Austism spectrum disorder ppt
- 1. AUSTISM SPECTRUM DISORDER (ASD) By: Kelly – Ann Campo
- 2. WHAT IS ASD ? Autism spectrum disorder (ASD) is a complex developmental disability; signs typically appear during early childhood and affect a person’s ability to communicate, and interact with others. ASD is defined by a certain set of behaviors and is a “spectrum condition” that affects individuals differently and to varying degrees.
- 3. DIAGNOSTIC CRITERIA FOR ASD
- 4. DIAGNOSTIC CRITERIA FOR ASD Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following: 1. Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context. 2. Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on the playground, talking differently to a child than to an adult, and avoiding use of overly formal language.
- 5. DIAGNOSTIC CRITERIA FOR ASD Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction. 4. Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation).
- 6. DIAGNOSTIC CRITERIA FOR ASD Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history : 1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
- 7. DIAGNOSTIC CRITERIA FOR ASD 2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication. 3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
- 8. DIAGNOSTIC CRITERIA FOR ASD B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text): 1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases). 2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day).
- 9. DIAGNOSTIC CRITERIA FOR ASD 3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g, strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest). 4. Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).
- 10. DIAGNOSTIC CRITERIA FOR ASD C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life). D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
- 11. BEHAVIOR MANAGEMENT INTERVENTIONS FOR STUDENTS WITH ASD.
- 12. AUTISM BEHAVIOR INTERVENTIONS & STRATEGIES Behavior Modification The goal of behavior modification is to change an undesirable behavior to a desirable one. But before you can help someone change a behavior, you need to find out what causes it to occur. Remember there is always a reason why a person is doing something. Usually a child will exhibit problematic behavior because they want something or they are avoiding something. Many times autistic people may have sensory processing problems. This can cause them to respond to normal sensory experiences in odd or exaggerated ways. If this is the case, punishing them is not an appropriate response. Instead changing the environment or providing sensory integration therapy may be the best option.
- 13. AUTISM BEHAVIOR INTERVENTIONS & STRATEGIES For behavior modification to be successful it must be: • Structured: There must be a clear system of rewards for desired behaviors and consequences for inappropriate ones. • Consistent: Consistently rewarding appropriate behavior and giving consequences for inappropriate behavior is essential to success. Ignoring inappropriate behaviors or forgetting to reward positive ones will undermine the behavioral plan. Consistency is the key to success! • Clear: The child must understand what the problem behavior is, what the consequence will be if they exhibit the problem behavior and what will happen if they exhibit the desired behavior.
- 14. AUTISM BEHAVIOR INTERVENTIONS & STRATEGIES Applied Behavioral Analysis, or ABA ABA is an intensive behavioral approach that expands on the basic reward-consequence model. ABA behavioral trains a child in small, incremental steps to meet larger goals, with each step along the way rewarded. ABA can teach appropriate social behaviors, language skills, and academics. ABA is most effective it’s started before the age of five and is done in an intensive program that involves at least twenty hours a week of one-on-one training with therapists.
- 15. SOCIAL SKILL INTERVENTION FOR STUDENTS WITH ASD
- 16. FUNCTIONAL CURRICULUM Functional Curriculum: Some students with autism need support to become independent in daily life. To help these students function in day-to-day life their curriculum should include daily living skills, community skills, recreation, and employment skills.
- 17. WHAT CAN HELP IMPROVE SOCIAL INTERACTION AND DEVELOPMENT? • Reinforce what the student does well socially— use behavior-specific praise and concrete reinforcement if needed to shape pro-social behavior ! • Model social interaction, turn taking, reciprocity
- 18. WHAT CAN HELP IMPROVE SOCIAL INTERACTION AND DEVELOPMENT • Celebrate strengths and use these to your advantage. Many individuals with autism have a good sense of humor, a love of or affinity for music, strong rote memorization skills, or a heightened sense of color or visual perspective—use these to motivate interest in social interactions or to give a student a chance to shine and be viewed as competent and interesting
- 19. WHAT CAN HELP IMPROVE SOCIAL INTERACTION AND DEVELOPMENT • Identify peers with strong social skills and pair the student with them so he has good models for social interaction. Provide peers with strategies for eliciting communication or other targeted objectives, but be careful not to turn the peer into a teacher—strive to keep peer interactions as natural as possible. ! • Create small lunch groups, perhaps with structured activities or topic boxes. (Teach the group to pull a topic out of a box and have the students discuss things related to this topic, such as ‘The most recent movie I saw was…..’This can be helpful for students who tend to talk about the same things all the time since it provides supports and motivation and the benefit of a visual reminder of what the topic is.)
