Mary WellsEDDU 575zDecember 19, 2010

A Resource Guide for TeachersA Resource Guide for Teachers

History of AutismHistory of Autism

Video source for following page: http://www.youtube.com/watch?v=VaZUig03gT0

Image source: http://www.psychiatrytalk.com/wp-content/uploads/2010/05/Autism-Spectrum-Disorder.jpgResource: http://www.autismsocietyca.org/resources.html

• Affects 1 in 100 childrenAffects 1 in 100 children• Four times more likely in boys than girlsFour times more likely in boys than girls• No racial, ethnic or social boundariesNo racial, ethnic or social boundaries

• Autistic DisorderAutistic Disorder• Asperger’s DisorderAsperger’s Disorder• Childhood Disintegrative Childhood Disintegrative

DisorderDisorder• Rett’s DisorderRett’s Disorder• Pervasive Developmental Pervasive Developmental

Disorder – NOSDisorder – NOS

CommunicationSocial interactionSensory impairmentPlayPossible behaviors:

Overactive or passiveTantrumsPerseverationLack of common senseAggressionResistant to change

Image source: http://www.displaysforschools.com/autism.htmlResource: http://www.autismsocietyca.org/resources.html

Current Practices and ResearchCurrent Practices and Research

Nancy Minshew, MD, University Nancy Minshew, MD, University of Pittsburgh School of Medicineof Pittsburgh School of Medicine

• In many autistic people, the In many autistic people, the brain develops too quickly brain develops too quickly beginning at about 12 beginning at about 12 months. By age ten, their months. By age ten, their brains are at a normal size, brains are at a normal size, but "wired" atypically.but "wired" atypically.

• The result may be that The result may be that autistic people think and autistic people think and perceive differently and perceive differently and have less of an ability to have less of an ability to block sensory input.block sensory input.

Image source: http://www.wpic.pitt.edu/research/cefar/research/investigators.htmResource: http://autism.about.com/od/causesofautism/a/AutismBrain.htm

Down side of unique wiringDown side of unique wiring

"Autism really impacts behavioral function in the brain "Autism really impacts behavioral function in the brain very broadly. It effects sensory, motor, memory, and very broadly. It effects sensory, motor, memory, and postural control -- anything that requires a high degree postural control -- anything that requires a high degree of integration of information. The symptoms are most of integration of information. The symptoms are most prominent in social interaction and problem solving prominent in social interaction and problem solving because they require highest degree of interaction. because they require highest degree of interaction. They're socially/emotionally far more delayed than They're socially/emotionally far more delayed than anyone ever thought, even if they have a high IQ. anyone ever thought, even if they have a high IQ. Temple Grandin, a well-known speaker and writer with Temple Grandin, a well-known speaker and writer with autism, says she's emotionally about 7 - 10 years old."autism, says she's emotionally about 7 - 10 years old."

Resource: http://autism.about.com/od/causesofautism/a/AutismBrain.htm

Up side of unique wiringUp side of unique wiring

"Autistic people have a really "Autistic people have a really stellar ability to use the visual stellar ability to use the visual parts of the right side of the brain parts of the right side of the brain to compensate for problems with to compensate for problems with language processing. This may be language processing. This may be the basis for detail-oriented the basis for detail-oriented processing -- and may be a processing -- and may be a decided advantage! Control decided advantage! Control children can't find Waldo. Autistic children can't find Waldo. Autistic children can."children can."

Resource: http://autism.about.com/od/causesofautism/a/AutismBrain.htm

Myths vs. RealityMyths vs. Reality

Video source for following page: http://www.youtube.com/watch?v=NvIRz-sZcmM

Current TreatmentsCurrent Treatments

““Many people think of Many people think of children with autism as children with autism as flapping their arms … or flapping their arms … or spinning in some corner… spinning in some corner… Not to say that children Not to say that children don’t engage in that type of don’t engage in that type of behavior, but many with behavior, but many with autism don’t resemble that autism don’t resemble that prototype at all, which is prototype at all, which is very surprising to teachers.”very surprising to teachers.”

Photo source: http://mindbrain.ucdavis.edu/people/pcmundy

““They might learn very well, They might learn very well, but they are not great social but they are not great social learners.” learners.” ““Children with autism have Children with autism have a difficult time paying a difficult time paying attention to the right things attention to the right things at the right time when it at the right time when it comes to learning from comes to learning from other people.”other people.”

