Introduction To Autism Spectrum Disorders

Let’s Get Introduced

Objectives Definition and Prevalence of Autism Spectrum Disorder Learning the characteristics of individuals with ASD and why they need supports in the classroom/community Provide an “insiders view” of Autism to better understand how ASD looks and feels for some of our students Learn the difference between a medical diagnosis and an educational identification Participants will be better able to understand and respond appropriately when ASD impacts home, school and community functioning

Prevalence of ASD is estimated at 1 in 68 births 1 in 42 boys ASD is about 4.5 times more common among boys (1 in 42) than among girls (1 in 189) *Department of Health and Human Services, Centers for Disease Control and Prevention. 2014 and updated in 2016

Autism Rates Spike Again, CDC Says March 27, 2014 In March 2014 the CDC reported that the new data indicates that 1 in 68 children in United States has been identified as having an autism spectrum disorder Reports indicate that autism rates ranged from 1 in 175 children in Alabama to 1 in 45 in New Jersey. “Nearly half of those with autism have average or above average IQs, the CDC said. That marks a significant change from just a decade ago when only a third of kids on the spectrum fell within that range.” Boys continue to be diagnosed at a rate that’s nearly five times that of girls with 1 in 42 males considered to be on the spectrum Disability Scoop - http://www.disabilityscoop.com 2,146 Individuals with autism B-21 in Nebraska

Nebraska Department of Education Special Education Data Services Report of Student in Nebraska Schools Identified with Autism Birth-21 2011-12- 2,333 2012-13- 2,589 2013-14- 2,865 2014-15- 3,094 2015-16 3,375 2016-17 3,609 Numbers by Gender Boys: 3,078 Girls 531 Nebraska Department of Education Special Education Data Services

So….. What exactly is Autism Spectrum Disorder? “Autism spectrum disorder (ASD) is a developmental disability  that can cause significant social, communication and behavioral challenges.” Center for Disease Control and Prevention website: http://www.cdc.gov/ncbddd/autism/facts.html

Medical Diagnosis vs. Educational Identification A medical diagnosis is usually given by a doctor or clinical psychologist. The diagnosis is guided by criteria in the DSM-V and based on a medical model. An educational identification process is conducted by a school district to determine if a student has a disability and to plan appropriate services to address the student's individual needs. This process will reflect assessments done by a multidisciplinary team. Educational identification is based on an educational model.

Educational Identification in NE: Rule 51

The Autism Spectrum Social Interaction Communication Active but unsuccessful In own world Communication Verbal but Inept/awkward Non-verbal Restricted, Repetitive Behaviors/Interests Limited flexibility Restricted interests Rigid routines Stereotypical behaviors Response to Sensory Experiences High Sensitivity Understimulated

What ASD Looks Like “There is often nothing about how people with ASD look that sets them apart from other people, but people with ASD may communicate, interact, behave, and learn in ways that are different from most other people.” Center for Disease Control and Prevention website: http://www.cdc.gov/ncbddd/autism/facts.html

Social Characteristics Individuals with ASD may show some or all of the following deficits in social skills Difficulty understanding social “rules” and relationships. Inconsistent use of non verbal behavior Difficulty with spontaneously sharing experiences Lack of social reciprocity Unconventional/Awkward/Inappropriate methods of interaction. (“Difficulty” translates into “does not come naturally and must be taught”)

Communication Characteristics Individuals with ASD may show some or all of the following communication deficits: Delay or absence of spoken language Delay of non-verbal communication Repetitive or non-functional use of language (echolalia) Difficulty initiating and/or sustaining conversation Lack of varied, spontaneous play skills Unusual speech patterns

Restricted Patterns of Behavior, Interests, and Activities Need for sameness Routines and rituals Narrow areas of interest Repetitive motor behaviors Why do all this? Need for predictability and control over their world. No control = anxiety!

How can we help someone with ASD “Organize” and “Predict” the world around them? Individuals with ASD need to know the answer to the following questions when given a task: What do I have to do? How much I have to do (amount, length of time)? How do I know when I’m finished? What do I get to do next?

Sensory Characteristics Senses: seeing; hearing; smelling; tasting; touching; body position and balance (proprioception); movement (vestibular) Experience information to the senses in different ways Seek or avoid activities that provide input Fight or flight: anxiety Temple Grandin shares that, “sounds at school were like listening to the radio with all of the stations on at once”

How can we best support individuals with autism?

What’s Beneath the Surface? We need to address any underlying issues before teaching: Functions of Behavior: Escape Attention Tangible Sensory

Resources Nebraska ASD Network: Training and other Network resources http://www.unl.edu/asdnetwork/ Over 60 webinars, Virtual Strategies, Trainings, Resources, and More… Autism Speaks: ASD Information and downloadable Autism Tool Kits www.autismspeaks.org Autism Internet Modules: Free on-line training modules, many evidence-based interventions http://www.autisminternetmodules.org/index.php Organization for Autism Research: Educator’s Guides to Autism www.researchautism.org

Summary: Take-Home Points There is NO secret recipe! There is no “Quick fix” or “band aid” for students with ASD Individualize…some of the strategies you try may be exactly what one person needs and not work at all for another Individuals on the spectrum are always doing the best they can. They have ASD ALL the time, so remember that when there are times that behaviors can be frustrating. Try to see the world from the perspective of the person on the spectrum Make instructions CLEAR and CONCISE Figure out “What is beneath the surface?”

Question and Answer Time