Helping Expand Autism Awareness Resource Team
Introduction to Autism Spectrum Disorders: Understanding the Enigma
“ It’s not so much about winning or losing, but the process, and being able to participate.”
Jerry Newport
True or False
1)T/F Children with autism are unaffectionate F some might appear unaffectionate, but might only have trouble expressing complex emotions. 2)T/F All children with autism have mental retardation F some people with autism also have mental retardation. This is difficult to assess due to communication difficulties.
True or False
3)T/F Children with autism have a special gift F some do but most do not 4)T/F Children with autism have language difficulties T by definition, children with autism have communication difficulties.
True or False
5)T/F Children with autism have problems with social skills. T, by definition 6)T/F Children with autism can be cured. F, currently there is no “cure” for autism but there are many treatment approaches the can lessen the effects of behaviors associated with autism.
True or False
7)T/F Children with autism do not develop special attachments to people, including family members. F, people with autism may have difficulty expressing emotions but they do have feelings 8)T/F All children with autism avoid eye contact. F, some will avoid direct eye contact
True or False
9)T/F Children with autism do not experience academic success and should be taught “functional” skills only. F, some people with autism have good academic skills; don’t presume that a lack of communication skills indicates a lack of intelligence.
The Term Paper on Abducted by a UFO: prevalence information affects young children’s false memories for an implausible event
SUMMARY This study examined whether prevalence information promotes children’s false memories for an implausible event. Forty-four 7–8 and forty-seven 11–12 year old children heard a true narrative about their first school day and a false narrative about either an implausible event (abducted by a UFO) or a plausible event (almost choking on a candy). Moreover, half of the children in each condition ...
True or False
10)T/F Children with autism learn differently than their typically developing peers and children with other disabilities. F, some may need increased visual prompts, or other adaptive strategies and some will learn as their peers.
True or False
11)T/F Individuals with autism are not able to hold a job when they reach adulthood. F, with proper instruction many can hold a job and live independently or with some supports
True or False
12)T/F There is no effective treatment for autism F, there are many treatment approaches that work well with people with autism.
The Truth About Autism
Souls
Parents do not cause their children to have autism. Autism is not a mental illness All people with autism are not passive People do not grow out of autism Children with autism can be affectionate and have eye contact Some people with autism do like and seek social attention
Copyright © 2007 by G. R. Mancil
Autism
Impairment in social interaction Impairment in communication Restricted, repetitive, stereotyped patterns of behavior Onset prior to age 3
Impairment in social interaction Restricted, repetitive and stereotyped patterns of behavior No significant delay in language No significant delay in cognitive development or in age appropriate selfhelp skills
Asperger’s Syndrome
Asperger’s Syndrome
Characteristics Insistence on Sameness Impairment in Social Interaction Restricted range of interests Poor Motor Coordination Academic difficulties Emotional Vulnerability Normal or near normal intellectual functioning Few or no language delays
The Term Paper on The relationship marketing process: Communication, interaction, dialogue, value
Customer relationship management Customer relationship management usually denoted as, CRM, is an assistive system that is used in compiling and analyzing a particular company’s customer interactions and other undertakings on different channels. It is defined as the practice, strategies and the technologies that organization put in place to monitor and analyze customer interactions, preference ...
Copyright © 2007 by G. R. Mancil
PDD – NOS
Impairment in social interactions or Impairment in communication or Impairment in restricted, repetitive, stereotyped patterns of behavior
Common Characteristics
Deficits in Social Interaction Deficits in Communication Restricted or repetitive behavior Onset before the age of 3
What a Diagnosis Doesn’t Tell You
Strengths, weaknesses, likes, and dislikes Level of Intellectual functioning Communication skills Existence of challenging behaviors Functions of challenging behaviors Behavioral support needs How to teach skills to these individuals Family information and interactions
Copyright © 2007 by G. R. Mancil
Paper doll activity
“I felt secure in ‘my world’
and hated everything that tried to call me out of there…..People, no matter how good, had no chance to compete.”
