel- Discussion of Educational Experience
Prepared by KY Coop Network
February 2010

51. Restrictive and Stereotypic Behaviors, Interests and Activities
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February 2010

52. Restricted Range of Interests
Characteristics:
Unusual attachments to objects.
Preference for routines or rituals (need for sameness).
Perseverative behaviors.
Eccentric preoccupations.
Trouble letting go of ideas.
Single channeled (Focused on one idea).
Difficulties understanding the concept of finished.
Show an obsessive interest in an specific area or topic (e.g. math, science)
May have a history of hyperlexia -rote reading.
Wants to learn everything possible about the subject and tends to dwell on it in conversations and free play. (e.g. maps, weather, trains).
Sometimes may represent exaggerations of interests common to children in our culture (e.g. Disney characters, dinosaurs)
Interest may change over time - can be basis for adult career (re: Temple Grandin)
Prepared by KY Coop Network
February 2010

53. Stereotyped or repetitive behaviors
Individuals with ASD may engage in behaviors that are automatically reinforced
Hand flapping
Video talk
Spinning part of toys
Individuals with ASD may present a limited range of interests and insist on interacting around preferred topics
Young man wants only to talk to his peers about their experiences with narrow gauge steam engines
Show an obsessive interest in an specific area or topic (e.g. math, science)
May have a history of hyperlexia -rote reading.
Wants to learn everything possible about the subject and tends to dwell on it in conversations and free play. (e.g. maps, weather, trains).
Sometimes may represent exaggerations of interests common to children in our culture (e.g. Disney characters, dinosaurs)
Interest may change over time - can be basis for adult career (re: Temple Grandin)
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

54. Stereotyped or Repetitive Behaviors
How might these behaviors or interests impact daily functioning?
Social interaction
Academic performance
Motivation
Some individuals with ASD have noted that it is typical to have hobbies and interest?
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

55. Activity 3: Stereotyped or repetitive behaviors
In a small group, discuss how might these behaviors or interests impact daily functioning?
Chart on T-Chart provided using post it notes under the appropriate heading below
Social interaction
Academic performance
Motivation
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

56. Rainman Chapter 6- The Brothers Meet Prepared by KY Coop Network
February 2010

57. Prepared by KY Coop Network
Cognitive Processes
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February 2010

58. Prepared by KY Coop Network
Cognitive Processes
Prefer Order, Predictability, and Familiarity
Overselectivity
Gestalt thinking or chunking
Time Management
Uneven Skill Development
Problem-solving
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February 2010

59. Prefer Order, Predictability, and Familiarity
Need for sameness
Like order.
Engages in repetitive behaviors or rituals.
Difficulties making transitions or resistive to change.
Easily overwhelmed by minimal changes.
Rote learners
Need for everything to be in its place - overly neat.
Difficulties accepting a change in routine. Need to complete morning activities in rigid way. (e.g. Bath before bed or cannot sleep.)
All changes difficult to manage.
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February 2010

60. Content prepared and organized by the Kentucky Autism Training Center
Overselectivity
Individuals with ASD may attend to a limited number of cues in their environment
They may attend to an irrelevant part of an instructional stimuli
(Lovaas, Schreibman, Koegel, & Rehm, 1971)
Example:
Mrs. Johnson teaches Sally 10 new sight words to a 100% criterion.
Mrs. Johnson presents the same 10 words in a different font and Sally doesn’t recognize them.
What was Sally attending to?
Suggested activity: Start with a slide showing an optical illusion to demonstrate that people see may attend to different stimuli when viewing something
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

61. Content prepared and organized by the Kentucky Autism Training Center
Overselectivity
Consider how attending to a limited piece of the big picture may impact daily functioning.
Social Behavior
Language acquisition
Learning new skills
Safety Can’t see the forest for the trees.
Consider all of the relevant social cues to which one must attend to during social interaction
During language instruction student may selectively respond to visual or auditory cues resulting in problems with generalization
Consider not attending to a traffic light
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