Photo source: http://mindbrain.ucdavis.edu/people/pcmundy

““The biggest misconception The biggest misconception is that most of us think is that most of us think children with autism don’t children with autism don’t respond well to respond well to intervention, but we’re intervention, but we’re beginning to see that they beginning to see that they do respond pretty well to do respond pretty well to intervention.”intervention.”

Photo source: http://mindbrain.ucdavis.edu/people/pcmundy

Tips for Managing BehaviorTips for Managing Behavior

• Know your child.Know your child.– Extra-sensitive to sound and light?Extra-sensitive to sound and light?– Need lots of sensory input?Need lots of sensory input?

• Modify your expectations.Modify your expectations.– Start with small goals and build to larger ones.Start with small goals and build to larger ones.

• Modify the environment to make it safer.Modify the environment to make it safer.– Bolt shelves to the walls.Bolt shelves to the walls.– Latch cabinets and doors securely.Latch cabinets and doors securely.

Resource: http://autism.about.com/od/autismhowtos/tp/behavetips.htm

Tips for Managing BehaviorTips for Managing Behavior

• Remove overwhelming sensory input.Remove overwhelming sensory input.– Avoid overwhelming sensory settingsAvoid overwhelming sensory settings– Consider ear plugs or distracting toysConsider ear plugs or distracting toys

• Provide sensory input when needed.Provide sensory input when needed.– Bear hugsBear hugs– Security blanketsSecurity blankets

• Look for positive outlets for unusual behaviors.Look for positive outlets for unusual behaviors.– Climbing or spinning on playground equipmentClimbing or spinning on playground equipment

Resource: http://autism.about.com/od/autismhowtos/tp/behavetips.htm

Parent/Teacher CollaborationParent/Teacher Collaboration

Dr. Rebecca Landa, Director of Dr. Rebecca Landa, Director of Kennedy Krieger Center for AutismKennedy Krieger Center for Autism

““Parents have good instincts Parents have good instincts when it comes to their when it comes to their children. If they’re concerned, children. If they’re concerned, they shouldn’t wait to see a they shouldn’t wait to see a professional for immediate in-professional for immediate in-depth screening and depth screening and developmental surveillance. developmental surveillance. We know from other research We know from other research that the sooner you can that the sooner you can diagnose autism and start diagnose autism and start intervention, the better the intervention, the better the child’s outcomes.”child’s outcomes.”

Image source: http://autismointegral.blogspot.com/2009/07/sobre-la-ecolalia-ii-un-asunto-de-suma.htmlResource http://www.kennedykrieger.org/kki_news.jsp?pid=8773

Parent/Teacher CollaborationParent/Teacher Collaboration

• Parental involvement is essential to child success.Parental involvement is essential to child success.• Parents and teachers are equal partners in the Parents and teachers are equal partners in the

educational process.educational process.• Teachers who feel confident in their abilities to Teachers who feel confident in their abilities to

collaborate will be more likely to reach out to collaborate will be more likely to reach out to parents.parents.

• Teachers must take responsibility for engaging Teachers must take responsibility for engaging families.families.

Resource: http://digitalcommons.iwu.edu/cgi/viewcontent.cgi?article=1013&context=psych_honprojHays '05, Amber, "Parent-Teacher Collaboration for Students with Autism Spectrum Disorders: The Role of Teacher Training“ (2005). Honors Projects. Paper 9

Parent/Teacher Collaboration ToolsParent/Teacher Collaboration Tools

• Daily Communication Book for each child Daily Communication Book for each child • Teacher can ask the student what went on last night at Teacher can ask the student what went on last night at

home, and know the answers to expect. home, and know the answers to expect. • Parents can do the same about school. Parents can do the same about school. • This can be very useful when it comes to IEP time.This can be very useful when it comes to IEP time.

• Alternative: Take-home sticker chartAlternative: Take-home sticker chart• Divide into time periods with space for comments.Divide into time periods with space for comments.• Comment on successes and difficulties.Comment on successes and difficulties.

