Part 1
What is Autism?
Presented by Candace Vielma
Autism
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Not a single unified condition
– Several features, signs, and
characteristics
– Lifelong Disability (Recovered vs Cured)
– Neurological, biogenic, and possible
environmental factors that come into play
– Developmental disability that usually
appears in the first 3 years of life (this is
the most important part of autism
awareness)
Vandi Alba (2008)
Accompanying Problems
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Sensory problems highly attuned or
even painfully sensitive to certain
sounds, smells, textures, tastes, and
smells
Mental Retardation
Seizures
Carin Thompson (2007)
Autism-continued
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Prevalence or Chances of it being an
“Epidemic”
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Over 2 Centuries ago first documentation…
First Diagnostic tool in 1987
Categorized in Special Education in 1992
Broadening in the DSM-IV in 1994
Diagnosis is based on 3 domains
– Communication
– Socialization
– Repetitive behaviors/routines
Dr. K. Callahan (2008)
Autism-Under the
Umbrella
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Pervasive Development Disorders
– Autism Spectrum Disorder
– Aspergers Syndrome
– Pervasive Development Disorder-NOS
Impairments in
Socialization
DSM-IV: 2
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Eye to eye gaze, facial expression,
body postures, and gestures to
regulate social interaction
Lack of social empathy
Lack of spontaneous seeking to share
enjoyment
Failure to develop peer relationship
Diane Bitters (2007)
Impairments in
Communication
DSM-IV: 1
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Delay or total lack of spoken language
Impairment in the ability to initiate or
sustain conversation with others
Stereotype and repetitive use of
language
Lack of varied, spontaneous makebelieve play
Diane Bitters (2007)
Restricted Repetitive and
Stereotyped Behaviors
DSM-IV: 1
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Preoccupation with one or more
interests that is abnormal either in
intensity or focus
Inflexible: difficult to make a change in
daily routine or breaking rituals
Persistent preoccupation with objects or
parts
Diane Bitters (2007)
Part 2
Techniques to Know When
Educating Those with
Autism/Aspergers
Functions of Behaivor
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Foundations
– All behavior is learned
– Behavior serves a function
– Environments impact behavior
– Skill deficits impact problem behavior
– Team approach is critical
– The student-teacher relationship matters
Susan Nichols (2007)
ABC’s of Behavior
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Antecedent-What happens before the
behavior?
Behavior-What does the student do?
Consequences-What happens after the
behavior?
– All ABC’s need to be “documented” to
help reduce or increase the specific
behavior……….
Susan Nichols (2007)
These are pocket cards, one will be passed around
to make copies…..or you can go to the web and
access it. Very handy! www.behaviorconcepts.com
Types of Behaviors
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Socially Mediated Positive (To Gain)
– Something that is delivered by another person
after behavior that makes the behavior more
likely to occur.
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Attention, Activities, Tangible items….
They want these items listed above but do it
inappropriately!
Tips: Give lots of attention, never give
attention for problem behavior, and teach a
replacement behavior. Easier said then
done but always refer to these tips.
Susan Nichols (2007)
Continued….
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Socially Mediated Negative (To Escape)
– The withdrawal of something that is aversive by another
person after a behavior that makes the behavior more
likely to occur.
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Escape/Removal of unperformed demand
Avoid or Postpone unperformed demand
– You place a demand (to follow specific instructions) and they
are non-compliant.
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Tips: Reduce the demands (meet you halfway),
decrease the effort, quicken the pace of instruction,
let them feel successful, and give choices. Never
allow the child to escape or avoid the demand (but
do try to lessen the demand), and teach a
replacement behavior.
Susan Nichols (2007)
Continued….
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There can be a combination at times, however, try to find the
behavior that occurs first and begin to brainstorm on the tips I
listed in more detail……
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If you chart these behaviors you have a better chance of
extinction and increasing appropriate behaviors.
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Always start with a baseline chart to see if interventions you
use work after baseline data is collected.
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Immediate, immediate, immediate Consequences!
 Reinforcement procedures for doing correct behavior and
extinction (ignoring) for inappropriate behaviors.
Use Excel or the Sheet I
am handing out.
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If you use Excel your data starts out like
this……and then you click on the chart
wizard icon, then select line charts.
