Best Practices in Supporting Students with ASD: Guidance for School Psychologists. Minnesota s First Autism Resource TM

Transcription

1 Best Practices in Supporting Students with ASD: Guidance for School Psychologists

2 Who is the Autism Society of Minnesota? Our mission: as an agency of families, educators, caregivers, professionals, and individuals with ASD, we are committed to supporting individuals with ASD and their families. Our vision: to realize our mission through education, support, collaboration and advocacy. Established in 1971 as the local presence of the autism community in MN, we have provided over 40 years of services and programs that have enhanced the lives of individuals with ASD.

3 Autism Society Established 1971 Support groups Information and referral Resource fairs Community events Assessment & diagnosis Mental health services Education Social skills classes (kids, teens, adults) Trainings Annual Minnesota Autism Conference Summer camps Outreach Advocacy Meetings with legislators and policymakers Input on bills and policies

4 Training and Certification Skillshops Topic-specific, 2-hour trainings, variety of venues Many topics tailored for adults with ASD Life with Autism/Autism 101 series Information and strategies for supporting individuals with ASD across the lifespan Customized Training Hourly Flexible, individualized topics Hosted on- or off-site Certification 15-hour comprehensive course

5 Autism Counseling and Consultation Services Mental Health Services Adult assessment or referral for child assessment FBA (functional behavioral assessment) or behavior consult Individual, marriage or family therapy Service provider training/consult Professionals in psychology, marriage and family therapy, social work, behavior analysis Support Group Facilitation Adults with ASD Women Family LGBTQIA+

6 Information and Resources Bookstore and Library Online Resource Directory Information and Resource Electronic and interpersonal Crisis Support

7 Events Annual Minnesota Autism Conference AuSM Gala Steps for Autism Workshops Navigating MSP Golf Classic Awareness Month (April)

8 Education and Programs Social Skills classes Children, teens, and adults Year-round programming Opportunities for those: Of all abilities Of all ages In various geographical regions

9 Camp! Three camp partnerships based on age, need and interest Camp Hand in Hand Camp Wahode Camp Discovery

10 Autism Screening, Assessment, Evaluation

11 Diagnostic and Statistical Manual of Mental Disorders (DSM-5) 2013 Published by American Psychiatric Association (APA) Outlines diagnostic criteria for wide range of mental disorders Informs treatment recommendations and payment by health care providers (billing codes) DSM-5: changes to criteria for autism diagnosis

12 DSM-5 Criteria A. Qualitative impairment in social communication and interaction 1. Deficits in social-emotional reciprocity; 2. Deficits in nonverbal communicative behaviors used for social interaction; 3. Deficits in developing and maintaining relationships, appropriate to developmental level

13 DSM-5 Criteria - continued B. Restricted, repetitive patterns of behavior, interests, or activities 1. Stereotyped or repetitive speech, motor movements, or use of objects; 2. Excessive adherence to routines, ritualized patterns of verbal or nonverbal behavior, or excessive resistance to change;

14 DSM-5 Criteria - continued 3. Highly restricted, fixated interests that are abnormal in intensity or focus; 4. Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment; adverse response to specific sounds or textures, excessive smelling or touching of objects, fascination with lights or spinning objects)

15 DSM-5 Criteria continued C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities) D. Symptoms together limit and impair everyday functioning

16 Barriers to Timely and Accurate Screening and Assessment DSM 5 has no single criteria to rule ASD in or out He is too social. She shows good eye contact. He can t have autism. He already has ADHD. Splintered skills are often misunderstood And, skills and traits can present differently in different environments. Demographic misconceptions Barriers in recognition across genders Cultural barriers Co-occurring conditions

17 High-Functioning vs. Low-Functioning Autism And what about Asperger s Syndrome?

18 Patterns of Development Typical Typical Development Developmental Developmental Delay Delay Autism Motor Motor I.Q. I.Q. Language Language Language Language Social Social Comprehension Comprehension Expressive Expressive Memory Memory

19 Prevalence of Autism in the U.S. 1 in 59 children (CDC, 2018) Boys: ~4x more common* 26.6 per 1,000 boys 6.6 per 1,000 girls (CDC, 2018) Affects all racial, ethnic & socio-economic groups The latest data reflect an increase of approximately 13.2% in overall ASD prevalence. Income, lifestyle and education do not affect chances of having ASD

