April is Autism Awareness Month! What is Autism? Quick Facts & Stats. Bri Klibbe Jill Paul

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SPECIAL EDITION Inside this issue: Things to Know & Understand about ASD 2 Facts Quiz 3 Training Opportunities 3 Myths about Autism 4 Classroom Modifications 5 Internet Resources 7 April is Autism

S. over $35 billion per year Boys are four times more likely than girls to have autism There is no medical detection or cure for autism http://www.autismspeaks.org/whatisit/ facts.

edu Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the

1 SPECIAL EDITION Inside this issue: Things to Know & Understand about ASD 2 Facts Quiz 3 Training Opportunities 3 Myths about Autism 4 Classroom Modifications 5 Internet Resources 7 April is Autism Awareness Month! What is Autism? Quick Facts & Stats 1 in 150 births 1 to in 94 boys 67 children diagnosed per day Fastest-growing serious developmental disability in the U.S. More children will be diagnosed with autism this year than aids, diabetes, and cancer combined Costs U.S. over $35 billion per year Boys are four times more likely than girls to have autism There is no medical detection or cure for autism facts.php Bri Klibbe briannek@wcs.edu Jill Paul jillp1@wcs.edu Alacia Stainbrook alacias@wcs.edu Jay Whitlow jayw@wcs.edu Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. One should keep in mind however, that autism is a spectrum disorder and it affects each individual differently and at varying degrees - this is why early diagnosis is so crucial. By learning the signs, a child can begin benefiting from one of the many specialized intervention programs. Autism is one of five disorders that falls under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by severe and pervasive impairment in several areas of development. The most common diagnoses we see in schools are Autism, PDD-NOS, and Asperger s Syndrome. Prevalence of Autism Autism is the most common of the Pervasive Developmental Disorders, affecting an estimated 1 in 150 births (Centers for Disease Control Prevention, 2007). Roughly translated, this means as many as 1.5 million Americans today are believed to have some form of autism. And this number is on the rise. Based on statistics from the U.S. Department of Education and other governmental agencies, autism is growing at a startling rate of percent per year. At this rate, the ASA estimates that the prevalence of autism could reach 4 million Americans in the next decade. Autism knows no racial, ethnic, social boundaries, family income, lifestyle, or educational levels and can affect any family, and any child. And although the overall incidence of autism is consistent around the globe, it is four times more prevalent in boys than in girls. Source: Autism Society of America April 2009

Page 2 Most Important Things to Know and Understand about Autism Spectrum Disorders (ASD) 1. Autism is a SPECTRUM disorder. Every individual is different! 2. To truly understand the student you work with, you must understand and identify the characteristics of autism he exhibits.

2 Page 2 Most Important Things to Know and Understand about Autism Spectrum Disorders (ASD) 1. Autism is a SPECTRUM disorder. Every individual is different! 2. To truly understand the student you work with, you must understand and identify the characteristics of autism he exhibits. 3. Behavior is Communication!! When a behavior occurs, try to figure out what the student is trying to tell you. Imagine what it would be like to have difficulty communicating basic wants and needs. 4. Autism is a SOCIAL disorder!! Every aspect of social interaction is going to be more challenging for an individual with autism. They may easily misinterpret social situations or even overreact in certain situations. Social skills that will be compromised include having conversations, play skills, leisure skills, initiating to adults and peers, perspective taking skills, etc. 5. Almost ALL individuals with ASD are VISUAL LEARNERS. When the student you work with is struggling, ask yourself if the expectations and directions are clear enough or if they can be clarified through visual means. 6. Even the smartest, most verbal students often have deficits in or difficulties with receptive language. This means that the student you work with might have trouble following directions, listening to stories, understanding rules, etc. 7. Providing information and making events predictable might be the best preventative strategy for an individual with ASD. 8. Behavior is impacted by both student and environmental challenges. This means that although we always look at the environment to see what can be changed to better support the student, the behavior is also a result of the autism. 9. Students with ASD are typically not internally motivated. Because of this, many external rewards are necessary. If the student you are working with is struggling, ask yourself what their motivation is to complete their work or follow the rules. 10. Do not take misbehavior personally! Students with ASD can have unpredictable behavior and it is not always easy to identify the cause of the behavior. Please do not think that the student is out to get you or does not like you. Source: Ballew, 2004 Fast Facts About WCS: Number of schools in Williamson County...37 Number of students with a diagnosis of ASD...approx. 232 Number of schools serving students with ASD...34 eligibility of Autism in the Early Childhood program 23 eligibility of Autism in Elementary School 117 eligibility of Autism in Middle School 45 eligibility of Autism in High School or Transition...47 As of April 10, 2008

3 Autism Facts Quiz How much do you know about Autism? Mark T or F for each statement then check your answers on page 4! All children with autism have an extraordinary skill, such as math or playing an instrument. Page 3 Autism is a spectrum disorder and may include children with below average cognitive skills as well as above average cognitive skills. Children with autism do not like affection or to be touched. Autism can be diagnosed through a blood test. Autism is caused by a mother s failure to bond with the child. Children with autism have social and communication impairments. Autism is caused by childhood vaccinations. Children with autism often have difficulty with abstract language and sarcasm. All children with autism are nonverbal. Autism can be outgrown. Source: Ballew, 2007 For Kids... Helping students understand differences in each other is one of the greatest gifts that we can give them. As we travel from school to school it is so wonderful to see the caring and compassion that you have helped to instill into our typical students toward students with disabilities. Here are some websites to use as resources to help promote awareness for kids. Just be sure to get parent permission before discussing a child s disability with peers!

