I am a child

I am a child with Autism*Person first language

Autism spectrum disorder Article 7

Rule 41. Eligibility Criteriaa lifelong developmental disability that includes autistic disorder, Asperger's syndrome, and other pervasive development disorders, as described in the current version of the American Psychiatric Association's Diagnostic Statistical Manual of Mental Disorders. The disability is generally evident before three years of age and significantly affects verbal, nonverbal, or pragmatic communication and social interaction skills and results in an adverse effect on the student's educational performance. Other characteristics often associated include the following:

1. Engagement in:(A) repetitive activities; and(B) stereotyped movements

2. Resistance to:(A) environmental changes; or(B) change in daily routines.

3. Unusual responses to sensory experiences

Autism spectrum disorder Article 7

Rule 41. Eligibility Criteria cont.Autism spectrum disorder does not apply if a student’s

educational performance is adversely affected primarily by:

(1) An emotional disability(2) Blindness or low vision(3) deaf-blindness(4) A cognitive disability

Unless characteristics of autism spectrum disorder are demonstrated to a greater degree than is normally attributed to these disabilities.

• Autism is a collection if overlapping groups of symptoms that varyvary from child to child. (Siegel, 1996, p.301)

I am a child with Autism

Repetitive Behaviors

• Intense preoccupation with parts of objects or certain activities

• Repetitive motor mannerisms

Spinning objects

Lining up toys

Hand flapping

Rocking

Head banging

•Some children engage in these activities constantly while others tend to do so when anxious, stressed, or upset * (L)

Behavior can be extinguished (with rewards or consequences)

Behaviors can be replaced with more socially appropriate behaviors

Social Interactions• Lack of imaginary or symbolic play

* Play-dough (L)

• Lack of spontaneity in social interactions * Script and practice “Good morning”

• Limited interest in social games

• Limited interest in engaging in interactions with others

• Difficulty in developing peer relationships appropriate to developmental level.

* Babysitter rather that peer

Social Interactions

• Difficulty recognizing emotional states of self and others* Emotion cards

• Passive* Can be talked into doing things by peers* Script and practice “Stop that. Go tell”

I am a child

I am a child with autism

Cognition

• The act of thinking• Cognition shapes the way people

process information and relay understanding

Over-selectivity• When a child looks at

a picture and “over focuses” on one specific detail to the exclusion of everything else…tunnel vision

• For example this picture of a child’s closet may be described by a child with autism as a picture of Arthur the Aardvark

Visual Learner

• Someone who learns best by watching or seeing how something is done

• Show me learning•Schedules *

•Choice boards

•Social Stories *

•Videos

•Story and picture cards *

Focused attention

• Focused attention on a specific activity or object

• May last for a long time if not interrupted

• Can be very difficult to interrupt

Rote memory

• It is important to remember that autism, particularly in the area of cognition, is characterized by uneven rather than simply delayed development.

• This means that is common for a child with ASD to show "splinter" skills, appearing to be highly capable in some tasks (i.e., math computation) but unable to follow simple routines independently or carry on a conversation.

•May repeat the entire script of a movie or video

•May recall specific dates

•May be able to name all of the streets in the neighborhood *

Concrete ProcessingIt’s raining cats and dogs!

Run to the restroom.

Hop on the bus.

Take a seat.

Hit the lights.

Communication

• Delay in, or total lack of language

Autism Angel

Echolalia - The repetition or echoingof whole expressions

Echolalia occurs in approximately 85% of children with autism who eventually develop speech

• Can be used to learn language• Can be used to soothe• Can be used to communicate

• Lack of initiating, and difficulties sustaining conversation with others

• Inappropriate display and lack of understanding body language

Facial expressions, movements and gestures may not match what they are saying.

Their tone of voice may fail to reflect their feelings. Some use a high-pitched sing-song or a flat, robot-like voice.

This can make it difficult for others know what they want and need.

Communication difficulties can lead to frustration and inappropriate behavior verbally or physically (such as screaming, grabbing or running)

Communication

Processing Time

• Children with autism often need A Lot of time to process information.

• Giving them that time can often prevent a melt down!

