What exactly is Autism Spectrum Disorder?
2/27/17
INTRODUCTION TO AUTISM SPECTRUM DISORDERS
Presented by: Dawna Sigurdson, Ed. S. Central Region ASD Coordinator March 30th, 2017
ASD Network 2017
Younes Convention Center, Kearney NE
Session Rules of Etiquette
2
• Please turn your cell phone to silent • If you must leave the session early, please do so as discreetly as possible • Please avoid side conversation during the session • Feel free to ask questions at any time
THANK YOU FOR YOUR COOPERATION!
Objectives
3
• Define Autism and discuss prevalence of Autism Spectrum Disorder • Learn the characteristics of individuals with ASD and supports they in the classroom/community • Provide an “insiders view” of Autism to better understand how ASD looks and feels for some of our students • Learn the difference between a medical diagnosis and an educational verification • Better understand how ASD impacts home, school and community functioning
1
2/27/17
4
Prevalence of ASD is estimated at 1 in 68 births (Approximately 4 times more likely in males) *DEPARTMENT OF HEALTH AND HUMAN SERVICES, CENTERS FOR DISEASE CONTROL AND PREVENTION. 2014.
Prevalence
5
• The incidence of autism is increasing nationally • Nebraska is no exception • Educational verifications of autism continue to rise: 1997-‐98 240 2009-‐10 1706 •2002-‐03
546
•2010-‐11
1867
•2003-‐04
838
•2011-‐12
2128
•2004-‐05
995
•2012-‐13
2345
•2007-‐08
1449
•2013-‐14
2592
•2008-‐09
1697
•2014-‐15
2805
•2015-‐16
3033
6
So….. What exactly is Autism Spectrum Disorder?
2
2/27/17
Medical Diagnosis vs. Educational Verification 7
Medical
Educational
• A medical diagnosis is usually given by a doctor or clinical psychologist. • Diagnosis is guided by criteria in the DSM-IV and based on a medical model.
• An educational verification is a process conducted by a school district to determine if a student has a disability and to plan appropriate services to address the student's individual needs. • Verification reflects assessments done by a multidisciplinary team. • Verification is based on an educational model.
Educational Verification in NE: Rule 51
The Autism Spectrum In own world
Non-‐verbal
Limited flexibility Restricted interests Rigid routines High Sensitivity
Social Interaction Communication Restricted, Repetitive Behaviors/Interests Response to Sensory Experiences
8
9
Active but unsuccessful Verbal but Inept/awkward
Stereotypical behaviors
Under-‐stimulated
3
2/27/17
What ASD Looks Like
Social Characteristics
10
11
• Individuals with ASD may show some or all of the following deficits in social skills • Difficulty understanding social “rules” and
relationships.
• Inconsistent use of non verbal behavior • Difficulty with spontaneously sharing experiences Lack
of social reciprocity
• Unconventional/Awkward/Inappropriate methods of
interaction.
(“Difficulty” translates into “does not come naturally and must be taught”)
Communication Characteristics
12
• Individuals with ASD may show some or all of the following communication deficits:
• Delay or absence of spoken language • Delay of non-‐verbal communication • Repetitive or non-‐functional use of language (echolalia) • Difficulty initiating and/or sustaining conversation • Lack of varied, spontaneous play skills • Unusual speech patterns
4
2/27/17
Restricted Patterns of Behavior, Interests, and Activities 13
• • • •
Need for sameness Routines and rituals Narrow areas of interest Repetitive motor behaviors
Why do all this? Need for predictability and control over their world. Lack of predictability/control = anxiety!
How can we help someone with ASD “Organize” and “Predict” the world around them?
14
Individuals with ASD need to know the answer to the following questions when given a task: • • • •
What do I have to do? How much I have to do (amount, length of time)? How do I know when I’m finished? What do I get to do next?
Sensory Characteristics
15
• Senses: seeing; hearing; smelling; tasting; touching; body position and balance (proprioception); movement (vestibular) • Experience information to the senses in different ways • Seek or avoid activities that provide input • Fight or flight: anxiety
Temple Grandin shares that, “sounds at school were like listening to the radio with all of the stations on at once”
5
2/27/17
16
How can we best support individuals with autism?
What’s Beneath the Surface?
17
We need to address any underlying issues before teaching:
Functions of Behavior: Escape Attention Tangible Sensory
Resources
18
The Autism Internet Modules were developed to make comprehensive, up-‐to-‐date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD). http://www.autisminternetmodules.org/
6
2/27/17
Resources
19
Nebraska ASD Network: Training and other Network resources http://www.unl.edu/asdnetwork/ (Autism 101 Webinar, Summer Trainings etc.) Autism Speaks: ASD Information and downloadable Autism Tool Kits www.autismspeaks.org Autism Internet Modules: Free on-‐line training modules, many evidence-‐based interventions http://www.autisminternetmodules.org/index.php Organization for Autism Research: Educator’s Guides to Autism www.researchautism.org
Summary: Take-‐Home Points
20
• There is NO secret recipe for supporting those with autism! • There is no “quick fix” or “band aid” for students with ASD • Individualize…some of the strategies you try may be exactly what one person needs and not work at all for another • Individuals on the Spectrum are always doing the best they can • Try to see the world from the perspective of the person on the spectrum • Figure out, “What is beneath the surface?”
Question and Answer Time
21
7
2/27/17
Thank You!!
22
Dawna Sigurdson, Ed. S. Central Nebraska ASD Coordinator [email protected]
Please give feedback about this presentation on the evaluation survey that will be sent out after the conference.
