Autism. What is Autism? Basic Education Handout RED FLAGS: By the Numbers. Did you Know?

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1 Autism Basic Education Handout What is Autism? Autism, or autism spectrum disorder, refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences. We now know that there is not one autism but many types, caused by different combinations of genetic and environmental influences. The term spectrum reflects the wide variation in challenges and strengths possessed by each person with autism. Autism s most-obvious signs tend to appear between 2 and 3 years of age. In some cases, it can be diagnosed as early as 18 months. Some developmental delays associated with autism can be identified and addressed even earlier. RED FLAGS: Doesn't make eye contact. Copies direct phrases heard from others or TV. Easily upset by change. Must follow certain routines or rituals. Has unusual body movements such as hand flapping or toe walking. Can be sensitive to loud noises, bright lights or certain textures, smells, and tastes. Doesn't engage in imaginative play. By the Numbers The Centers for Disease Control and Prevention (CDC) estimates autism s prevalence as 1 in 59 children in the United States. This includes 1 in 37 boys and 1 in 151 girls. Did you Know? Autism spectrum disorders are now more common than Down Syndrome, childhood cancer, Cystic Fibrosis, Multiple Sclerosis, blindness and deafness.

2 What is Stimming? The term "stimming" is short for self-stimulatory behavior and is sometimes also called "stereotypic" behavior. In a person with autism, stimming usually refers to specific behaviors that include handflapping, rocking, spinning, or repetition of words and phrases. Stimming is almost always a symptom of autism, and it's usually the most obvious. After all, few typically developing people rock, flap, pace, or flick their fingers on a regular basis. While autistic stimming does look unusual, however, it's important to note that subtler forms of stimming are also a part of most people's behavior patterns. If you've ever tapped your pencil, bitten your nails, twirled your hair, or tapped your toes, you've engaged in stimming. The biggest differences between autistic and typical stimming are the type, quantity, and obviousness of the behavior. In general, behaviors are described as "stims" when they go beyond what is culturally tolerated. In other words, a "stim" is a behavior that is culturally unacceptable. While it's at least moderately acceptable in the United States to bite one's nails or twirl one's hair, for example, it's considered unacceptable to wander around flapping one's hands. Mild and occasional rocking is usually acceptable, but rocking one's entire body back and forth is considered to be a stim. If you've met one person with Autism, you've met one person with Autism. -Dr. Stephen Shore Why? There's really no good reason why flapping should be less acceptable than nail biting (it's certainly more hygienic!). But in our world, the hand flappers receive negative attention while the nail biters (at least to a certain degree) are tolerated. Some stims can be quite extreme, and are legitimately upsetting or even frightening to typical people. For example, some autistic people stim by making loud noises that can sound threatening or scary. Some hit themselves with their hands, or even bang their heads against the wall. For most people, stimming occurs only now and then. People with autism, however, often find it difficult to stop stimming, and may do it during most of their waking hours. They may stim because they are excited, happy, anxious, overwhelmed, or because it feels comforting. Under stressful circumstances, they may stim for long periods of time. Most of us are aware of and can control our stims (we wouldn't bite our nails, for example, while having a romantic dinner). If we feel the need to stim in a stressful situation, we are usually careful to be subtle about it. For example, we might tap our toes under the table rather than rock back and forth. People with autism, however, may not be aware of and responsive to others' reactions to their stims. There seem to be circumstances in which some people with autism are not able to control their stims, or find it extremely stressful and difficult to do so.

3 Sensory Processing Disorder (SPD) Another diagnoses that is often seen with ASD is Sensory Processing Disorder or SPD. Sensory Processing Disorder is a condition in which the brain has trouble receiving and responding to information that comes in through the senses. Some people with sensory processing disorder are oversensitive to things in their environment. Common sounds may be painful or overwhelming. The light touch of a shirt may chafe the skin. Others with sensory processing disorder may: Be uncoordinated Bump into things Be unable to tell where their limbs are in space Be hard to engage in conversation or play. Sensory processing disorder may affect one sense, like hearing, touch, or taste. Or it may affect multiple senses. And people can be over- or under-responsive to the things they have difficulties with. Like many illnesses, the symptoms of sensory processing disorder exist on a spectrum. In some children, for example, the sound of a leaf blower outside the window may cause them to vomit or dive under the table. They may scream when touched. They may recoil from the textures of certain foods. Others seem unresponsive to anything around them. They may fail to respond to extreme heat or cold or even pain. Many children with sensory processing disorder start out as fussy babies who become anxious as they grow older. These kids often don't handle change well. They may frequently throw tantrums or have meltdowns. Many children have symptoms like these from time to time. Therapists, however, consider a diagnosis of sensory processing disorder when the symptoms become severe enough to affect normal functioning and disrupt everyday life.