62. Gestalt Thinking or Chunking
Some learners with autism may pair stimuli together in “chunks” without consideration of smaller units
Problem with stimulus control
We see either faces or a vase but children with ASD wouldn’t be able to make sense of it.
Automatic Teller machine machine
Personal Identification Number-Number
4/19/2017
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February 2010

63. Gestalt Thinking or Chunking
Consider how “chunking” might impact daily functioning.
Learning new skills
E.g. Reading: Sentence level to word level to phonics.
Adjusting to changes in routines
Pairing individuals with certain stimuli
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

64. Prepared by KY Coop Network
Video
Bing Commercials
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February 2010

65. Content prepared and organized by the Kentucky Autism Training Center
Time Management
Many individuals with ASD may demonstrate difficulties
In understanding the passing of time
Waiting
Using a clock to signal activity change
Breaking tasks into manageable chunks
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

66. Content prepared and organized by the Kentucky Autism Training Center
Time Management
Many students with large skill repertoires, including those with Asperger’s syndrome, may perform poorly in academic contexts due to the inability to plan and organize their time.
Without explicit instruction in these areas it is unreasonable to expect that these students will acquire these critical skills.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

67. Uneven Skill Development
It is important to note that student with ASD may demonstrate “islands of precocity”. That is, they may be gifted in some areas while demonstrating severe deficits in others. For example The uniquely erudite plebeian disparaged the concatenation of vernacular squandered by the cosmopolitan statesman on the entreatments for benefactions.
Ask a participant to read this statement and then follow up with a comprehension question. Discuss that some students may demonstrate hyperlexia.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

68. Uneven Skill Development
This uneven development increases the difficulty in assessing student abilities
It may lead teachers to make false assumptions about what a student should be able to do.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

69. Kentucky Autism Training Center, 2009
Problem-solving
Some students with ASD may appear logical, but their logic is based on students perspective
May not view a problem as having multiple solutions (Myles, 2007)
e.g., Student with Asperger’s syndrome decides to not do homework because he feels he will get a poor grade anyway.
Do they see value of doing if they already know it.
Know what to do vs. Application (Hidden Curriculum)
4/19/2017
Kentucky Autism Training Center, 2009

70. Prepared by KY Coop Network
Sensory Processing
Prepared by KY Coop Network
February 2010

71. Sensory Processing Activity 4: Alphabet activity
The instructions are as follows:
Ask participants to write two sentence about (what they have learned so far...or what they are going to do this weekend...or what they have done so far today...in other words anything
When they start to write, say, "Oh, I am sorry, I forgot to tell you that you have to use this alphabet (and put the alphabet up on the screen; don't give them a desk copy of the alphabet because it is usually more difficult to do far point copying when you don't know the letters than near point).
After a couple of minutes, I explain why we do this simulation; imagine how hard it is for a student that doesn't have good proprioception (knowing where their extremities are in relationship to space; difficulty with their tactile system (not knowing the letters OR how hard or soft to push on the writing tool); when you have sensory processing difficulties, the information you receive may be altered secondary to how you perceive through your sense of vision, touch, movement, smell, and taste.  Difficulty in the senses leads to difficulty with visualizing, planning, and executing tasks which require motor planning, sequencing, and execution.  
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February 2010

72. Content prepared and organized by the Kentucky Autism Training Center
Sensory Differences
Some individuals may over respond or under respond to sensory stimuli
As a result certain things in the environment might be exceptionally reinforcing or aversive to some individuals with ASD.
How might these differences impact daily functioning
In learning?
In interaction?
In behavior?
Tantrum vs. Meltdown-
Meltdown is when behavior is beyond the individual’s control. Things spiral out of control. They are overwhelmed at the situation and have no control. Generally with a meltdown, the person is not looking for a direct response from you. Afterwards, there is often a sense of remorse or guilt.
A tantrum is a manipulative behavior, a scheme for the person to get their own way. Once the person gets their way, there is often a sense of satisfaction. It is really hard to distinguish a meltdown and a tantrum because sometimes a tantrum can lead to a meltdown.
For a true manipulative behavior here must be a consequence.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