Donna Williams
Social Interactions
Socialization
Must be taught to play Decrease in imaginative play with others Teach leisure skills Work is play & play is work
Teach appropriate leisure and social skills Peer groups/ Peer networks Social Stories, Comic Strip Conversations Videotaping
Copyright © 2007 by G. R. Mancil
What can you do?
“I
learned to talk at 4. I didn’t learn to communicate until 11 or 12.”
Bill Donavan
What is communication?
Purposeful behavior Intent of social exchanges Transmits information, observations Brings about change Can be verbal or non-verbal Must have a sender & a receiver
Why Does the Student Communicate?
3 Primary Functions of Communication: -Behavioral Regulation -Social Interaction -Joint Attention
Communication
Communication
Poor joint attention Jumbled auditory Difficulty understanding body language Pronouns, idioms May or may not talk Difficulty with receptive language ( ↓verbiage!)
“ I simply didn’t know…what talking was for…speech therapy was just a lot of meaningless drills in repeating meaningless sounds for incomprehensible reasons. I had no idea that this could be a way to exchange meaning with other minds.”
The Term Paper on Consumer Behavior Social Marketing
Conceptualizing Involvement The plethora of consumer behavior and social psychological literature on involvement suggests considerable interest in this construct. There has not, however, been a common conceptual or methodological framework to its examination in either literature (Laaksonen, 1994; Jain and Srinivasan, 1990; Rothschild, 1984; Zaichkowsky, 1985; Traylor and Joseph, 1984). Three main ...
Jim Sinclair
What can you What can you do? do? Must have a means and a reason to
communicate Use the person’s interests to promote communication Use concise, concrete language Use augmentative communication: signs, pictures, objects, assistive technology.
Copyright © 2007 by G. R. Mancil
“Whatever the reasons, I, as
an autistic person, reacted in a fixated behavior pattern in order to reduce arousal to my over stimulated nervous system.”
Temple Grandin
Restricted and Repetitive Behaviors May focus on irrelevant details
Insistence on sameness Develop non-functional routines Challenging behaviors Restricted Interests Compulsive thoughts and actions
Copyright (c) 2007 by G. R. Mancil
Address communication issues Teach replacement skills Offer choices Reinforce the appropriate behaviors Use a team approach: conduct functional assessments and implement a positive behavioral support plan Find appropriate times and places for engaging in stereotypic behavior
Copyright © 2007 G. R. Mancil
What can you do?
“ I loved repetition. Every time I turned on a light I knew what would happen. When I flipped the switch, the light went on. It gave me a wonderful feeling of security because it was exactly the same each time.”
Sean Barron
Sensory
Differences
“I was rarely able to hear sentences because my hearing distorted them. I was sometimes able to hear a word or two at the start and understand it and then the next lot of words sort of merged into one another and I could not make head or tail of it.”
Darren White
Sound
“I have just come from another classroom where I had been tortured by sharp white fluorescent light, which made reflections bounce off everything. It made the room race busily in a constant state of change. Light and shadow dancing on people’s faces as they spoke turned the scene into an animated cartoon.”
Donna Williams
Sight
Taste
Touch
Smell
Internal
The Essay on Motivate or influence behavior
Communication is defined by the text as the process by which information is exchanged and understood by two or more people, usually with the intent to motivate or influence behavior. ____ is necessary for communication to be considered two-way. Feedback Which of the following, in the communication process, has the responsibility to decode the symbols and interpret the meaning of the message? ...
What can you do? Talk to OT/PT about a sensory diet
Incorporate breaks into daily schedule Reduce the amount of sensory input in the classroom Allow for alternative means to accomplish goals/assignments Shorten assignments
“I was never quite sure how to handle certain situations. It is very difficult…to know exactly when to say something, when to ask for help, or when to remain quiet…Life is a game in which the rules are constantly changing without rhyme or reason.”
Anne Carpenter
HEART
References
• T/TAC-DOE-Train the Trainer • DVD “Souls Beneath and Beyond Autism” • McGinnity, K., Negri, N., Walk awhile in my autism. (2005).
Cambridge Book Review Press. Websites:
homes.education.ucf.edu:16080/~gmancil/ASD_Overview.ppt www.ttac.vt.edu
