Understanding Autism Spectrum Disorder Presented by: Shawnee Mission School District Autism Specialists

Autism Spectrum Disorders  Autism Spectrum Disorders is a complex neurodevelopmental disability that affects a person’s ability to effectively communicate and interact with others.

Autism Spectrum Disorders….  is a life long disability  presents itself differently in each individual  occurs across all *socio-economics *intelligences *cultures

Autism Spectrum Disorders Characteristics and Symptoms  Difficulty with socialization  Difficulty with communication – both receptive and expressive  Need for predictability and routine  Sensory processing differences

Autism Spectrum Disorders Socialization Students with Autism Spectrum Disorders may have difficulty:  understanding others’ perspectives  understanding the impact of their behavior on others

Autism Spectrum Disorders Socialization Students with Autism Spectrum Disorders may:  have difficulty fitting in because of eccentric behaviors  have an interest in social contact but lack understanding of rules governing social behavior

Autism Spectrum Disorders Communication Students with Autism Spectrum Disorders may:  have difficulty communicating wants, needs, and concerns  use other means to communicate, such as through the use of repetitive words and/or challenging behaviors

Autism Spectrum Disorders Communication Students with Autism Spectrum Disorders may:  have difficulty understanding nonverbal communication, such as use of gestures and eye gaze  have difficulty processing spoken and written information  have difficulty understanding abstract concepts

Autism Spectrum Disorders Predictability and Routine Students with Autism Spectrum Disorders may:  be rigid in routine and have difficulty with change and transitions  have obsessions, perhaps with complex issues, such as electronic equipment, weather, history

Autism Spectrum Disorders Sensory Processing Students with Autism Spectrum Disorders may:  be over and/or under sensitive to sensory information  appear clumsy and awkward  move too fast or slow or need to move around a lot

Autism Spectrum Disorders Sensory Processing Students with Autism Spectrum Disorders may:  be sensitive to touch and recoil or become defensive if touched  have a high tolerance to pain  engage in repetitive motor movements or mannerisms, such as hand flapping

Autism Spectrum Disorders Strategies  Keep routines as consistent, structured, and predictable as possible  Prepare the student in advance for changes and transitions, including things such as scheduled breaks, fire/emergency drills, field trips, assemblies

Autism Spectrum Disorders Strategies  As much as possible, pair verbal language with visual cues, such as schedules, charts, lists, pictures, modeling, pointing  Break down and simplify more abstract language concepts

Autism Spectrum Disorders Strategies  State things clearly, slowly, and literally. Avoid language that may be misunderstood, such as sarcasm and idioms.

Autism Spectrum Disorders Strategies  Allow the student time to process (10-15 seconds). If necessary, rephrase and/or supplement with visuals  Ask only one questions or state one directive at a time.

Autism Spectrum Disorders Strategies Apply rules carefully Students with Autism Spectrum Disorders can be fairly rigid about following rules. While clearly expressed rules and guidelines, preferably presented visually to the student, are helpful, they should be applied with some flexibility. Since their needs and abilities are different, the rules do not have to automatically be the same as for other students.

Autism Spectrum Disorders Strategies Avoid power struggles Students with Autism Spectrum Disorders often do not understand displays of authority or anger and if forcefully confronted may become rigid and stubborn. Their behavior can then become rapidly out of control. At that point it is often better to back off and let the situation cool down.

Autism Spectrum Disorders Strategies Take full advantage of the student’s special talents and in interests and connect to the teaching process. Use special interests as a reward for task completion and adherence to rules and behavioral expectations.

Autism Spectrum Disorders Strategies  Become familiar with and follow student specific accommodations and modifications as outlined on the Individual Education Plan and/or Behavior Intervention Plan.  Do not hesitate to contact the student’s special education case manager or autism specialist for more information.

Autism Spectrum Disorders Resources Please visit the district’s website below for more information regarding Autism Spectrum Disorders www4.smsd.org/autism/