• Patience, Patience, Patience

I am a child

I am a child with autism

Meet Temple Grandin

Autism and Sensory Issues

• The brain needs sensory information

• Our brain organizes information that is received through sound, vision, smell, taste, touch and movement

• Children with Autism usually react differently to sensory input

• Children with autism may have issues with one or all of the

sensory systems

• Children with autism can be sensory seekers sensory seekers

sensory avoiderssensory avoiders

Sensory overload demo

Sound Sensitivity Clues

Sound Avoiders

Tries to escape from noisesPuts hands over earsHears sounds you do not even

notice (like buzzing from florescent lights)

Becomes upset by sirens or other loud noises

Sound Sensitivity Clues

•Sound Seekers

Makes sounds, like humming, to block out other sounds

Seeks noises (H lawn mower)Does not respond to certain sounds

or name being called

What can you do?

Talk softly and slow downUse sound blocking headphonesUse soft music or other “good

sounds” to block out bad soundsHave a quiet place availablePay attention to the sounds around

you and see if you can identify any possible irritating sounds…applause, crowd noise, gym or cafeteria noise, fire alarms

Please keep in mind

• Unexpected sounds can be frightening

• A child with autism may run from distressing sounds

• Sound sensitivity can be painful

Visual Sensitivity Clues

• Visual avoiders

May be upset in cluttered places

May be upset in bright lights or sunlight

May be upset around florescent lighting

Visual Sensitivity Clues

• Visual Seekers

May seek bright colors

May flick or spin objects in front of eyes

May stare at bright lights or moving objects (fans)

What can you do?

Do not insist on eye contact (but do require the person to look in your direction)

Try and keep the environment as plain as possible or at least provide a clutter free wall.

Let the child with autism look out of the corner of his/her eyes.

What else can you do?

Do not put instructional material near your face (too much visual input).

If possible, do not use florescent lighting

If they are seekers, provide visual stimulation…a fish tank, kaleidoscope, spinner or mobile, etc

Use visual schedules and calendars and photos for seekers

Smell Sensitivity Clues

• Smell avoidersBreathes through mouth

Avoids cooking smells

Covers nose

Get upset around strong smells like cleaning supplies, perfumes, bathroom odors *

Smell Sensitivity Clues

• Smell seekers

Sniffs objects and people

Holds things up to the nose

Goes toward strong aromas

What can you do?

Try not to use scented products for avoiders

Keep the environment as clean as possible

Try to cover a bad smell with a good one on a handkerchief or give the child a tic tac

For seekers, provide a variety of scents like lotions, spices, air fresheners, scented markers, etc

Please keep in mind

• Smell sensitivity is difficult. There are smells everywhere!

• Smells can affect behavior• A child with autism may be so

uncomfortable with the smell of urine or bowel movements, they may put off going to the restroom for as long as possible *

Taste Sensitivity Clues

• Taste avoidersOnly eats certain foodsWill not mix foods or eat casseroles

• Taste seekersMay prefer strong flavors and

spicesMay like to dip food in saucesMay lick or chew non-food items

What can you do?

Offer a variety of foodsCheck for smells in the room that may

make it hard to eatThink about texture and temperature

(sometimes they cannot tell when food is too hot)

Offer safe alternatives to replace inappropriate licking or chewing (gum, mint, hard candy, etc.)

Touch Sensitivity Clues

• Touch avoidersMay hit or withdraw when touchedMay have problems with haircuts or

combing hair

• Touch SeekersMay not feel pain easilyMay look for rough surfacesMay look for physical contact *H

What can you do?

Never tickle a child with autismBe aware of clothes…they may be

too stiff or scratchy. Look for tags in clothes

Don’t touch the child without warning them

Use a firm but gentle touch…light touch is often more uncomfortable

Movement Sensitivity Clues

• Movement avoidersMay be frightened going down

stairs or on uneven surfacesMay prefer to sit to avoid physical

activity

• Movement seekersMay jump, bounce, pace, rock or

twirlMay be very active

What can you do?

Provide support. Let them know you are there to help

Practice new activities when they are calmBe prepared for them to bolt if you put

them in a situation that is scary for themIf they are seekers, give movement breaksProvide physical work as part of a task

Please keep in mind

• Challenging behaviors may occur if the child with autism is not getting enough movement

• Provide creative opportunities for movement such as:Jumping on a rebounderSwingingSit-n-spinMoving books or weighted objects

I am a child

I am a child with autism

Wrap-up

10 things every child with autism wishes you knew