Resource: http://www.autism-pdd.net/testdump/test14282.htm

Behavioral ImplicationsBehavioral Implications

Social DevelopmentSocial Development• When picked up, offering no "help"When picked up, offering no "help"• Seems unaware of other people and their feelingsSeems unaware of other people and their feelings• Treating other people as if they were inanimate Treating other people as if they were inanimate

objectsobjects• Doesn't point at objects to indicate wants or needsDoesn't point at objects to indicate wants or needs• Doesn't share achievements or interestsDoesn't share achievements or interests• Has difficulty starting relationships with peersHas difficulty starting relationships with peers• Avoids eye contact with othersAvoids eye contact with others• Has difficulty cooperating in groupsHas difficulty cooperating in groups• Prefers solitary activitiesPrefers solitary activities

Resource: http://www.suite101.com/article.cfm/autism/46554

CommunicationCommunication

• Has delayed speech and use of gesturesHas delayed speech and use of gestures• Has difficultly understanding languageHas difficultly understanding language• Has difficultly understanding nonverbal cuesHas difficultly understanding nonverbal cues• Repetitive speech; echoes what others say Repetitive speech; echoes what others say

(echolalia)(echolalia)• Confusion between the pronouns "I" and "You"Confusion between the pronouns "I" and "You"• Memorizes words but can't use the words in contextMemorizes words but can't use the words in context• Has difficulty with the give and take of conversationHas difficulty with the give and take of conversation• Monotone voiceMonotone voice

Resource: http://www.suite101.com/article.cfm/autism/46554

BehaviorBehavior

• Has rigid routines (may appear as if resistant to Has rigid routines (may appear as if resistant to change)change)

• Repetitive behaviors, such as hand flapping, rocking, Repetitive behaviors, such as hand flapping, rocking, finger flickingfinger flicking

• Insistence on following a set pattern of behaviorInsistence on following a set pattern of behavior• Insistence on keeping objects in a certain, often Insistence on keeping objects in a certain, often

intricate, physical patternintricate, physical pattern• Preoccupation with handsPreoccupation with hands• Preoccupied with parts of an object instead of the Preoccupied with parts of an object instead of the

whole objectwhole objectResource: http://www.suite101.com/article.cfm/autism/46554

BehaviorBehavior

• Spins objects and/or fixates on spinning objectsSpins objects and/or fixates on spinning objects• Dislike of certain soundsDislike of certain sounds• Dislike of touching certain texturesDislike of touching certain textures• Dislike of being touchedDislike of being touched• Temper tantrumsTemper tantrums• Displays a lack of imaginative play; can't pretendDisplays a lack of imaginative play; can't pretend• Self-injurious behaviorSelf-injurious behavior

Resource: http://www.suite101.com/article.cfm/autism/46554

Learning DeficitsLearning Deficits

• Has difficulty with abstract conceptsHas difficulty with abstract concepts• Has difficulty using skills learned in one environment Has difficulty using skills learned in one environment

in another environment (generalization)in another environment (generalization)

Resource: http://www.suite101.com/article.cfm/autism/46554

Associated FeaturesAssociated Features

• Shows a lack of fear and/or awareness of dangerShows a lack of fear and/or awareness of danger• Laughing at inappropriate timesLaughing at inappropriate times• Sudden mood changesSudden mood changes• Self-injurious behaviorSelf-injurious behavior• Toilet training, sleeping, and/or eating problemsToilet training, sleeping, and/or eating problems

Resource: http://www.suite101.com/article.cfm/autism/46554

How Individuals with AutismHow Individuals with AutismView ThemselvesView Themselves

Video source for following page: http://www.youtube.com/watch?v=RL_9KgOBgXg&NR=1

How Individuals with AutismHow Individuals with AutismWant to be TreatedWant to be Treated

Video source for following page: http://www.youtube.com/watch?v=muTl2U-bE9o&NR=1

Suggestions for Working withSuggestions for Working withStudents with AutismStudents with Autism

““These tips are designed for These tips are designed for the teacher who is just the teacher who is just beginning to work with a beginning to work with a student with autism. … They student with autism. … They can help a teacher of any can help a teacher of any grade level or subject area grade level or subject area plan lessons and engineer a plan lessons and engineer a safe and comfortable safe and comfortable classroom for students with classroom for students with autism and other unique autism and other unique learning characteristics.”learning characteristics.”

