District 204 2009-2010 Pam Leonard & Sabrina Beaudry
HOW DID WE GET HERE?
By the end of the 2009-2010 school year, the chosen building staff representative will be able to complete the problem-solving process of: Problem ID Problem Analysis Plan Development Plan Implementation Plan Evaluation prior to submitting a referral to the District Support Team for assistance with students with Autism
1. How to teach others the basic characteristics of a learner with ASD 2. How to teach others about research/evidenced based practices for programming 3. How to work collaboratively with families and demonstrate conflict resolution strategies
What is it?- New Concept Take a look-we demonstrate Let s Practice
Where do we start? Where do we end?
AUTISM SPECTRUM DISORDER Spectrum Disorder On the spectrum Autism Asperger Syndrome Aspies NT s - Neurotypical s PDD PDD-NOS
It is a Neurological Disorder It is a Spectrum Disorder It is a Developmental Disorder It is life long It is NOT a result from poor parenting It is NOT curable at this time It does NOT have a determined cause, although there are many theories
3 rd most common developmental disability (1 in 150 births) 4 times more prevalent in boys than girls Affects all socioeconomic, cultural, racial, & ethnic populations Lifetime cost for caring for a child with ASD ranges from 3.5 million to 5 million US spends approximately $90 billion annually for autism related costs including: Research, insurance costs, non-covered expenses, Medicaid waivers, educational spending, housing, transportation, employment, & related therapeutic services. Centers for Disease Control and Prevention 2007
We have 29,127 students in the district 12.1% have IEPs (3,518) Looking at autism specifically 204 has 1.061% students with autism when comparing to whole population vs. other districts have.582% = DOUBLE 8.8% OF OUR STUDENTS WITH IEP S HAVE AUTISM AS ELIGIBILITY VS. 3.6% IN OTHER UNIT DISTRICTS
COMPLICATED And DIFFICULT!
Autism Rett s Disintegrative Asperger s PDD-NOS Disorder Disorder Disorder Disorder 1 in 150 1 in 200-250
AUTISM Impairment in social interaction Restricted patterns of behavior, activities, interest Qualitative impairment in communication Before the age of three significant delays or abnormal skills in language for social interaction, symbolic play, social interaction ASPERGER Impairment in social interaction Restricted patterns of behavior, activities, interest Impairment significantly impacts social, occupational or other areas of functioning No significant cognitive delay No significant language delays
Families may obtain an outside evaluation by medical professionals for a medical diagnosis (DSMIV) of an Autism Spectrum Disorder OR Schools can give an educational diagnosis of Autism for special education eligibility.
No medical Test Various scales/checklists GARS=Gilliam Autism Rating Scale (based on DSMIV criteria) CARS=Childhood Autism Rating Scale ADOS=Autism Diagnostic Observation Scale (does not differentiate between Autism Asperger s) Behavioral Observations
No medical test ;Various scales/checklists ASDS=Asperger Syndrome Diagnostic Scale (based on DSMIV criteria) Australian Scale for Asperger s Syndrome (Tony Attwood 1998) Behavioral observations
Activity: 1. Write your role as your building Autism Point Person 2. Explain how you will explain your position to staff in your building.
Social/ Emotional Communication Sensory/Restricted Patterns Cognitive/Curriculum
Social/Emotional Communication Repetitive Patterns Sensory Cognitive/Curriculum INTERVENTIONS INTERVENTIONS INTERVENTIONS INTERVENTIONS INTERVENTIONS
Strong visual spatial Strong rote memory Loves routines Can be very independent Stick-to-itiveness Loyal
Impairment in non-verbal behaviors Lack of appropriate peer relationships Lack of spontaneous sharing of attention Lack of social/emotional reciprocity
Difficulty with eye contact Difficulty with reading gestures Difficulty understanding body language Difficulty reading facial expressions Do not use facial expressions well
May prefer to be alone Difficulty initiating interactions Does not understand concept of friend May appear bossy Narrow interests can interfere with relationship development Poor imitation skills affect development of friendship
Don t compliment Do not spontaneously Relate events to others Difficulty recognizing others feelings Difficulty understanding the perspective of others Exhibits poor timing in conversation Difficulty spontaneously greeting or responding to greetings Do not seek or give comfort in the same way that most do
Perseverate on topics of own interest Difficulty with the give & take of interactions Don t seek personal information about Others Don t appear to express empathy Don t appear to act happy to see you Poor timing in interacting with others
Fill in the social/emotional section of your planning sheet for the student you have chosen.
Delay in or lack of development of spoken language If have adequate speech, marked impairment in the ability to initiate or sustain conversation Stereotyped & repetitive use of language or idiosyncratic language Lack of varied, spontaneous make-believe or social imitative play appropriate to developmental level No clinically significant delay in language development (Asperger Syndrome)
Verbal? Nonverbal? Echolalia? How? Variety in communication? Scripts meaningful in/out of context?
Needs & wants Requests Confirming What? Protest/Dislike Commenting Questions Feelings Repair
Teacher Peers TA Home Who? School Various school staff
Initiation Persistence Variety of Topics Social Application? Maintenance Nonverbal skills Topic transitions Reciprocity combination of Verbal & nonverbal Perspective Match language to social rules
Response to others Answers simple questions Follows simple directions Comprehension Follows group directions Processing Time
ONE CANNOT NOT COMMUNICATE! Anne Donnellan
Behavior Frustration Anger Communication Deficits Feel isolated Misunderstood Dumb Powerless Embarrassment
Using observation/planning form, fill out the communication section on one of your students in your building.
Preoccupation with one or more stereotyped & restricted patterns of interest that is abnormal either in intensity or focus Inflexible adherence to specific, nonfunctional routines or rituals Stereotyped & repetitive motor mannerisms
Playing with One type of Toy Reading only the same book Watching the same video Picky about Clothing lining objects up Narrow interests picky about food
Difficulty with transitions bed time routines Stubborn drive same route/ walk same route Difficulty with change Rituals don t match social rules Adjusting clothing to weather needs
Hand flapping Rocking Pacing Lining objects up Peripheral Stimulation Motor routines hand smelling
Fill in the repetitive patterns section of your planning sheet for the student you have chosen.
Sight Hearing Taste Smell Touch Hyposensitive Hypersensitive Movement Space
Fill in the sensory section of your planning sheet for the student you have chosen.
Just because you have autism does not mean you have retardation Asperger Syndrome diagnosis indicates no cognitive delay ASD=skills develop unevenly ASD=gestalt processing ASD=concrete thinking ASD=over or under generalize ASD=difficulties in shifting attention
Difficulty problem solving Difficulty going from parts to whole (no analytical skills) May not have any fear or be overly cautious Trouble shifting attention Difficulty imitating Don t infer meaning Can act and think impulsively
Fill in the cognitive section of your planning sheet for the student you have chosen.
Lifelong Is considered a spectrum disorder Have difficulty in three major areas Communication Socialization Behavior