What is Autism?& How Do I Deal

with It in My Classroom?

Presented by:Mollie Burns

Sammi States

Video Clip… http://www.autismspeaks.org/sponsoredeve

nts/autism_every_day.php

What is Autism? Autism is a complex neurobiological disorder that typically lasts

throughout a person's lifetime. It is part of a group of disorders known as autism spectrum

disorders (ASD). It occurs in all racial, ethnic, and social groups and is four times

more likely to strike boys than girls. Autism impairs a person's ability to communicate and relate to

others. It is also associated with rigid routines and repetitive behaviors,

such as obsessively arranging objects or following very specific routines.

Symptoms can range from very mild to quite severe.

Autism Spectrum Disorders Autism Asperger Syndrome Rett Syndrome Childhood Disintegrative Disorder Pervasive Developmental Disorder-Not

Otherwise Specified (PDD-NOS).

Did you know? 1 in 150 children is diagnosed with autism 1 in 94 boys is on the autism spectrum 67 children are diagnosed per day A new case is diagnosed almost every 20 minutes More children will be diagnosed with autism this year than

with AIDS, diabetes & cancer combined Autism is the fastest-growing serious developmental disability

in the U.S.

Continued… Autism costs the nation over $90 billion per year, a figure

expected to double in the next decade Autism receives less than 5% of the research funding of

many less prevalent childhood diseases Boys are four times more likely than girls to have autism There is no medical detection

What causes Autism? You will hear many theories about what

causes autism. To date, no one has found the exact cause of

autism.

How is it diagnosed? Series of tests done by the doctor based

on the following factors: Poor social interaction Impairments in communication Restricted repetitive and stereotyped patterns

of behavior, interests, and activities

Difficulty Relating to Others Indifferent to attention Lack of eye contact “Deaf-like” Tactile defensive Difficulty using and understanding body

language

Reacting to the Environment Oversensitivity to stimulus Low motivation Self-stimulus behaviors Self-injurious behaviors Unique responses to reinforcement and other

consequences Generalization difficulties

Autism: Physical Problems Typically no physical problems

Increase incidence of seizures

Strengths Physical development Visual-spatial and manipulative skills Rote memory Musical and other special talents

Asperger's Syndrome: Relating to Others Interested in social contact Difficulty in peer relations Difficulty with body language Seeks BIG reactions Unable to express emotions appropriately

AS: Relating to the Environment Insistence on sameness Obsessed with complex interests Odd self-stimulating behaviors Social perceptual problems Maintains a high stress level

AS: Reacting to the Environment Attention difficulties Attachments to unusual objects Difficulty in novel situations Sensory differences

AS: Physical Problems Gross motor problems and clumsiness Limited or inappropriate facial expressions Limited or clumsy gesturing Fine motor problem including handwriting

The Polar Express Train scene

AS: Strengths IQ Grammar and vocabulary Rote memory Absorbing facts easily Interest in social world Musical or special interests (may become

obsessive)

Hidden Curriculum The set of unwritten rules that no one has

been directly taught, but everyone knows. Violations of these rules can make an

individual a social outcast.

Hidden Curriculum Impact:

School Community Vocation Home

Differs across: Age Who you are with Gender Culture

Clues that someone doesn’t get it…

I shouldn't have to tell you but… It should be obvious that… Everyone knows that… Common sense tells us… No one ever…

Results of not following it Makes a person a social outcast or social

misfit Child may be shunned by peers May be viewed as gullible or considered a

troublemaker

Teaching the Hidden Curriculum Instruction is the key to helping individuals

with social-cognitive challenges understand the hidden curriculum

A variety of instructional strategies that that been proven effective Safe Person Direct Instruction

What does a classroom teacher need to know? You will have these children – both

diagnosed & not – in your classroom. This is inevitable, & you will need to devise

effective ways of teaching them. If you want to succeed in teaching these

children, some of it must be “on their terms” because there are ways in which they cannot conform to yours.

Toolbox from a Foreign Land Students who fall under the Autism Spectrum are

ill-equipped to function according to the rules we give them. They have certain strengths that can be utilized in a unique path to learning, but do not have the “standard tools” we expect our students to have. Their lack of communication skills (in both directions) can be the biggest obstacle to their success in your classroom, if you let it.

Who are these children? They are the ones you see every day who… Respond “out loud” when they shouldn’t. Make odd noises with fingers, feet, mouth. Ask for the information you have already

given them. Cannot walk “normally” in the hallway. Never follow your directions. Have more trouble than others

remembering things or completing tasks

They also… Have trouble getting along with others. Make inappropriate comments and seem

genuinely puzzled when these are unwelcome. Seem to do many, many things for attention. May exhibit seemingly irrational fears. Insist on perfect order – or cannot create order (in

desk or belongings) no matter what you try. Are “Children of Extremes” in their response to

the world around them.