4 Autism in the Classroom 1. REDUCE SENSORY OVERLOAD Survey your room and setting from a sensory point of view, remove distractors, and make modifications if possible. Many children with autism lack the ability to tune out the sensory information around them (things you and I may not ordinarily notice), leaving them feeling overwhelmed. Watch for sounds, smells and sights. Noisy hall? Flickering lights? Clicking noise from a fan? Do you wear perfume? Try a lamp for soft lighting, move a noisy neighbor, play soft music during work, use a study carrel, or offer noise-canceling earphones. 2. PROVIDE A STRUCTURED ROUTINE, USE A SCHEDULE Your student finds it comforting to know what she should be doing, and what will happen next. (Including when to expect a break or playtime). Use first-then statements. First math, then computer time. Use a visual or written schedule. It can be student-specific or a general classroom schedule depending on what is recommended for your student. Teachers often think that their student doesn t need to use a schedule because they know the routine. You probably use a planner. You know your regular routine, but your planner alerts you to upcoming changes. A schedule serves this purpose for your student. 3. WARN YOUR STUDENT AHEAD OF TIME TO EXPECT CHANGES Assemblies, fire drills or even eating lunch in the room for a special event may cause anxiety. Even transitions from classroom to another area can cause fear of the unknown. Give your student a warning that change is coming. In five minutes we will line up to go to recess. In two minutes we will line up to go to recess. It s time to line up to go to recess. 4. USE VISUALS Difficulty processing auditory information is often a challenge for students with autism. Visual learning is often a strength. Provide pictures, write instructions on the board, demonstrate what you need done.

5 Autism in the Classroom 5. TALK LESS, SHOW MORE. GIVE ORAL INSTRUCTIONS IN AS FEW WORDS AS POSSIBLE Pause for processing time. Some students may need as long as 30 seconds or more. Then repeat if needed. Taking too much, particularly when a student is already upset, may increase anxiety or even trigger a meltdown. 6. USE CONCRETE, SIMPLE WORDING Avoid idioms, sarcasm. It s raining hard outside. is better than It s raining cats and dogs. You may find your student looking outside for the cats and dogs. Students with autism often take things quite literally. 7. AVOID OPEN-ENDED QUESTIONS. GIVE LIMITED CHOICES Do you want a cracker or a cookie? is preferable to What do you want to eat? Stick to just two or three choices. Too many choices can produce anxiety. 8. HAVE DIRECT, EXPLICIT RULES AND EXPECTATIONS Write them, post them, show them. Don t expect your student will automatically know them. If she is to hang up her backpack, sit down, and get out her spelling words each morning, be sure to be clear about what is expected, and in what sequence. 9. BUILD IN BREAKS Your student may need break time in her routine. Be sure your student knows they are there, when to expect them, or how to ask for them. Even five minutes in a quiet place, a walk up and down the hall, or listening to soft music can make a big difference, help her be ready to learn and help avoid melt-downs. Provide a limited number of breaks so it is not used to avoid a task. Try offering three break cards he can turn in to you. 10. SPECIAL INTERESTS CAN BE USED TO MOTIVATE YOUR STUDENT If he obsesses over Jurassic park, you may have him adding and subtracting dinosaurs. Loves airplanes? Measure how far from take-off to landing. And finally, DON T SWEAT THE SMALL STUFF. If your student does better standing up to work, that s okay. If group work makes her anxious, offer her an independent assignment. If he makes a rude remark, don t take it personally, just teach the expectation. Celebrate successes, large and small!

6 Additional Resources Stella's Stars- Starting the Autism Revolution. Stella's Stars is dedicated to assisting educators in helping children with autism and their families achieve success together. FSU CARD- The FSU Center for Autism and Related Disabilities (CARD) is dedicated to providing individuals with Autism or related disabilities, their families, and professionals who work with them with free consultation, resources, and educational support to build knowledge, infrastructure, sustainability, and capacity within the community. Tallahassee Autism Community- TAC strives to be a soft landing pad for newly diagnosed families and a life long support for veteran families. We provide support, resources, and ASD education for the community.