Supporting the Student With ASD Manitoba Education Citizenship and Youth School Support Unit

Objectives of this morning:  What is ASD? The Primary Characteristics The Associated Features The student with Autism Spectrum Disorder  Gathering information  Connecting behaviours to reasons and strategies The Trouble Shooting Guide

WHAT IS AUTISM SPECTRUM DISORDER (ASD)?  A DESCRIPTION  THE PRIMARY CHARACTERISTICS  THE ASSOCIATED FEATURES

AUTISM SPECTRUM DISORDER (ASD)  ASD IS A COMPLEX NEUROLOGICAL DISORDER THAT AFFECTS THE FUNCTION OF THE BRAIN  ASD REFERS TO PERVASIVE DEVELOPMENTAL DISORDERS

ASD: THE PRIMARY CHARACTERISTICS  SOCIAL INTERACTION  COMMUNICATION  RESTRICTED PATTERNS OF BEHAVIOURS, INTERESTS, AND ACTIVITIES

ASD: THE ASSOCIATED FEATURES  UNUSUAL RESPONSES TO SENSORY STIMULI  ANXIETY  RESISTANCE AND ANGER  LIMITED PROBLEM SOLVING AND INDEPENDENCE  SCATTERED DEVELOPMENTAL PROFILE

Unusual Responses to Sensory Stimuli:

Profile A: ASD and Cognitive Disability

Profile B: ASD

Profile C: Asperger’s Syndrome

Asperger’s Syndrome  Qualitative impairment in social interaction  Restricted, repetitive and stereotyped patterns of behaviour, interests and activities  Clinically significant impairment of social, occupational, or other areas of function  No clinically significant delay in language development  No clinically significant delay in cognitive development or in development of age- appropriate self-help or adaptive skills

How do we develop appropriate programming for the student with ASD?  How do we determine appropriate student supports?  How do we balance student needs and the demands of the curriculum?  How do we ensure that expectations are both high and realistic?

A Student Profile… is a summary of what the team knows about a student identifies priority learning needs guides the team in determining appropriate educational programming options and developing the student- specific plan

Gathering Information  Parents provide a unique perspective on their child’s development and learning  Students can share preferences and perceptions of their learning strengths and needs  Previous teachers and educational assistants can provide information about strategies (effective and ineffective)  Review records, reports from consultant staff and outside agencies  Assess student in a variety of settings and activities  Use the ASD Inventory – Appendix D

The Behaviour Trouble Shooting Guide  ASD Handbook Appendix C Pages The Action Possible Reasons Strategies

The ASD Handbook (PDF) Service Directory