1. University of Utah December 1, 2009 Autism Spectrum Disorders Jaime D. Christensen, Ed.D. Rachel Colledge, M.A.

2. “While we are all in the same room, we are not all in the same place.” Susan M. Bashinski, Ed.D.

3. What is Autism? IDEA : Autism is a developmental disability that affects children prior to the age of three in three areas: Verbal & nonverbal communication Social interaction Academic performance Diagnostic and Statistical Manual of Mental Disorders: Pervasive Developmental Disorder (PDD) Autism is a spectrum disorder, including Asperger’s SyndromeAsperger’s Syndrome IDEA : Autism is a developmental disability that affects children prior to the age of three in three areas: Verbal & nonverbal communication Social interaction Academic performance Diagnostic and Statistical Manual of Mental Disorders: Pervasive Developmental Disorder (PDD) Autism is a spectrum disorder, including Asperger’s SyndromeAsperger’s Syndrome

4. Pervasive Development Disorders (PDD) Autism Asperger’s Syndrome Rett Syndrome Childhood Disintegrative Disorder Autism Asperger’s Syndrome Rett Syndrome Childhood Disintegrative Disorder

5. Prevalence 1 in 100 8 year-olds 1 in 58 boys CDC - Oct. 2009 1 in 100 8 year-olds 1 in 58 boys CDC - Oct. 2009

6. Characteristics of High Functioning Autism Difficulty making and keeping friends Resists change Inappropriate laughing and giggling No fear of dangers Little or no eye contact Echolalia Prefers to be alone Resists physical contact Tantrums Not responsive to verbal cues; acts as if deaf Difficulty in expressing needs Perseveration Motor delays Social deficits Communication deficits Obsessive interests Sensory issues Difficulty making and keeping friends Resists change Inappropriate laughing and giggling No fear of dangers Little or no eye contact Echolalia Prefers to be alone Resists physical contact Tantrums Not responsive to verbal cues; acts as if deaf Difficulty in expressing needs Perseveration Motor delays Social deficits Communication deficits Obsessive interests Sensory issues

7. Characteristics Asperger’s Syndrome Impairment or absence of social skills such as interaction, etc. Interest in odd items and interests towards repetitive, restricted and stereotyped behaviors Lack of coordination in vital areas of functioning Despite the impaired social skills, there will not be any lacuna in language learning Near normal mental development, self-help skills and adaptive behaviors (other than social skills) Majority of the symptoms will be similar to the symptoms of specific pervasive developmental disorder or schizophrenia and hence note to differentiateschizophrenia Impairment or absence of social skills such as interaction, etc. Interest in odd items and interests towards repetitive, restricted and stereotyped behaviors Lack of coordination in vital areas of functioning Despite the impaired social skills, there will not be any lacuna in language learning Near normal mental development, self-help skills and adaptive behaviors (other than social skills) Majority of the symptoms will be similar to the symptoms of specific pervasive developmental disorder or schizophrenia and hence note to differentiateschizophrenia

8. Friends - social Filter - verbal and physical “Fake” disability Finding their fit Friends - social Filter - verbal and physical “Fake” disability Finding their fit Common Challenges High Functioning Autism/Asperger’s

9. Classroom Strategies Visual schedules (predictability) Visual instruction Social stories/Power Cards Sensory breaks & frequent breaks Teach social skills Access to sensory materials (and other OT materials) Clear, positive behavior supports (school-wide and classroom) High expectations Access to keyboard Work with parents Visual schedules (predictability) Visual instruction Social stories/Power Cards Sensory breaks & frequent breaks Teach social skills Access to sensory materials (and other OT materials) Clear, positive behavior supports (school-wide and classroom) High expectations Access to keyboard Work with parents

10. Establish school-wide expectations Develop rules of behavior 3 to 5 positively stated rules Easy to remember Apply to all students, settings, and staff Develop a matrix of expected behavior in target contexts Contexts include: classrooms, hallways, gym, cafeteria, common areas, bus loading zone, etc. Teach the expected behaviors using an instructional approach Directly teach (tell/explain, model/show, practice, give reminders and pre-corrections) Actively supervise Positively reinforce Develop rules of behavior 3 to 5 positively stated rules Easy to remember Apply to all students, settings, and staff Develop a matrix of expected behavior in target contexts Contexts include: classrooms, hallways, gym, cafeteria, common areas, bus loading zone, etc. Teach the expected behaviors using an instructional approach Directly teach (tell/explain, model/show, practice, give reminders and pre-corrections) Actively supervise Positively reinforce

12. Expected Behaviors

13. Classroom PRIDE

14. Establish an on-going system of rewards Acknowledge expected behavior Use tangible rewards and acknowledgements High 5’s, coupons, gotchas, etc. Use social recognition Assemblies, bulletin boards, names over the intercom Use guidelines Fade tangibles Schedule strategically Maintain 5:1 positive to correction ratio Acknowledge expected behavior Use tangible rewards and acknowledgements High 5’s, coupons, gotchas, etc. Use social recognition Assemblies, bulletin boards, names over the intercom Use guidelines Fade tangibles Schedule strategically Maintain 5:1 positive to correction ratio

16. More

17. Levels

18. Level

22. 5. Establish a data system to monitor progress and aid in decision making Utilize a data management system Develop procedures for ongoing monitoring and evaluation Meet regularly to review data and implement interventions Utilize a data management system Develop procedures for ongoing monitoring and evaluation Meet regularly to review data and implement interventions

23. A Parent’s Perspective