1. Fitting the Pieces Together: Students with High Functioning Autism and Asperger’s Syndrome

2. Welcome! Take a poll using your cell phone and text. (Standard text rates apply ;-) Polleverywhere.com

3. Sensory Warm Up Sock and Paper Clips

4. Process What were some of your thoughts after demonstrating but before you tried it. What were thoughts when you were trying How can we relate this to students with disabilities Other

5. In the Media: http://content.foxsearchlight.c om/videos/node/3706 http://www.nbc.com/community/ video/cut-the-power-off-at-the- source/1221773/

6. People with Aspergers Syndrome respond to NBC’s Community http://boards.nbc.com/nbc/index.p hp?showtopic=830852&st=0

7. Spectrum Disorder

8. Processing

9. Video explaining the link to Gene’s and Autism http://www.bing.com/videos/watch/video /strong-autism-gene- ided/8259e7a152bbec8ed5478259e7a1 52bbec8ed547-84399947974http://www.bing.com/videos/watch/video /strong-autism-gene- ided/8259e7a152bbec8ed5478259e7a1 52bbec8ed547-84399947974

10. Definition (Autism Society of America) Lifelong Developmental Disability Typically appears during the first three years of life. It occurs in approximately fifteen out of every 10,000 births Four times more common in boys than girls. -Autism Society of America

11. It has been found throughout the world in families of all racial, ethnic and social backgrounds. No known factors in the psychological environment of a child have been shown to cause autism. -Autism Society of America

12. AUTISM IS TREATABLE Early diagnosis and intervention are vital to the future development of the child.

13. Autism or High-Functioning Autism or Aspergers Syndrome

14. Autism Autistic Disorder (also called “classic” autism) This is what most people think of when hearing the word “autism.” People with autistic disorder usually have significant language delays, social and communication challenges, and unusual behaviors and interests. Many people with autistic disorder also have intellectual disability. -CDC

15. Asperger Syndrome People with Asperger syndrome usually have some milder symptoms of autistic disorder. They might have social challenges and unusual behaviors and interests. However, they typically do not have problems with language or intellectual disability. -CDC

16. Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS; also called “atypical autism”) People who meet some of the criteria for autistic disorder or Asperger syndrome, but not all, may be diagnosed with PDD-NOS. People with PDD-NOS usually have fewer and milder symptoms than those with autistic disorder. The symptoms might cause only social and communication challenges.. -CDC

17. High-Functioning: little or no cognitive delay

18. Autism Symptoms The symptoms are caused by physical disorders of the brain. They include: –Disturbances in the rate of appearance of physical, social and language skills.

19. Autism Symptoms The symptoms are caused by physical disorders of the brain. They include: –Disturbances in the rate of appearance of physical, social and language skills. –Abnormal responses to sensations. Any one or a combination of senses or responses are affected: sight, hearing, touch, pain, balance, smell, taste, and the way a child holds his body.

20. Autism Symptoms The symptoms are caused by physical disorders of the brain. They include: –Disturbances in the rate of appearance of physical, social and language skills. –Abnormal responses to sensations. Any one or a combination of senses or responses are affected: sight, hearing, touch, pain, balance, smell, taste, and the way a child holds his body. –Speech and language are absent or delayed while specific thinking capabilities might be present.

21. Autism Symptoms The symptoms are caused by physical disorders of the brain. They include: –Disturbances in the rate of appearance of physical, social and language skills. –Abnormal responses to sensations. Any one or a combination of senses or responses are affected: sight, hearing, touch, pain, balance, smell, taste, and the way a child holds his body. –Speech and language are absent or delayed while specific thinking capabilities might be present. –Abnormal ways of relating to people, objects and events.

22. Autism can be “Co-Morbid” Autism occurs by itself or in association with other disorders which affect the function of the brain such as viral infections, metabolic disturbances, and epilepsy. Autism is NOT retardation The severe form of the syndrome may include extreme self-injurious, repetitive, highly unusual and aggressive behavior. Special educational programs using behavioral methods have proven to be the most helpful treatment.

23. Individual Intelligence Assessment Students with higher functioning autism are generally thought to have average to above-average intelligence.