Page 4 Some Common Myths About Autism There are many myths surrounding autism. It may be frustrating at first to determine whether information is inaccurate or factual.

4 Page 4 Some Common Myths About Autism There are many myths surrounding autism. It may be frustrating at first to determine whether information is inaccurate or factual. Below, we've listed some of the more prevalent misconceptions about autism. You may come across more. Children with autism can't be helped. Many people believe that a person with autism cannot learn new skills, but this is not the case. Specific interventions help target a student s social, communication, and academic skills. Students with autism can go on to live independent lives, go to college, and hold a job. Cold or distant parenting causes autism. 1 One of the original "cause" theories was the "refrigerator parent," which held that parents who were unloving created such an unattractive world to the child that the child became autistic. This theory couldn't be farther from the truth and is no longer considered credible. Children from all walks of life are diagnosed with autism, and parents of children on the autism spectrum also have children who are not on the spectrum. Today we know that parents are not to blame for causing autism. All people with autism are like Rain Man. 1 The film Rain Man changed how autism was perceived, from a little-known disorder to something people talked about. Because the character Raymond (played by Dustin Hoffman) had some extraordinary abilities (known as splinter skills, which can include perfect memory, mathematical calculation, and art/music), it has often been assumed that all people with autism have abilities like these. While it is true that some people with autism may have extraordinary skills, most do not have these abilities. Children with autism never learn to talk. 2 Many children with autism have the ability to speak and learn to talk and communicate successfully with others. Children with autism do not smile or show affection. 2 People with autism do indeed feel and experience emotion. Because of the nature of the disorder, it may take longer for attachments and bonds to form. But many children with autism show affection right from the beginning, and many others demonstrate affection as they develop. 1 "Autism Myths and Realities," Robert Needlman, M.D. and Adapted from: Quiz Answers from page 3 1. False 2. True 3. False 4. False 5. False 6. True 7. False 8. True 9. False 10.False Questions? Contact your Autism Consultant!

5 Classroom Modifications for Students with Autism Page 5 For the student having trouble STARTING work: Use a timer to show him how much time he has to complete the task. Provide a visual that states the beginning steps of the task (i.e., write name on paper, write date on paper, start with #1). Provide a visual reminder of the reward and remind him that he has to finish his work first. Identify if the work is overwhelming for him and use designated strategies. Model the work first, if necessary. For the student who is OVERWHELMED by work: Break tasks into smaller pieces. For example, he has to complete half of the math problems, and then take a break before completing the second half. Cross out items that he does not have to complete. Transfer items that he has to complete to a separate piece of paper so he does not even see the whole task. Fold paper in half to cover some of the items. Offer to share the responsibility. For example, during reading you can read every other page. For the student who has trouble COMPLETING work: Provide a visual work/reward system so he is aware of what work has to be completed before he can get his reward. This can be done with pictures or in writing. Example: Reward!! computer Ms. Joyce Game with friend Reward!! Allow him to choose his reward to make sure that it is motivating at the time. Provide a folder that has one pocket labeled work to do and one pocket labeled work completed so the student can see that the work is decreasing and there is an end in sight. Provide a finish later folder for students who may be upset about leaving their work before it is completed. This should be used when the student has to transition at a certain time, such as to therapy or specials. Provide a written list of work so he can check off as the work is completed. Continued on page 6

Page 6 Classroom Modifications for Students with Autism (continued from page 5) Other academic supports: Highlight or color code the relevant information. Reduce auditory and visual distractions.

6 Page 6 Classroom Modifications for Students with Autism (continued from page 5) Other academic supports: Highlight or color code the relevant information. Reduce auditory and visual distractions. For example, help the student keep his desk clear of clutter. Use timers any time the student needs an awareness of time or a warning for when the activity is completed. Provide written rules rather than continue to provide verbal prompts. Use a dry erase board or post-it note for a quick written instruction. THINK VISUAL!!!!!!! Social, Play, and Leisure Supports: Use cue cards to remind the student what he can say or ask in social situations. Use turn taker cards (my turn/your turn) to help the student take turns with peers. Write lots and lots of social stories!! Use scripts and role plays to practice social situations. Facilitate interactions between your student and his peers during unstructured time. Take advantage of the natural environment by pointing out social cues on a daily basis. For example, if another student gets hurt and is crying, point this out to your student saying Sally is hurt! She is crying because she is sad. What should we say to her? Create any visual supports that may assist during social and leisure situations. For example, rule cards or visuals for board games and outside activities. Provide information to the peers about how they can interact with your student. Sensory supports (always seek OT feedback before using these strategies): Use headphones to muffle sounds or with calming music to help keep a student focused. Use sensory strategies outlined by OT on consistent basis (i.e., sensory diet or brushing protocol.) Provide deep pressure to help calm student (i.e., pressure on shoulders, arms, or hands). Take regular movement breaks. Even just a walk in the hall can help a student with restless energy. Incorporate heavy work activities into the day. For example, push, pull, or carry activities that are also functional work tasks. Allow access to a break area. Provide fiddle materials when needed to help the student maintain attention during class or to keep his hands busy. Allow student to change classes before the bell rings to avoid noisy transition in the hallway. Source: Ballew, 2004

What is Autism? Laura Ferguson, M.Ed., BCBA.

What is Autism? Laura Ferguson, M.Ed., BCBA. What is Autism? ) Autism is a complex developmental disability that has a neurological basis that causes impairments in social interactions, communication,