Resource: http://www.paulakluth.com/articles/tenideas.htmlImage source: http://www.paulakluth.com/index.html

• Ask the student to …Ask the student to …– Take a short survey or sit for a brief interviewTake a short survey or sit for a brief interview– Create a list of teaching tips that might help him/herCreate a list of teaching tips that might help him/her

• Ask the student’s family to …Ask the student’s family to …– Share teaching tips they have found useful in the home Share teaching tips they have found useful in the home – Provide videotapes of the student in different activitiesProvide videotapes of the student in different activities

• Observe the student in another classroom to learn …Observe the student in another classroom to learn …– What can this student do well? What can this student do well? – Where is he/she strong? Where is he/she strong? – What has worked to create success for the student?What has worked to create success for the student?

Resource: http://www.paulakluth.com/articles/tenideas.html

• Some students with autism struggle with transitions. Some students with autism struggle with transitions. Teachers can minimize their discomfort when Teachers can minimize their discomfort when transitioning.transitioning.– Give five and one minute reminders to the class before any Give five and one minute reminders to the class before any

transition.transition.– Create a transitional activity such as writing in a homework Create a transitional activity such as writing in a homework

notebook or singing a short song about “cleaning up”.notebook or singing a short song about “cleaning up”.– Ask all students to move from place to place with a partnerAsk all students to move from place to place with a partner– Give the student a transition aid, such as a toy, object, or Give the student a transition aid, such as a toy, object, or

picture, to carry.picture, to carry.

Resource: http://www.paulakluth.com/articles/tenideas.html

• Allow the student to move frequentlyAllow the student to move frequently• Provide the student with an object to manipulate Provide the student with an object to manipulate

during lessonsduring lessons– Possibilities include Slinky toys, Koosh balls, straws, stir Possibilities include Slinky toys, Koosh balls, straws, stir

sticks, strings of beads, rubber bands or even key chains sticks, strings of beads, rubber bands or even key chains that have small toys attached to themthat have small toys attached to them

• Allow the student to draw or doodle on a notepad, Allow the student to draw or doodle on a notepad, write on his/her folder, or sketch in a notebook write on his/her folder, or sketch in a notebook during a lessonduring a lesson

Resource: http://www.paulakluth.com/articles/tenideas.html

• Have students copy assignments, pack book bags, Have students copy assignments, pack book bags, put materials away, and clean work spaces togetherput materials away, and clean work spaces together

• Ask all students to do two-minute clean-up and Ask all students to do two-minute clean-up and organization sessions at the end of classorganization sessions at the end of class

• Provide checklists around the classroom- especially Provide checklists around the classroom- especially in key activity areas. (e.g., Did you complete the in key activity areas. (e.g., Did you complete the assignment? Is your name on the paper?) or on the assignment? Is your name on the paper?) or on the front of the classroom door (e.g., Do you have a front of the classroom door (e.g., Do you have a pencil? Notebook? Homework?)pencil? Notebook? Homework?)

Resource: http://www.paulakluth.com/articles/tenideas.html

• A student who likes to organize things might be put A student who likes to organize things might be put in charge of collecting equipment in physical in charge of collecting equipment in physical education. education.

• A student who is comforted by order might be asked A student who is comforted by order might be asked to straighten the classroom library.to straighten the classroom library.

• A student with autism might be given the chore of A student with autism might be given the chore of completing the lunch count. Counting the raised completing the lunch count. Counting the raised hands and having to record the right numbers in the hands and having to record the right numbers in the right spaces might help build that student’s right spaces might help build that student’s literacy and numeracy skills.literacy and numeracy skills.

Resource: http://www.paulakluth.com/articles/tenideas.html

• Some students work best when they can pause Some students work best when they can pause between tasks and take a break of some kind (walk between tasks and take a break of some kind (walk around, stretch, or simply stop working). around, stretch, or simply stop working). – Some will need to walk up and down a hallway once or Some will need to walk up and down a hallway once or

twice.twice.– Others will be fine if allowed to wander around in the Others will be fine if allowed to wander around in the

classroom.classroom.• Possibly use these as instructional pauses.Possibly use these as instructional pauses.– Give students a topic to discuss, then let them talk and Give students a topic to discuss, then let them talk and

walk.walk.– After ten minutes of movement, bring the students back After ten minutes of movement, bring the students back

together and ask them to discuss their conversations.together and ask them to discuss their conversations.