20 ASD Prevalence in MN

21 MN Prevalence Rates Prevalence by Ethnicity Overall 1 in 48 1 in 42 Somali 1 in 32 1 in 26 White (non-hispanic) 1 in 36 1 in 41 Black (non-somali) 1 in 62 1 in 40 Hispanic 1 in 80 1 in 48 Asian/Pacific Islander (non-hmong) N/A 1 in 55 Hmong N/A 1 in 54 Native American N/A N/A

22 Institute for Community Integration Research (2013) Assessing prevalence across racial groups; children 7-9 in Minneapolis Overall, Somali, White, Black, Hispanic (Asian, Native American) Used ADDM Methodology: records-based approach ADDM = Autism and Developmental Disabilities Monitoring Findings:

23 Autism and Co-Occurring Conditions Mental health disorders Epilepsy/seizure disorders Gastrointestinal complications Intellectual disability Sleep complications

24 Other Tips in Screening and Assessment Screening tools should gather information across environments and social roles: in classroom, in home, amongst peers Resisting urge to wait for student to outgrow certain traits Consensus building amongst colleagues and family members

25 Supporting Students with Autism: Direct and Indirect Service Minutes

26 What does a child with ASD need in order to be successful in future settings? Skills that promote independence and selfdetermination Self-recognition of emotions and regulation strategies Perspective taking Assessing own strengths and needs for support Asking for help Disclosure

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28 What is a Social Story? Social Stories are most effective when written (visual) Range from simple to complex Long or short depending on the age and language skill of the person using it

29 Cartooning: Three Basic Elements 1. Thought bubbles 2. Speaking bubbles 3. A way to indicate feelings. For example, RED might indicate anxiety and GREEN might mean happiness.

30 Video Modeling Record a video showing a person doing a skill that you want to increase. Ø Limit to 1 or 2 minutes per behavior People learn best from those like themselves, so use the person themself if possible; if that isn t possible, use someone resembling that person. Use digital editing to create image of new behavior. You can assemble video of parts of the behavior to show the whole thing.

31 Tools: Visuals/ Timers Provide visual tools to illustrate procedures What comes first and what s next Provide a timer or some other device to show individual that it is time to stop or move on to the next activity Time Timer

32 Social Cognition Relationship Circle

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34 Summary Teaching New Behavior: Use tools such as Social Stories and video modeling to explain how to respond to new situations Use tools such as cartooning to explain people s thoughts and feelings

35 Summary Continued Executive Function Supports Schedules, planners, lists, calendars, timers Adjust language Social Cognition Tools Perspective taking, cartooning Relationship Circle Emotional Regulation Tools 5 Point Scale

36 Complex Caseloads: Students with Autism and Co-Occurring Mental Health Conditions

37 Mental Health: Autism Comorbidities DSM-5 states that about 70% of people who have ASD have at least one co-existing mental disorder (typically anxiety or depression); 40% have two or more. Our practical experience implies that the rate is even higher than that; anxiety is almost universal and depression very common. Some people with ASD have other mental health conditions such as ADHD or bipolar disorder.

38 Common Anxiety Problems Generalized Anxiety Disorder (GAD) Social Anxiety Disorder (SAD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTSD)

39 Depression Major Depressive Disorder Persistent Depressive Disorder (formerly Dysthymia) Bipolar Disorder(s)

40 ADHD: A Disorder of Attention Formal Name: Attention-Deficit/Hyperactivity Disorder Features: Persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and more severe than is typically observed

41 Informal Supports Exercise Prayer/meditation (also yoga) Deep breathing/stopping Writing (journal, diary, blogging) Enjoying favorite activities Talking to friends/family/support staff Sensory input (increase or decrease as needed)

42 Formal Supports Seek help if symptoms are not manageable with informal supports. Two types of support: medication or therapy

43 Online Resources Autistic Voices Amethyst Schaber: Ask an Autistic (Youtube); neurowonderful.tumblr.com Autistic Self Advocacy Network (ASAN): autisticadvocacy.org Autism Women s Network: autismwomensnetwork.org Chris Bonnello: Autistic Not Weird on Facebook; autisticnotweird.com Christa Holmes: neurodivergentrebel.com NOS Magazine: nosmagazine.org Stephen Shore: researchautism.org

44 Other Resources More FREE resources: AuSM support groups ( Facebook groups MN ASD Parents to Parents Support

45 THANK YOU! Web site: Facebook: Phone: Address: 2380 Wycliff Street, Suite 102, St. Paul, MN Established in 1971, the Autism Society of Minnesota is committed to education, advocacy and support designed to enhance the lives of those affected by autism from birth through retirement. The Autism Society of Minnesota is a 501(c)(3) organization.