Why Do They Do That?Introduction to Autism Spectrum Disorders

Intermediate District 287

The A Team

(Autism Consultants)

What are Autism Spectrum Disorders?

Life long neurobiological conditions that prevent individuals from properly understanding what they see, hear and sense.

This results in problems in social relationships, communication and behavior

Autism Spectrum Disorders

Autism comes from the Greek word “autos” which means “self”, because of the tendency to be self-focused and self-involved.

Characteristics include social isolation, unusual behaviors, and lack of communication skills.

Autism Spectrum Disorders

There are several disorders under the Autism Umbrella and they vary in degree from mild to severe.

People with ASD may vary in degree as to how they are affected in the areas of Social Interaction Communication Restricted range of behaviors - limited agendas

- use things/see things in a limited spectrum

Autism Spectrum Disorders Autism is a ‘neurological’ disorder, there is

something wrong with the nervous system and brain

This neurological disorder affects the way the brain works and changes the way a person thinks

The behaviors are normal, but they are abnormally extreme

Causes of Autism

There are many theories about what causes Autism, however these are just theories.

To date, none of the theories have been proven. Much research is still being done.

Facts about ASD

Usually occurs during the first three years of life and does affect all races

Interferes with social interactions, communication and sensory processing. Not all people with autism behave the same way. This is what is meant by the ‘spectrum of autism’

People do not grow out of Autism, it is a lifelong disability. The symptoms can range from mild to severe

What are the Statistics?

Minnesota Early Autism Project February 2009: 1 in 81 children in Minnesota have autism

Nationally 1 in 100 children is diagnosed with autism

At least 1 to 1.5 million Americans have autism (CDC 2001)

Autism is more common in males than females with a 4:1 ratio for ASD and a 10:1 ratio for Asperger’s Syndrome

Characteristics of ASD

Individuals with Autism Spectrum Disorders have difficulty with

1. Social Skills

2. Communication Skills

3. Restricted, Repetitive or Stereotyped Behaviors

(use things/see things in a limited spectrum)

Social Skills

Of the three areas of concern for ASD, Social Skills is the primary area of concern

Individuals with ASD may have limited social awareness

May prefer to be alone and do things on their own

Social Skills

May have difficulty making and keeping friends and may prefer to interact with adults

Limited Joint Attention - alerting others to something, using nonverbal means such as an eye gaze or a point

Shifting attention from one thing to another may be difficult

Social Skills

May avoid making eye contact or looking directly at other people

Limited use of facial expressions

May be socially naïve, vulnerable and/or at risk for safety issues

Social Skills

Lack Theory of Mind - the ability to understand what other people are thinking and feeling

Do not realize that other people have a different set of experiences and information than themselves.

Cannot predict what other people will do - that can feel Scary to individuals with autism. May feel the need to scan and keep track of all people around them because they cannot predict what others will do.

Communication

May not point to draw others attention to things they are interested in

Difficulty using and understanding nonverbal communication (gestures, facial expressions, voice tone)

May lead others by the hand to what they want as opposed to asking or pointing

May be nonverbal or language may be delayed

Communication

May have difficulty understanding what others mean

May have difficulty saying what they mean

May have a difficult time starting and maintaining conversations

May understand simple, direct sentences but have a difficult time understanding more complex language

Communication

May talk like “a little professor” but they may be repeating scripts and not really understand the concepts

May have difficulty answering questions

Speech may sound odd, they may have difficulty with volume control, intonation, rate and rhythm

May use Jargon and Echolalia (Immediate & Delayed)

Communication

May learn concrete things more easily, and have more difficulty learning abstract concepts

In play, may not imitate others or join in

May lack imagination

Restricted, Repetitive or Stereotyped Patterns Of Behavior, Interests and Activities

Insists on following routines or rituals

Rigid rule bound thinking, for example needs to have the same predictable schedule and routine every day

Resists change in activities or routines

Becomes distressed or anxious when activities or routines are changed or do not go according to their plan

Restricted, Repetitive or Stereotyped Patterns Of Behavior, Interests and Activities

Repetitive body, hand or finger mannerisms such as hand flapping, body rocking, head banging

Reenacts things they have seen rather than using true imagination such as using action figures to recreate a video game

Intense focused preoccupation on their own limited range of play, interests or conversation topics

Restricted, Repetitive or Stereotyped Patterns Of Behavior, Interests and Activities

Overreaction or under reaction to things in their environment

• may behave as if deaf or be very sensitive to sound

• may be sensitive to how things feel such as glue and chalk

• May be sensitive to smells such as bad breath or cologne

Restricted, Repetitive or Stereotyped Patterns Of Behavior, Interests and Activities

Overreaction or under reaction to things in their environment

• May be sensitive to lights or too many things on the wall

• May be picky eaters because of texture and taste

• May not recognize sensations of pain, or temperature

Restricted, Repetitive or Stereotyped Patterns Of Behavior, Interests and Activities

Visual input is often the strongest channel for attention and learning

Strategies That Work

USE THE VISUALS

Provide and use a visual schedule (no it does not matter if they can tell you the schedule!)

Provide a structured, predictable routine

Limit Your Talking to students AND to each other, your voice can be annoying noise

Strategies That Work

Use simple concrete language

Offer Choices

Do not take student comments or behaviors personally

Be aware of sensory differences and needs

Strategies That Work

Reduce Distractions (take extra stuff off your walls)

Offer breaks before student becomes upset - Be Proactive

Teach relaxation when students are calm

Remember!

When working with individuals with autism, there is never a dull moment!