INTRODUCTION TO AUTISM

Rosemary E. Cullain Ph.D.

Colorado Training Associates Inc.

Training Topics

Characteristics and Implications of ASD

Teaching Strategies Strategies to

Improve Social Interaction

Interventions Related to Sensory Differences

Characteristics of Autism

Neurological in origin Brain Organized

Differently Differences in

social relationships Communication Repertoire of

behaviors

Paradox of Autism

ASD Learning Style

1. Predictable

2. Organized

3. Repetitive

4. One Modality

5. Visual

6. Concrete

7. Rote

8. Over Focus Attention

Neuro Typical Style

1. Flexible

2. Dynamic

3. Random

4. Multi Modalities

5. Auditory

6. Social

7. Analytical

8. Shifts Attention

Differences in These Areas

Thinking Learning Sensory

Thinking

Details versus concepts

Cause and effect Irrelevant versus

relevant Concrete versus

abstract Organization and

sequencing

Sensory

Easily over stimulatedDifficult to modulateProblems with segmentingPrefer orderly, predictable, familiar

Learning

Visual or VerbalPoor ImitatorsPrompt DependentNeed meaningful routines and strategiesNeed concept of finished

Helpful Teaching Interventions

TEACCH Model (Mesibov & Schopler)Picture Exchange Communication

(Bondy & Frost)Relationship Development Intervention

(Gustein & Sheely)SCERTS (Prizant, Weatherby, Rydell)Social Communication (Quill)

Good Interventions

Alter Environment to make world more meaningful

Based on strengthsProvide physical and visual structureProvide organization of the dayWork has beginning and end

Schedules

Individual to developmental level

Independence is goal

Student manipulates Resist over

prompting Provides visual

system to teach flexibility

Issues to Consider with Schedules

Can student match objects, pictures of words – can he read

Can student follow a sequence of activities using a visual cue

Where is the best locationWhat information is importantWhere does he mark off finished workWho sets up and makes changes

Work System

Method for presenting work in an organized systematic way.

System teaches independenceNot just work basketsHas a definite beginning and endCan have many faces

Questions Work Systems Answer

What do I have to do?

How much do I have to do?

When am I finished? What do I do next?

Sensory Implications

School environments include sensory information that is unfamiliar and different in intensity and duration

Elementary classrooms furniture visually distracting cafeteria smell noise

Middle/High School multiple passing periods Numbers of teachers, styles, expectations Noise Myriad of hallways

Strategies

Priming Preview activity Provides predictability Reduces anxiety and resulting behaviors

Working Independently Initial instruction Provides practice Adjust if necessary Access to place apart from routine environment Positive atmosphere not punishment or escape from tasks Allows for regrouping, planning, recovery

Home Base Access apart from routine environment Positive not punitive Allows person to regroup, plan, recover

Social Stories Stores from their perspective Describe social situations Relevant cues Visually descriptive less directive Addresses fears, anxiety obsessions

Strategies

Visual SupportsConcrete representationReduces ambiguityHelps anticipateOrganizes physical spaceHelps with transitionHelps to understand expectationsCan convey directions

Social Developmental Levels

Level one: Tuning In (Birth)

Emotional Attunement

Social Referencing

Excitement Sharing

Social Developmental Levels

Learning To Dance

(6 months) Learns rules, roles and

structures of experience sharing

Likes variety Synchronized actions Observing and

regulating to coordinate.

Social Developmental Levels

Level 3 Improving and Co –Creating (one year

Constant co variationFluid transitionsImprovisationCo-Creation

Social Developmental Levels

Level Four Sharing Outside Worlds (18 months)

Perception SharingPerspective TakingUnique ReactionsAdding Imagination

Social Developmental Levels

Level 5 Discovering Inside Worlds (30 mos)

Sharing IdeasEnjoying DifferencesInside and Outside WorldsPrimacy of Minds

Social Developmental Levels

Level 6 Binding Self to Others (48 mos)Unique SelfBelong to GroupsPals and PlaymatesEnduring Friendships

Social Implications for ASD

Most ASD are missing critical parts of the skills in Level 1

Need to teach those critical parts before kids are ready for groups

Must recognize their social development is different

Must remediate these needs Plan social demands around those needs Avoid friendship groups etc until at least level

5

Social Teaching Strategy L 1

Teach child to visually scan adult actions and reactions (use video)

Teach child to reference adults when uncertain or anxious

Teach visual cues that child can recognize as a sign to shift attention

Teach simple games and model excitement for the child to imitate.

Social Teaching Strategy L 2

Teach child to carry out coordinated interactions

Teach child to perform his role in a coordinated interaction

Teach child to time himself to coordinate this interaction

Teach regulation in a social interaction Teach methods to communicate to maintain

coordination in a social interaction.

Social Teaching Strategy L 3

Multi step levelCo-variation (novelty)Fluid transitionsImprovisingCo creation

Social Teaching Strategy L 4-6

Multi step involving Joint attentionPerspective TakingUnique ReactionsImagination

Sample Activities

Level One – Turn taking gamesLevel Two – Mirror GamesLevel Three – Cooperative GamesLevel Four – “Sharing” GamesLevel Five and Six - Groups

This is What we do as Parents and Teachers

The loving mother teaches her child to walk alone. She is far enough from him so that she cannot actually support him, but she holds her arms to him. She imitates his movements, and if he totters she swiftly bends as if to seize him, that the he might believe that he is not walking alone…her face beckons like a reward, an encouragement. Thus, the child walks alone with his eyes fixed on his mother’s face not on the difficulties in his way. He supports himself by the arms that do not hold him and constantly strives toward the refuge in his mother’s embrace, little suspecting that in the very same moment that he is emphasizing his need of her he is proving that he can do without her, because he is walking alone. (Kierkegaard)