Date
Demand/Academic
Demand/Non-Academic
Transition
Preferred Activity Removed
March 12th
1
1
3
4
March 13th
0
3
1
6
March 14th
0
2
1
4
March 15th
1
2
3
6
March 16th
0
2
2
0
March 17th
0
2
1
2
March 18th
3
4
1
5
George's Antecedent Chart
7
6
Frequency
5
4
3
2
1
0
March
12th
March
13th
March
14th
March
15th
March
16th
March
17th
March
18th
Dates
Demand/Academic
Transiton
Demand/Non-Academic
Preferred Activity Removed
Brain Facts/Development
on ASD
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A more severe form is called autism, the milder
form is referred to as Aspergers syndrome.
Those with Aspergers syndrome have an average
to above average intelligence.
Studies show children with ASD have greater
difficulty recalling verbal information. Difficulty in
auditory processing.
Many major brain structures are implicated in ASD,
faster brain growth (infancy to 14 month)
calculates greater impairment.
Sousa, D. A. (2001)
Continued…
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Serotonin (neurotransmitter) has the most
empirical evidence for a role in ASD, 25% of
people with ASD have elevated levels of
serotonin.
Theory of Mind Hypothesis: Failure to
construe the mental states of others….”if
I’m angry, everyone is angry…..if George is
sad it must be because he also had a bad
lunch.”
– Difficult in predicting other people’s feelings.
– Difficult with simple behaviors (i.e. playing
games with others).
Sousa, D. A. (2001)
Continued…..
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In reference to Theory of Mind, these mirror
neurons are not transmitting to allow recreation of the experience of others within
ourselves.
– This starts with imitation skills (i.e. smiling)
– Later with emotions and empathizing
– Researchers also suspect that mirror neurons
play a role in our ability to develop articulate
speech.
Sousa, D.A. (2001)
MRI studies have shown that many
major brain structures are implicated in
ASD.
Sousa, D. A. (2001)
Strategies to Consider
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Support verbal information with visual aids.
Model the action you want students to use,
and maintain the behavior with visual cues.
Avoid using vague questions, ”Why did you
do that?”
Avoid using idioms, “Save your breath.”
Use cooperative learning groups, but teach
appropriate social responses to use in these
activities.
Sousa, D. A. (2001)
Support & Discipline
Strategies
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Have a cool off (time-out) area for discipline when
needed, and make sure the area is not more
appealing than the curricular activity.
Explicitly teach the rules of social conduct (i.e. role
play, model, social stories).
Protect them from teasing and being bullied.
Have a strategy ready in case the student cannot
cope due to overstimulation or confusion.
Teach them how to meet someone, how to
recognize when someone will not talk to them, and
to tell when someone is teasing them.
Sousa, D. A. (2001)
Additional Tips
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It helps tremendously if you warn student
prior to a transition, an event, or simply
having expectations during a particular
activity please visually or auditory warn
student several times before it occurs.
A finish later folder.
A check list for routines (i.e. morning or
packing up).
Written directions (i.e. logging in computer,
playing a game, etc..)
Sousa, D. A. (2001)
Continued…..
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A visual calendar for at home and at school
regarding up-coming events.
Folder for assignments to be completed and
completed assignments.
For repetitive questioning, having a written
response.
Incorporate their high interests into their
academics.
Allow time for processing, teach them how
to say, “Give me a minute please.”
Sousa, D. A. (2001)
Continued…..
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Students who are driven by rule following,
teach them that they are in charge of
themselves and no one else.
Social Stories (ppt. is a very useful tool)
– Click Here for Example of the “Rule Police”
– Refer to handout
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Comic Strips
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Video Modeling
– Refer to handout
Websites and Up-coming
Trainings
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http://www.buildingblox.net/teachershare.ht
ml
http://www.frsd.k12.nj.us/autistic/Social%2
0Stories/1social_stories.htm
http://www.polyxo.com/visualsupport/
Trainings Typically Held at YOUR District
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Advanced ppt. for Online Instruction
Camera Education
Movie Maker
Photo Story
References
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Alba, V. (2008, November). Presentation given at UNT, Denton, Texas.
Bitters, D. (2007, September). Presentation given at UNT, Denton, Texas.
Callahan, K. (2008, March). Presentation given at UNT, Denton, Texas.
Five For Fighting: Change Her World. (2008). Retrieved June 26, 2008 from
What Kind of World Do You Want Web site:
http://www.whatkindofworlddoyouwant.com/videos/view/id/408214
Nichols, S. (2007, August). Presentation given at LISD, Lewisville, Texas.
Autism: Hope After Diagnosis. (2008). Retrieved June 26, 2008 from Talk
About Curing Autism Web site:
http://www.talkaboutcuringautism.org/video/hope-video.htm
Thompson, C. (2007, August). Presentation given at LISD, Lewisville, Texas.
Sousa, D.A. (2001).