Resource: http://www.paulakluth.com/articles/tenideas.html

• Use the student’s interests, strengths, skills, areas of Use the student’s interests, strengths, skills, areas of expertise, and gifts as tools for teaching. expertise, and gifts as tools for teaching. – Students who find conversation and “typical” ways of Students who find conversation and “typical” ways of

socializing a challenge, may be adept at connecting with socializing a challenge, may be adept at connecting with others in relation to an activity or favorite interest.others in relation to an activity or favorite interest.

• Any of the interests students bring to the classroom Any of the interests students bring to the classroom might also be used as part of the curriculum. might also be used as part of the curriculum.

Resource: http://www.paulakluth.com/articles/tenideas.html

• Give the student encouragement as he or she Give the student encouragement as he or she attempts to do some writing- a word, a sentence, or attempts to do some writing- a word, a sentence, or a few lines. a few lines.

• Allow the student to use a computer, word Allow the student to use a computer, word processor, or an old typewriter for some lessons. processor, or an old typewriter for some lessons.

• Use peers, classroom volunteers, teachers, and Use peers, classroom volunteers, teachers, and paraprofessionals as scribes for a student who paraprofessionals as scribes for a student who struggles with movement and motor problems, struggles with movement and motor problems, writing as the student with autism speaks ideas and writing as the student with autism speaks ideas and thoughts.thoughts.

Resource: http://www.paulakluth.com/articles/tenideas.html

• Allow the student to choose which role to take in a Allow the student to choose which role to take in a cooperative group, which topics to study or which cooperative group, which topics to study or which problems to solve, and how to receive personal problems to solve, and how to receive personal assistance and supports. Examples:assistance and supports. Examples:– Solve five of the ten problems assignedSolve five of the ten problems assigned– Raise your hand or stand if you agreeRaise your hand or stand if you agree– Work alone or with a small groupWork alone or with a small group– Read quietly or with a friendRead quietly or with a friend– Use a pencil, pen, or the computerUse a pencil, pen, or the computer– Do your research in the library or in the resource roomDo your research in the library or in the resource room– Take notes using words or picturesTake notes using words or pictures– Choose any topic for your term paperChoose any topic for your term paper

Resource: http://www.paulakluth.com/articles/tenideas.html

• To learn appropriate behaviors, students need to be To learn appropriate behaviors, students need to be included to observe how their peers talk and act. included to observe how their peers talk and act.

• They need to be in a space where they can listen to They need to be in a space where they can listen to and learn from others who are socializing. and learn from others who are socializing.

• Teachers need to see the learner functioning in the Teachers need to see the learner functioning in the inclusive classroom to know what types of inclusive classroom to know what types of specialized supports will be needed.specialized supports will be needed.

• The best way to learn about supporting students The best way to learn about supporting students with autism in inclusive schools is to include them.with autism in inclusive schools is to include them.

Resource: http://www.paulakluth.com/articles/tenideas.html

• Autism SpeaksAutism Speakshttp://www.autismspeaks.org/http://www.autismspeaks.org/

• Autism Speaks NetworkAutism Speaks Networkhttp://autismspeaksnetwork.ning.com/http://autismspeaksnetwork.ning.com/

• Autism Society of CaliforniaAutism Society of Californiahttp://www.autismsocietyca.org/http://www.autismsocietyca.org/

• Autism SocietyAutism Societyhttp://www.autism-society.org/http://www.autism-society.org/

• TeachersFirst.comTeachersFirst.comhttp://www.teachersfirst.com/content/http://www.teachersfirst.com/content/spectopics/autism-asperger.cfmspectopics/autism-asperger.cfm

• Autism Society of AmericaAutism Society of Americahttp://www.autism-society.org/http://www.autism-society.org/

• National Institute of Mental HealthNational Institute of Mental Healthhttp://www.nimh.nih.gov/health/publicatiohttp://www.nimh.nih.gov/health/publications/autism/complete-index.shtmlns/autism/complete-index.shtml

• Wrightslaw.comWrightslaw.comhttp://www.wrightslaw.com/info/http://www.wrightslaw.com/info/autism.index.htmautism.index.htm