Autism

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Slide 1: Video
English

This lesson contains 17 slides, with interactive quizzes, text slides and 1 video.

Items in this lesson

Slide 1 - Video

Slide 2 - Slide

What Signs/Symptoms do you think of when you think of ASD?

Slide 3 - Mind map

Signs/Symptoms 
  • Making little or inconsistent eye contact
  • Having a tendency not to look at or listen to people
  • Rarely sharing enjoyment of objects or activities by pointing at or showing things to others
  • Failing to, or being slow to, respond to someone calling their name or to other verbal attempts to gain attention
  • Having difficulties with the back and forth of conversation
  • Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond
  • Having facial expressions, movements, and gestures that do not match what is being said
  • Having an unusual tone of voice that may sound sing-song or flat and robot-like
  • Having trouble understanding another person’s point of view or being unable to predict or understand other people’s actions
  • Stimming: such as swings, rocking chairs, jumping, flapping

Slide 4 - Slide

"Causes" 
-We don’t know for sure what the cause of Autism is
 -Studies conducted by researchers point to genetics and a person’s environment
 -Factors that increase the risk of developing ASD: Having a family member with ASD; older parents; having genetic conditions like down syndrome, fragile X, and Rett syndrome, having a low birth weight

VACCINES DO NOT CAUSE ASD
CORRELATION IS NOT CAUSATION 
NO SINGLE KNOWN CAUSE

A rise in diagnosis of ASD could be attributed to: 
  • Better understanding of ASD as a spectrum
  • More awareness and diagnostic testing
  • Some diagnostic crossover ((Who used to be labeled with speed/language issues or cognitive/intellectual disabilities))
  • Environmental triggers

Slide 5 - Slide

How is Autism diagnosed?
It is diagnosed by looking at a person’s behavior and development. It can usually be reliably diagnosed by the age of two. 

Typically done in 2 stages:
~ Stage 1: General Developmental Screening During Child Checkups
They are screened for developmental delays at 9, 18, 24, and 30 month check ups. (Specifically for autism at 18 and 24 months)
If any concerns in this stage, they are referred to stage 2

~ Stage 2: Additional Evaluation
Done with a team of doctors and other health professionals who are experienced in diagnosing ASD
Second evaluation may include: 
- Cognitive level or thinking skills
- Language abilities
- Age-appropriate skills needed to complete daily activities independently, such as eating, dressing, and toileting
- May also include blood test and/or hearing test

Slide 6 - Slide

Stage 1

Stage 2

They are screened for developmental delays at 9, 18, 24, and 30 month check ups
General Developmental Screening During Child Checkups
Done with a team of doctors and other health professionals who are experienced in diagnosing ASD
Testing for cognitive level, thinking skills, and language abilities. 

Slide 7 - Drag question

Assessment Measures
-Current academic achievement
-Functional skills/adaptive behaviors across different environments
-Student’s receptive, expressive, pragmatic, and social communication skills including one of the following:
  • Individually administered norm-referenced assessment
  • If can’t get adequate info from norm-referenced, use criterion-referenced assessment that: has been designed/adapted for students with autism and is administered by a professional with knowledge of assessment strategies appropriate for student
-Assessment of motor skills and sensory responses

Slide 8 - Slide

Eligibility Criteria
  • Assessment of student
  • Social/development history that may include:
Communication skills                                                       Responses to sensory experiences                            Social interaction skills                    Motor skills                                                                             Relevant family and environmetal info
 Patterns of emotional adjustment                             Unusual or atypical behavior

  • Systematic observation of student across different environments
  • Any other assessments and info, collected before referral or during educational evaluation necessary to:
  • Exclude disabilities listed in subsection
  • Determine eligibility for special education and related services
  • Inform the student’s CCC of the student’s special education and related services needed

Slide 9 - Slide

Students with ASD in the classroom
  • Autism is a spectrum disorder, meaning it is portrayed differently in each child. 
  • It can be mild to severe, whether the child is an introvert or extrovert, boy or girl, and 3 or 30.
  • Students with ASD are on a spectrum, so their LRE will be based on what their needs are. However, a student with ASD should not be excluded from the general education classrrom because of their disability. 

Slide 10 - Slide

What tools can you think of, that can be used to help students with ASD?

Slide 11 - Open question

Tools that can be used to help
  • visual schedule
  • giving choices
  • visual prompts
  • cool lighting 
  • quiet corner
  • alternative seating
  • positive reinforcement system

Slide 12 - Slide

S.C.A.R.E.D.
Secure the situation
- remove stimuli
Calmess
- remain in control
Afformation
- everyone is just there to help
- reassure by name
Remain in comfort zone
Empathy
- see their needs as an individual 
Develop intervetion plan
- what's in the FBA?

Slide 13 - Slide

Shutdown
Students with ASD can demonstrate repetitive behaviors, but they also need those repetitive behaviors. They might not understand the social cues of a change taking place, which can cause distress. Make sure to provide enough time for your student to adjust to the change, provide verbal or visual assurance before the change occurs, or have an alternative set in place for them to continue with their normal routine. 

Slide 14 - Slide

Meltdown
Students with ASD can have immersive sensitivity to light and sounds, which can cause behavioral issues. Make sure to be conscious about this in your classroom when playing videos, turning the lights on and off, and have collaborative activities.

Slide 15 - Slide

Complete Withdraw
Students with ASD might have a fixation on an object or topic, care about comfort over being “cool”, and are likely to experience insomnia. Since, these are out of the “norm” the student might receive labels like “weird”. Also, in elementary school they are more likely to labeled with a specific learning disability because there aren’t as many social cues as there are in middle school. Don’t make quick judgements about your students. Use the characteristics of a culturally responsive teacher to help guide you in getting to know more about your students. Make sure to be aware of signs of ASD, so you can accurately assist your students, and make referrals. 

Slide 16 - Slide

References
Autism Spectrum Disorder. (2018). Retrieved November 7, 2019, from https://www.nimh.nih.gov/health/publications/autism-
     spectrum-disorder/index.shtml.

Murawski, W. W., & Scott, K. L. (2017). What really works with 
      exceptional learners. Thousand Oaks, CA: SAGE Publications Ltd.

Special Education, 511 Ind. Admin. Code 7, 2014. 

Slide 17 - Slide