1. Autism Spectrum Disorder Jennifer Hine Erin Pennington Sara Hornback

2. Definition A developmental disability described as significantly affecting verbal communication, nonverbal communication and social interaction, thereby influencing the child’s educational performance. Autism Spectrum Disorder is commonly referred to as ASD. It is a Pervasive Developmental Disorder (PDD). Asperger’s Syndrome is characterized by impairments in social interaction and restrictive, repetitive, and stereotyped patterns of behavior, not in the area of communication and language.

3. Content Knowledge Characteristics: Resistance to change in environment or routine. Unusual responses to sensory experiences. Engagement in repetitive activities and stereotyped movements. Called a spectrum disorder because of the different range of severity and skills of each child. Delays in language, social skills, and symbolic or imaginative play. Three main areas of impairment: Social interaction Communication Restrictive, repetitive, and stereotyped patterns of behavior Statistics: Autism occurs four times more in boys than in girls.

4. Management and Organization Embed preferred topics, items and materials into educational activities. Token system: Tokens traded for activities once the required number have been attained. Tokens are given for good behavior. Provide a schedule for daily activities. Visual sequence of photos. For those who can read, provide a daily planner. Use a kitchen timer to show when an activity will end.

5. May be distracted by items hanging on walls and bulletin boards. Have one part of the wall by the student’s desk clear of materials. Communication system: Learn to approach an adult and ask for what they want. All systems should be able to be used for all activities. Include extra time for student to initiate and respond to others. Arrange the environment to facilitate peer interaction. Make it known that classmates who help each other are highly regarded.

6. Instruction and Technology Incorporate rewards into the instructional program. Adapt lessons to fit the interests of student. Do not overuse the topic so it loses its power. Aim to expand areas of interest. Include both group work and independent work activities. Capitalize on the strengths of students. Embed frequent communication opportunities throughout the day. Develop important skills early on. Plan the use of multiple materials, in multiple contexts, with multiple people.

7. Assessment Allow student to have an Aide’s help if needed. Read the test questions to the student. If needed, the student can dictate an answer as the Aide records it. Allow the student enough time to finish the test. Provide a place where it is quiet, so that the student isn’t easily distracted. Asses the students social and physical skills as well as their academic skills. Use a timer, or warning, so that the student knows how much time he/she has left. Taking tests on the computer may be helpful in certain situations.

8. Teacher-to-Student-to-Parent Interaction Send a planner home with the student each day to make sure the parent knows what homework the child has. Ask the parent to sign the planner once the homework is completed. Video tape the child during a typical situation, and show that parent how the student behaves in class. The teacher, the Special Ed teacher and the parent should all be in constant communication. Use many of the same picture cards at home that are used at school. Invite the parent to be involved in any meetings with the pre-referral to placement team.