73. Prepared by KY Coop Network
Sensory Area
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February 2010

74. Prepared by KY Coop Network
Academic Skills
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February 2010

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Academic Skills
Extensive knowledge in narrow areas of interest.
Strong rote memory skills
Strong decoding with weaker comprehension skills.
Knows facts/details but difficulty with abstract reasoning.
Difficulties applying learned skills in new situations.
Easily distracted
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February 2010

76. Prepared by KY Coop Network
Academic Challenges
Student with ASD syndrome often present challenges in multiple academic areas
Students with HFA/Asperger’s Syndrome may present weaknesses in
Reading and listening comprehension
Written expression
Numerical operations
Problem solving (Whitby & Mancil, 2009)
Brainstorm other academic Challenges- not an exhaustive list
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February 2010

77. Emotional Vulnerability
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February 2010

78. Emotional Vulnerability
Easily stressed-worries obsessively
Unusual fear responses
Difficulties tolerating mistakes
Low frustration tolerance
Difficulties identifying, expressing or controlling emotions.
Exhibits “meltdowns” reactions
Prepared by KY Coop Network
February 2010

79. Content prepared and organized by the Kentucky Autism Training Center
Problem Behaviors
Students with ASD may exhibit problem behavior due to skill deficits that serve as barriers to accessing reinforcement.
Behavior is communication
I want a break
I need your attention
I want to eat
This is too hard
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

80. Content prepared and organized by the Kentucky Autism Training Center
Problem Behaviors
Students may also have a difficult time controlling behaviors
Activity 5
Take out a piece of paper and a pencil. When I say start, you will have one minute to write the pledge of the allegiance.
But, You must follow the subsequent rules
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

81. Content prepared and organized by the Kentucky Autism Training Center
Pledge Activity!
When you write the word “the” you must scratch it out or erase it one time. Then rewrite it and proceed.
When you write the word “to” tap your desk 2x with your pencil
When I clap 1x : Look up at the light for a count “one one thousand”
When I clap 2x: Look at me and say “ When is lunch”
The intent of this activity is to show participants that these behaviors induce anxiety in learners. During the activity, walk around the room and reprimand them for not looking at their papers.
Content prepared and organized by the Kentucky Autism Training Center
4/19/2017

82. Part 5: Nobel Laureate Vernon Smith on Living with Asperger’s Syndrome
Video
Autism: The Hidden Epidemic. (2005). Autism Speaks.
CNBC
Part 5: Nobel Laureate Vernon Smith on Living with Asperger’s Syndrome
Prepared by KY Coop Network
February 2010

83. Reinforcement Reminders
Reinforcement increases the likelihood of a behavior
“The way positive reinforcement is carried out is more important than the amount.”
B.F. Skinner
Prepared by KY Coop Network
February 2010

84. Prepared by KY Coop Network
Reward Choice Menu
Prepared by KY Coop Network
February 2010

85. Prepared by KY Coop Network
Token Board
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February 2010

86. Prepared by KY Coop Network
Motor Skills
Prepared by KY Coop Network
February 2010

87. Prepared by KY Coop Network
Motor Skills
Poor motor coordination
Awkward gait
Unusual body postures, movements, & facial expressions
Handwriting difficulties
Resists or refuses handwriting tasks
Prepared by KY Coop Network
February 2010

88. Characteristics of Autism
Prepared by KY Coop Network
February 2010

89. Prepared by KY Coop Network
Practices with Confirmed Evidence Base for Individuals with ASD (10/24/2008)
Behavioral strategies
Prompting
Time delay
Task analysis and chaining
Reinforcement
Computer-aided instruction
Differential reinforcement
Discrete trial training
Extinction
Functional behavior assessment
Functional Communication Training
Naturalistic interventions
Parent-implemented intervention
Prepared by KY Coop Network
February 2010

90. Prepared by KY Coop Network
Practices with Confirmed Evidence Base for Individuals with ASD (Cont.)
Peer Mediated Instruction/Intervention
PECS
Pivotal response training
Response interruption/redirection
Self-management
Social skills training
Social stories
Stimulus control/environ modification
Structured work systems
Video modeling
Visual supports
VOCA/SGD (speech gen. devices)
Prepared by KY Coop Network
February 2010