24. Prevalence 1 percent of the population of children in the U.S. ages 3-17 have an autism spectrum disorder. Pediatrics, October 5, 2009, based on a National Children’s Health Survey done with 78,000 parents in 2007

25. High-Functioning AutismAsperger Syndrome Age of Diagnosis: around 3yrs old Age of Diagnosis around 8-12 years old Delays in early language but normal cognitive functioning Normal early language acquisition and normal cognition Pragmatic language and prosody are odd Often Mistaken for ADD/ADHD

26. TEACCH Article Activity Use different types of thinking to analyze an Article on Autism in the Classroom. Break into groups of 4-6 Within each group assign a different color “hat”. White, Red Black Yellow, Green, Blue

27. TEACCH Article Activity Each color “hat” represents a different way to thinking about the same material (Refer to handout) White: Cold, Neutral, objective- the facts Red: Conflict, listen to emotions Black: Gloomy and negative Yellow: Sunny and Positive Green: Creative, cultivating new ideas Blue: The “Big Picture”

28. TEACCH Article Activity After reading the article, discuss as a group from each of the different perspectives or “Hats”

29. Educational Impact Paradoxical nature of Asperger’s Syndrome and High Functioning Individuals High Cognitive Abilities --- Skill Deficits

30. Educational Impact (cont.) Difficulty with: –Perspective Taking (Theory of Mind) –Sociocommunicative understanding and expression –Reading/language comprehension –Executive Dysfunction –Problem Solving From “Blinded by Their Strengths: The Tospsy Turvy World of Asperger’s Syndrome by Diane Twachtman-Cullen on O.A.S.I.S On-line Asperger’s Syndrome Information and Support

31. ImpactClassroom ImplicationsYour Turn Perspective TakingClassroom Sharing of Ideas, Group Work, Essays Socio-communication understanding and expression Class Discussions, Global views, Reading/Language Comprehension Texts, Literature, Open- ended questions, Executive DysfunctionOrganization of school work, up coming due dates, Tests Problem SolvingAbstract ideas

32. Educational Impact (cont.) Insistence on Sameness Impairment in Social Interaction Restricted Range of Interests Poor Concentration Poor Motor Coordination Academic Difficulties –From Karen Williams, Understanding the Student with Asperger Syndrome: Guidelines for Teachers in Focus on Autistic Behavior, Vol. 10, No. 2

33. Video to College Professors Keep in mind: These students “want” to be there (as opposed to high school Not a disability of motivation ADA 504 applies in HS as well as IDEA if student has IEP. “Opportunities for Success,….not the RIGHT to success”

35. Grades are not the only determinant of educational impact. Can the student work in a group? Does the student easily follow the same schedule and routine as others? Does the student have friends and participate in extra-curricular activities? Does the student share the same interests as others in his grade level? Is the student demonstrating skills necessary to move to post- secondary environments? Can the student work in a group? Does the student easily follow the same schedule and routine as others? Does the student have friends and participate in extra-curricular activities? Does the student share the same interests as others in his grade level? Is the student demonstrating skills necessary to move to post- secondary environments?

36. Testing Results may vary according to student’s interest areas May struggle with timed portions of test May have interfering behaviors such as a need to erase perceived errors, not being able to move past an unknown task May expect “holes” in performance rather than lower than average performance overall Many perform well on standardized tests of achievement

37. Assessment of Social Skills Complex and difficult to accurately assess High functioning students often do well on standardized instruments, but fail miserably in social situations Even when social skills are assessed and taught, there is evidence to indicate generalization to everyday environments is not good

38. Social Skills May not understand social cues Difficult with non-verbal cues React best to “direct language” Kids with Autism want friends!

39. Clay Marzo: ESPN

40. Article Activity II 1.Select an article to review 2.Use the graphic organizer to identify a reaction from each “hat” 3.Share your article and reaction with someone else for 5 mins 4.Rotate and share with another person

41. Process How could the “Hats” activity be difficult for students with HFA/ Aspergers? How can it be adjusted?

42. A Parent’s Point of View Tanya Bergstein

43. Thanks! Survey Cheryl.Parker@dvusd.org http://highfunctioningautism.wikispaces.com/