- 21. ACADEMIC INTERVENTION FOR STUDENT WITH ASD. Science in the special education classroom can be one of the most interesting subjects to teach and engage students. You can do a lot of fun things with it from nature walks to in-class experiments. It can also be one of the toughest areas to teach effectively for students with ASD for a variety of reasons.
- 22. ACADEMIC INTERVENTION FOR STUDENT WITH ASD Research has shown most individuals with autism have problems with communication, language, social, and cognitive skills. Individuals with this disorder may learn better through the use of visual aids, imitation, and structured environments that offer various sensory inputs and routines. Since most students with autism do better with specific routines, a structured learning environment can make the child feel more secure and open to learning.
- 23. SOME INTERVENTIONS TO TEACH SCIENCE TO STUDENTS WITH ASD ARE: • Environmental Considerations: Many students are sensitive to auditory input so workstations should be placed away from excessive auditory stimulation and away from unnecessary movement.
- 24. SOME INTERVENTIONS TO TEACH SCIENCE TO STUDENTS WITH ASD ARE • Visual Schedules, Aids, and Symbols: Children with autism do better when their schedules are predictable and are given plenty of notice in changes and expectations. This helps make transitions easier when they can see the changes going to take place. Visual aids and symbols can range in complexity from simple and concrete to abstract. Using visual supports better enables students to focus on the message.
- 25. SOME INTERVENTIONS TO TEACH SCIENCE TO STUDENTS WITH ASD ARE: • Uses may include: • organize student activity • provide directions or instructions to assist students in understanding the organization of the environment, labeling of objects (containers, signs, charts, lists) • support appropriate behavior: posted rules and representations to signal steps of routines • teach social skills: social stories • teach self-control: use pictographs which provide cues for behavior expectations • teach functional self-help skills
- 26. SOME INTERVENTIONS TO TEACH SCIENCE TO STUDENTS WITH ASD ARE • Visual Structures: Marking a student’s work station with tape, for example, can help a student maintain boundaries. This allows students to clearly see what needs to be done, how much work they have, what they need to do to be finished and what’s next. Activities should be designed with strong visual cues so less auditory directions are needed.
- 27. SOME INTERVENTIONS TO TEACH SCIENCE TO STUDENTS WITH ASD ARE • Visual Communication Supports: The Picture Exchange Communication System is an effective strategy for encouraging communication in autistic students. It starts with a teaching a student to exchange a picture of a desired item with another partner such as a teacher, who honors the request. After the student learns how to request specific items, they learn how to construct simple sentences with the pictures
- 28. SOME INTERVENTIONS TO TEACH SCIENCE TO STUDENTS WITH ASD ARE • Direct Instruction of Social Skills: Most autistic students need to learn social interaction skills in much the same way as they learn academic skills. They may need direct instruction of how to react in certain social situations. Social stories written about specific social situations, how others may respond, and how the student may respond has proven to be beneficial in helping students with autism learn to react in social interactions.
- 29. SOME INTERVENTIONS TO TEACH SCIENCE TO STUDENTS WITH ASD ARE • Video Modeling: The use of video recording and display equipment to provide a visual model of targeted behavior or skill can be utilized when the need for repetition is likely. If scenarios are recorded on devices accessible to the students, such as iPads or smartphones, students can play the modeling videos whenever they feel the need.
- 30. SOME INTERVENTIONS TO TEACH SCIENCE TO STUDENTS WITH ASD ARE • Keep language simple and concrete: use as few words as possible to get the point across. • Give fewer choices: The more choices there are, the more confused a child with autism may become.
- 31. CONCLUSION Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. As an educator, I will try to master some of these strategies and I look forward to giving each child the best chance at learning because my philosophy is “ No Child Will Be Left Behind.
- 32. ALL STUDENTS CAN LEARN
- 33. AUTISTIC KIDS ARE SUPER KIDS
- 34. REFERENCES • (2017), retrieved from: https://www.google.tt/search?q=Autism+ppt&oq=Autism+ppt&aqs=chro me..69i57.13016j0j8&sourceid=chrome&ie=UTF-8 • What is Autism? Retrieved from: https://www.autismspeaks.org/what-autism • DSM-5 Diagnostic Criteria, retrieved from: https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic- criteria
- 35. • What Can Help Improve Social Interaction and Development? Retrieved from: https://www.autismspeaks.org/sites/default/files/documents/family- services/improve_social.pdf • science in the special education classroom. Retrieved from: https://www.autismclassroomresources.com/teaching-science- special-education-classroom/