Autism

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Myth or Fact?

Children with autism must be taught to make eye contact in order to learn.

Children with autism prefer to be left alone and are not usually interested in friendships.

Parenting styles can lead to autism.

Children with autism do not learn from others in their environment.

Autism is such a complex and severe disorder that little can be done to help children with autism and their families.

Myth or Fact Children with autism must be

taught to make eye contact in order to learn.

Children with autism prefer to be left alone and are not usually interested in friendships.

Parenting styles can lead to autism.

Children with autism do not learn from others in their environment.

Autism is such a complex and severe disorder that little can be done to help children with autism and their families.

NO! Children with autism do not have to be looking at you to learn.

NO! Children do want friendships! They do not have the social skills to develop and maintain healthy relationships.

NO! Autism is a neurological disorder. It has nothing to do with parenting styles.

NO! They do learn from others in their environment, they just respond differently.

NO! Intervention and support do make a difference!

What is Autism?

Autism is a neurological disorder that typically appears by 3 years of age. The symptoms of autism involve three major areas of development and impact a child’s abilities to:

Take part in social interaction Communicate with others in age appropriate

ways Participate in activities and behaviors typical of

the child’s age and stage of development

Autism Spectrum Disorders

Autism

Asperger’s

PDD-NOS

Childhood Disintegrative Disorder

Rett’s Disorder

5 Pervasive Developmental Disorders:

Characteristics in Autism

Challenges with Social Interactions Nonverbal language Pretend play Poor eye gaze Controlling emotions and anxiety

Characteristics

Communication Challenges Delayed in expressive and receptive

language Literal understanding of speech Echolalia

Characteristics

Behavior Differences Intense or restricted interests Unusual repetitive behavior Difficulty with transitions Possible aggressive disruptive behaviors Refusal to participate in some activities,

particularly fine motor activities Sensory driven behaviors

Continuum

Appears withdrawn Passive Active but Odd

Impairments in Socialization

Difficulty making friends

Non-verbal Gestures / motoric VerbalImpairments in Communication

Uneven expressive / receptive language

Stereotypical Behaviors

Simple ComplexRestrictive, repetitive nature

Continuum

Severe Mental Retardation Gifted

Cognitive Skills

Measured Intelligence

Hyposensitive HypersensitiveSensory

Varies in intensity and manifestation over time

Motor Skills

Awkward / Uncoordinated Agile / Coordinated

How to be a 5 Chef

Remember---

Visual Is A Strength

Adaptations: Visual cues for rules

Visual Schedules Visual Boundaries

More Visual Adaptations

Give examples of finished product Color Coding

Remove extra materials Start / finish baskets or folders Teach left to right and top to bottom

progression

Social Stories

Each story is designed to teach children how to manage their own behavior during a specific social situation.

Social stories are helpful because they are presented visually.

Sensory

Sensory adaptations help students organize their brains to focus Sitting on alternative surfaces Fidget items Auditory Movement outside of class Oral

Crisis - What Do We Do?

Strategies for Crisis Back off – this is NOT a teaching moment Don’t take it personally Sometimes Ignore (Choose your battles) Use visual cues Talk low, talk slow Stay cool Get the student moving Watch your own body language Try to keep your sense of humor and STAY

SAFE

Gourmet Teacher Tips

Preparing your classroom

Rubrics for behavior

Assistive Technology Team

Are You a Chef or a Cook?