Introduction to Autism Spectrum Disorder

Dominique Yam

12 students at the school who are diagnosed PSD funded.

More who are undiagnosed.

Completed sheet as a representation of us.

Post it note of our strengths/skills in regard to ASD teaching.

Quiz True or False.

Boys and girls are not equally affected by ASD. The ratio is 4:1, however many believe the
diagnosis is swayed more towards boys.
Girls are harder to diagnose.

Characteristics and Diversity of Autism

Neurodevelopmental condition

Affected in the following ways:

Communication
o Verbal and non-verbal
Social Interaction
o Peer connections, understanding dynamitic in social interactions
Repetitive and Restricted Behaviors
o Special interests, structure and routine, rituals, Stim
Sensory Processing (SP)
o 95% have SP disorder, partnerships with families, professionals etc to support
what youre doing in the classroom
Information Processing and Learning Styles
o Visual and literal learners. Hands on. Can also be rote learners.

Diversity scale of ASD

Depending on the student they can sit at ANY area of the scale.

Low functioning/High functioning think of the language using and whether you mean their
Intellectual ability.
High functioning doesnt mean they dont need aid.

Cognitive Impairments and Comorbidity

Underlying Coginitive Impairments
Theory of Mind (ToM)
o mind-blindness, perspective
Central Coherence
o Ability to integrate pieces of information into a whole.
o Limited ability to see the big picture
o Can also be a strength! Seeing fine details and noticing small things.
 Executive Functioning
o Higher-order cognitive skills that are used for planning and carrying out tasks,
and organizing and regulating behavior over time
o Not just ASD students

ASD Comorbid Diagnosis

Nearly three-quarters of children with ASD also have another medical or psychiatric
condition.
Mood disorders 50% - 85%

Strengths
Visual thinking
Understanding and working with rules
Focus intently and learn a lot about topics theyre especially interested in
Often good at rote learning. Can remember large chunks of information

Key classroom principles

Structure
Schedules
Predictability
Notify of change
Warning for transitions 5 minutes left etc
Calm Environment
Lighting, volumes and background noise need to be considered
Prevention is key
Eliminate/reduce triggers
Understanding
Upload knowledge continually
Understand their ASD profile
Slow down
Limit instructions, break it down, use visuals
Literal learners
Cant vs Wont
Positive language
Clear expectations for behavior and learning
Find solutions rather than responding punitively
Consistency
A consistent approach between staff and classes is needed

Handwriting is difficult struggle. Allow word processing.

Video: Big Bang theory

Planning Matrix (Used to guide ILPs)

Communication Social Repetitive Sensory Information
Interaction and Processing Processing
 Restricted and Learning
Behaviors Styles
Characteristics
Impacts
Strategies
Link with Personal and Social Capability (Vic Curriculum)
Self-Awareness
Self-Management
Social Awareness
Social Management

Sensory Processing
Sight
Sound
Taste
Smell
Touch
Balance
Body Awareness
Sensory processing allows us to produce appropriate responses for particular situations,
tasks and environments.
Over-responsive: Sensory avoiders.
Under-responsive: Sensory seekers.

Functional Behavior and ASD

All behavior has a function- it tells us something it serves a purpose. If it is repeated, it is
meeting a need. Purposes:
Attention
Escape Something or Someone
Request Something or Someone
Sensory Needs
Express Feelings or Emotions

Characteristics of ASD and Behavior

Communication Impairments
Poor problem solving abilities
Insistence on sameness
Over attention of special interests
Anxiety
Sensory Issues
Difficulties with understanding others point of view

Common Practice VS Effective Practice

The Unplanned Reactive Approach

5% before, behavior, 95% after behavior.
Proactive Approach
95% before, behavior (weaker), 5% after behavior.

What behaviors do we address?

Physically hurting themselves or other?
Interfering with the students own and others learning?
Limiting access to experiences, services and settings?

Teach them new behaviors.

Legal context:
Disability Standards for Education 2005.