Don’t recognize them yet?

Look for familiar models among well-known characters in movies and television, cartoons and comics, literature and real life. From Linus’ OCD relationship with his security blanket and “little professor” speech to Mozart’s bizarre brand of brilliance, examples of those demonstrating ASD symptoms are everywhere in our culture.

One book whose title “says it all” is Kathy Hoopmann’s All Cats Have Asperger Syndrome.

Identify the Problem – Devise Solutions

Look to your resources for problem identification: parents, IEP, previous teachers, specialists – & the child!

Try some known methods of response. Troubleshoot as much as possible. Track what you do when & what the results

are, in order to identify patterns.

Environmental Issues

Sensory Processing Disorder Senses Magnified Sensory Isolation for Effective Use Sensory Overload

Social Dysfunction Isolation Peer Proximity Problems Unfamiliar or Complex Situations

Communication Issues

Literal Interpretation Instructions make no sense Errors due to literal response

Inability to Seek Clarification Lack of Understanding the Need for the

Task at Hand Missing Hidden Curriculum

Obsessive/Compulsory Issues Rules must be consistent.

Student functions according to memorization of rules rather than innate understanding.

Self-initiated rules should be respected, not fought unless necessary.

Gradual change is the key, rather than confrontation or conflict. (Nobody wins.)

Fixation on a task or subject – establish clear terms & provide reminders when these are timed.

Anxiety Issues Stress levels mount with frustration.

Try to remember the student is more frustrated with himself than you are for failing to “get it right.”

Anxiety leads to further inability to concentrate or apply skills that are already challenging.

Fight or Flight may be the only options the student owns when responding to a threat.

Establish potential responses to stress that are acceptable, & ways for the student to signal you for help if needed.

As a Teacher, then…

First and foremost, respect the diagnosis and learn what you can do to help.

Always remember that the child DOES have a problem, and that his inappropriate behavior or response is not likely to be intentional. Every conversation, lesson, & social interaction may be a minefield for him, in terms of interpretation & response.

Guard yourself against:

Assuming the worst. Saying “Look at me.” Only using “the way we’ve always done it” –

when it comes to teaching children with these disorders, you may need to step way out of your comfort zone & onto very unfamiliar ground.

Work to: Ask Why – When directions are not followed or a

social conflict has occurred, ask the student to explain the reasons for what is or is not happening. These children operate in a very logical framework, & you can guide better choices or teach skills far more easily if you can see the rationale leading to the actions.

Phrase Without Blame Incorporate Special Interests

Take Action in:

Actively teaching social skills Creating choice-based options for

unstructured time (playground, indoor recess, field trip bus rides)

Communicating with other children – help them to gain an understanding that their support can be a positive contribution.

Also… Advocate for these children – the world is not a friendly

place to them. Areas in which the rest of us move with comfort & ease offer them an endless variety of threatening missteps.

Collaborate with other teachers to create a safe school environment for those dealing with these challenges to their own peace of mind.

Listen to them – with kindness & patience. Listen to their parents, even if you do not agree on all points. Recognize that their circumstances are challenging 24/7, & are not of their choosing.

Resources! IEP/504 Plan

If one is in place, start there. If one is needed, push hard to make it happen.

Colleagues Child’s previous teachers Others who see the child: specials, librarian, classroom

aides, nurse, counselor Those who have any special knowledge or experience:

MH teacher, LC teacher, workshop or conference attendees, any with personal experience

…And More Resources!

Parents They know this child & have a good idea already

what does not work, even if they can’t tell you exactly what does!

They have a vested interest in your success.

Professional Development Watch the fliers in the lounge to see if any

workshop fliers describe your students!

…And Still More!

A few valuable books and websites are listed on pages 4 and 5 of your guidebook – but there are so many more out there!

Links to more will be posted over the next few months online via a special link at

www.personal.kent.edu/~kstates/autism.htm

Learn all you can – and share what you know.

Parents will look to you as a resource because of your field and your position in their child’s life. Any information you can share with them that may be of help may benefit the child on both ends of his world, serving all concerned parties well.

Other teachers will also benefit from any collaboration you may have – so initiate it!

Specialists (SP, OT, PT) may provide valuable insights - and might welcome yours as well.

The Bottom Line…

If a child cannot learn

in the way we teach…

we must teach in a way the child can learn.

Dr. O. Ivar Lovaas, world-renowned autism expert

known for the development of Applied Behavior Analysis