Introduction to Autism Spectrum Disorder (ASD) for Educators JUNE - - PDF document
6/5/2018 SYLVIA J. ACOSTA, PHD ASSOCIATE PROFESSOR SUMMER INSTITUTE JUNE Introduction to Autism Spectrum Disorder (ASD) for Educators JUNE 15, 2018 Objectives Participants will: Identify the 2 diagnostic categories for Autism Spectrum
SYLVIA J. ACOSTA, PHD ASSOCIATE PROFESSOR SUMMER INSTITUTE JUNE
JUNE 15, 2018
Participants will: Identify the 2 diagnostic categories for Autism Spectrum Disorder (ASD) Understand the impact of ASD symptoms for students Make considerations for their own educational environments for students with ASD
A complex neurodevelopmental condition
and activities
The skills and challenges among individuals with ASD can vary widely. The level of impact of ASD can also depend on other developmental and behavioral health factors.
Centers for Disease Control Autism and Developmental Disabilities Monitoring Network (ADDM) 2018
Or 1.7%
Autism accounts for about 5-6% of all disabilities served as part of IDEA and many participate in regular education for at least part of the day.
U.S. Department of Education, National Center for Education
2016-014), Chapter 2. 100 200 300 400 500 600 2000 2004 2008 2012
Children with ASD in schools
Educational need Educational eligibility can only be determined when all aspects of the evaluation, as defined by the Public Education Department, are completed Educational eligibility does not require a medical diagnosis
8
Medical professional (pediatrician, neurologist, psychiatrist) provides, or participates on a multi-disciplinary team that provides, a diagnosis (criteria is based on DSM-5) May include some medical tests to explore other possible diagnoses, symptoms and related issues
9
Deficits in social communication Presence of restricted, repetitive patterns of behavior, interests and activities
Symptom severity is variable. How much support does an individual need at this point in time? How might this translate to their presentation in the school setting?
May prefer to play alone Identify ways to integrate into activities May struggle to respond Be sure to give plenty of time to process May struggle with back and forth conversation Provide appropriate coaching Difficulty understanding idioms Use plain language
Limited facial expressions Limited gestures Difficulty integrating nonverbal behaviors Imitation is limited Gain attention Check for understanding Visual supports Imitate and expand on their behaviors
Limited interest in relationships Sharing space challenges Pretend play Link favorite activities with people Structure activities for give and take Model
Unusual or intense movements Repetitive noises Echolalia Evaluate the form and intensity of repetitive movements and noises Do they interfere with other activities (i.e. – will the child stop when asked or when there is something else to do)? Do they interfere with learning? Do they interfere with social relationships? Evaluate whether stopping/changing them is a priority
Insistence on sameness Difficulties with transitions Schedules Visual aids Structure and routine
Incorporate strengths Integrate!
Strong reactions to sensory input (e.g., noise, lights, sounds, smells) May seem over or under reactive to sensory experiences Quiet environments (visual, auditory) are usually best
Genetic conditions Fragile X Tuberous sclerosis Tourette syndrome Intellectual Disability
ASD
Anxiety
Medical Conditions Seizure disorders Gastrointestinal disorders Feeding and eating problems Sleep disorders
ADHD
Language Disorder
Mood Disorder
Approximately 30% of those diagnosed with ASD have an intellectual disability and 24% have borderline intellectual functioning. Deficits in adaptive functioning can occur with individuals with ASD regardless of cognitive abilities.
Difficulties in the acquisition and use of language Language abilities substantially below age expectations, impacting functioning Reduced vocabulary, limited sentence structure, impairments in discourse
Sleep Gastrointestinal problems Seizures Feeding
ADHD Depression Anxiety Disorders Other
Problem behaviors begin because they allow the child to get needs met Get something Escape from people, places or activities Get attention Allow the child to get, or get away from, sensory input
ESTABLISHED TREATMENTS (14) Behavioral Interventions Cognitive Behavioral Intervention Package Comprehensive Behavioral Treatment for Young Children Language Training (Production) Modeling Naturalistic Teaching Strategies Parent Training Peer Training Package Pivotal Response Training
https://www.youtube.com/watch?v=GxAh8pLYF5I
Schedules Scripting Self-Management Social Skills Package Story-based Intervention
FOR CHILDREN TO YOUNG ADULTS UNDER 22 YEARS
Emerging (18)
Unestablished (13)
For adults 22 years and older
A multi-university center to promote the use of evidence based practice for children and adolescents with autism spectrum disorders. (2008)
Antecedent-Based Interventions Cognitive Behavioral Intervention Differential Reinforcement Discrete Trial Training Exercise Extinction Functional Behavior Assessment Functional Communication Training Modeling Naturalistic Intervention Parent-Implemented Intervention Peer-Mediated Instruction and Intervention Picture Exchange Communication System (PECS) Pivotal Response Training
Prompting Reinforcement Response Interruption/Redirection Scripting Self-Management Social Narratives Social Skills Training Structured Play Group Task Analysis Technology-aided Instruction and Intervention Time Delay Video Modeling Visual Support
Implementation Briefs
base
http://autismpdc.fpg.unc.edu/content/briefs
http://www.autisminternetmodules.org/
Neurological conditions such as ASD are normal variations in the human genome Self-advocacy Identity-first language
Cure vs. Treatment
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Baio J, Wiggins L, Christensen DL, et al. Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014. MMWR Surveill Summ 2018;67(No. SS-6):1–23. DOI: http://dx.doi.org/10.15585/mmwr.ss6706a1. National Autism Center. (2015). Findings and conclusions: National standards project, phase
National Research Council (2001) Educating Children with Autism. Washington, DC: National Academy Press. Wilkinson, L.A. (Ed.). (2014). Autism Spectrum Disorder in children and adolescents: Evidence-based assessment and intervention in Schools. Washington, DC: American Psychological Association.