91. Prepared by KY Coop Network
Video
Autism: The Hidden Epidemic. (2005). Autism Speaks. Chapter 6: Educational Interventions
Prepared by KY Coop Network
February 2010

92. Prepared by KY Coop Network
In Summary
Prepared by KY Coop Network
February 2010

93. Prepared by KY Coop Network
General Teaching Tips
Look at physical environment-reduce distractions.
Use visual supports whenever possible.
Keep directions clear and concise. Avoid extra irrelevant words.
Capitalize on strengths and interests. Develop talents.
Encourage generalization by using a variety of materials, settings, & people when teaching a concept.
Prepared by KY Coop Network
February 2010

94. Prepared by KY Coop Network
General Teaching Tips
Use the prompt sequence to encourage correctness.
Use errorless learning.
Break expectations into small steps and gradually increase participation.
Encourage partial participation.
Encourage independent effort.
Prepared by KY Coop Network
February 2010

95. Prepared by KY Coop Network
General Teaching Tips
Use age appropriate materials.
Use concrete and hands-on activities.
Use organizational aides and visual supports.
Plan for transitions and prepare the student for change.
Prepared by KY Coop Network
February 2010

96. Prepared by KY Coop Network
General Teaching Tips
Develop systems to motivate the student to participate (e.g. rewards, tokens, etc).
May need to provide tangible rewards for accomplishments.
Develop “First ____, then ____” concept.
Prepared by KY Coop Network
February 2010

97. Prepared by KY Coop Network
General Teaching Tips
Tell the student expectations (what to do) and do not focus on what not to do.
Students with autism need explicit teaching to develop social and other skills and to understand social situations.
Label feelings/objects
Prepared by KY Coop Network
February 2010

98. The Challenge is not “How to teach”, but “What to teach.”
Resources
The Hidden Curriculum (Miles, Trautman, & Schelvan )
Solving Problems in Autism (Linda Hodgon)
Visual Strategies for Improving Communication (Linda Hodgon)
Social Stories 10.0 (Carol Gray)
Power Cards ( Elisa Gagon)
Behavioral Interventions for Young Children with Autism (Maurice, Luce & Green)
Inclusive Programming for Elementary Students with Autism (Shelia Wagner)
Tasks Galore Series (Taskgalore.com)
Prepared by KY Coop Network
February 2010

99. Prepared by KY Coop Network
Putting it Together
Or Structure for Us!!!
Prepared by KY Coop Network
February 2010

100. Guidelines for Success
Make it –CONRETE
Present it – VISUALLY
Give it - STRUCTURE
Prepared by KY Coop Network
February 2010

101. Temple Grandin – Thinking in Pictures.
“ I think in pictures. Words are like a second language to me. I translate both spoken and written words into full color movies, complete with sound, which run like a VCR tape in my head. When somebody speaks to me, his words are instantly translated into pictures.”
Prepared by KY Coop Network
February 2010

102. Prepared by KY Coop Network
Carol Gray
October, 2000
“If the student with
autism does not see it,
You did not say it.”
Prepared by KY Coop Network
February 2010

103. Local Parent Support Groups
Autism Society of the Heartland - Radcliff
Stephanie Ridge
Autism Society of Western Kentucky - Henderson
Nancy Boyett (502)
Autism Support Group of Allen County
Amanda Reagan
Hart of Autism – Hart County
Stephanie Turner
TJ Sampson Hospital - Glasgow, KY
WKU Kelly Autism Program Support Group – Bowling Green
Marty Boman

104. Prepared by KY Coop Network
Resources
Aspy, R & Grossman, B. (2007). The Ziggurat Model. Shawnee Mission, KY: Autism Asperger Publishing Company.
Center for Disease Control and Prevention
Division TEACCH
(Treatment and Education of Autism and related Communication handicapped Children)
Kentucky Autism Training Center
Indiana Resource Center for Autism
NBC (2005) The Hidden Epidemic. New York: NBC
Prepared by KY Coop Network
February 2010