8
INTRODUCTION TO AUTISM SPECTRUM DISORDERS
Presented by: Dawna Sigurdson, Ed. S. Central Region ASD Coordinator March 30th, 2017
ASD Network 2017
Younes Convention Center, Kearney NE
Session Rules of Etiquette
2
• Please turn your cell phone to silent • If you must leave the session early, please do so as discreetly as possible • Please avoid side conversation during the session • Feel free to ask questions at any time
THANK YOU FOR YOUR COOPERATION!
Objectives
3
• Define Autism and discuss prevalence of Autism Spectrum Disorder • Learn the characteristics of individuals with ASD and supports they in the classroom/community • Provide an “insiders view” of Autism to better understand how ASD looks and feels for some of our students • Learn the difference between a medical diagnosis and an educational verification • Better understand how ASD impacts home, school and community functioning
1
2/27/17
4
Prevalence of ASD is estimated at 1 in 68 births (Approximately 4 times more likely in males) *DEPARTMENT OF HEALTH AND HUMAN SERVICES, CENTERS FOR DISEASE CONTROL AND PREVENTION. 2014.
Prevalence
5
• The incidence of autism is increasing nationally • Nebraska is no exception • Educational verifications of autism continue to rise: 1997-‐98 240 2009-‐10 1706 •2002-‐03
546
•2010-‐11
1867
•2003-‐04
838
•2011-‐12
2128
•2004-‐05
995
•2012-‐13
2345
•2007-‐08
1449
•2013-‐14
2592
•2008-‐09
1697
•2014-‐15
2805
•2015-‐16
3033
6
So….. What exactly is Autism Spectrum Disorder?
2
2/27/17
Medical Diagnosis vs. Educational Verification 7
Medical
Educational
• A medical diagnosis is usually given by a doctor or clinical psychologist. • Diagnosis is guided by criteria in the DSM-IV and based on a medical model.
• An educational verification is a process conducted by a school district to determine if a student has a disability and to plan appropriate services to address the student's individual needs. • Verification reflects assessments done by a multidisciplinary team. • Verification is based on an educational model.
Educational Verification in NE: Rule 51
The Autism Spectrum In own world
Non-‐verbal
Limited flexibility Restricted interests Rigid routines High Sensitivity
Social Interaction Communication Restricted, Repetitive Behaviors/Interests Response to Sensory Experiences
8
9
Active but unsuccessful Verbal but Inept/awkward
Stereotypical behaviors
Under-‐stimulated
3
2/27/17
What ASD Looks Like
Social Characteristics
10
11
• Individuals with ASD may show some or all of the following deficits in social skills • Difficulty understanding social “rules” and
relationships.
• Inconsistent use of non verbal behavior • Difficulty with spontaneously sharing experiences Lack
of social reciprocity
• Unconventional/Awkward/Inappropriate methods of
interaction.
(“Difficulty” translates into “does not come naturally and must be taught”)
Communication Characteristics
12
• Individuals with ASD may show some or all of the following communication deficits:
• Delay or absence of spoken language • Delay of non-‐verbal communication • Repetitive or non-‐functional use of language (echolalia) • Difficulty initiating and/or sustaining conversation • Lack of varied, spontaneous play skills • Unusual speech patterns
4
2/27/17
Restricted Patterns of Behavior, Interests, and Activities 13
• • • •
Need for sameness Routines and rituals Narrow areas of interest Repetitive motor behaviors
Why do all this? Need for predictability and control over their world. Lack of predictability/control = anxiety!
How can we help someone with ASD “Organize” and “Predict” the world around them?
14
Individuals with ASD need to know the answer to the following questions when given a task: • • • •
What do I have to do? How much I have to do (amount, length of time)? How do I know when I’m finished? What do I get to do next?
Sensory Characteristics
15
• Senses: seeing; hearing; smelling; tasting; touching; body position and balance (proprioception); movement (vestibular) • Experience information to the senses in different ways • Seek or avoid activities that provide input • Fight or flight: anxiety
Temple Grandin shares that, “sounds at school were like listening to the radio with all of the stations on at once”
5
2/27/17
16
How can we best support individuals with autism?
What’s Beneath the Surface?
17
We need to address any underlying issues before teaching:
Functions of Behavior: Escape Attention Tangible Sensory
Resources
18
The Autism Internet Modules were developed to make comprehensive, up-‐to-‐date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD). http://www.autisminternetmodules.org/
6
2/27/17
Resources
19
Nebraska ASD Network: Training and other Network resources http://www.unl.edu/asdnetwork/ (Autism 101 Webinar, Summer Trainings etc.) Autism Speaks: ASD Information and downloadable Autism Tool Kits www.autismspeaks.org Autism Internet Modules: Free on-‐line training modules, many evidence-‐based interventions http://www.autisminternetmodules.org/index.php Organization for Autism Research: Educator’s Guides to Autism www.researchautism.org
Summary: Take-‐Home Points
20
• There is NO secret recipe for supporting those with autism! • There is no “quick fix” or “band aid” for students with ASD • Individualize…some of the strategies you try may be exactly what one person needs and not work at all for another • Individuals on the Spectrum are always doing the best they can • Try to see the world from the perspective of the person on the spectrum • Figure out, “What is beneath the surface?”
Question and Answer Time
21
7
2/27/17
Thank You!!
22
Dawna Sigurdson, Ed. S. Central Nebraska ASD Coordinator [email protected]
Please give feedback about this presentation on the evaluation survey that will be sent out after the conference.
8
