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INTRODUCTION TO AUTISM SPECTRUM DISORDERS

ASD Network 2017 Younes Convention Center, Kearney NE

Presented by: Dawna Sigurdson, Ed. S.Central Region ASD CoordinatorMarch 30th, 2017

THANK  YOU  FOR  YOUR  COOPERATION!

• Please  turn  your  cell  phone  to  silent

• If  you  must  leave  the  session  early,  please  do  so  as  discreetly  as  possible  

• Please  avoid  side  conversation  during  the  session

• Feel  free  to  ask  questions  at  any  time

2Session  Rules  of  Etiquette

• Define  Autism  and  discuss    prevalence  of  Autism  Spectrum  Disorder

• Learn  the  characteristics  of  individuals  with  ASD  and  supports  they    in  the  classroom/community

• Provide  an  “insiders  view”  of  Autism  to  better  understand  how  ASD  looks  and  feels  for  some  of  our  students

• Learn  the  difference  between  a  medical  diagnosis  and  an  educational  verification

• Better  understand  how  ASD  impacts  home,  school  and  community  functioning

3Objectives

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*DEPARTMENT  OF  HEALTH  AND  HUMAN  SERVICES,  CENTERS  FOR  DISEASE  CONTROL  AND  PREVENTION.    2014.

Prevalence  of  ASD  is  estimated  at  

1  in  68  births(Approximately  4  times  more  likely  in  males)

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• The  incidence  of  autism  is  increasing  nationally• Nebraska  is  no  exception    • Educational  verifications  of  autism  continue  to  rise:

5Prevalence  

1997-­‐98   240  

•2002-­‐03 546

•2003-­‐04 838

•2004-­‐05 995

•2007-­‐08 1449

•2008-­‐09 1697

2009-­‐10 1706

•2010-­‐11 1867

•2011-­‐12 2128

•2012-­‐13 2345

•2013-­‐14   2592

•2014-­‐15 2805

•2015-­‐16 3033

So…..  What  exactly  is  Autism  Spectrum  

Disorder?

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• A medical diagnosis is usually given by a doctor or clinical psychologist.

• Diagnosis is guided by criteria in the DSM-IV and based on a medical model.

7Medical  Diagnosis  vs.  Educational  Verification

• An educational verification is a process conducted by a school district to determine if a student has a disability and to plan appropriate services to address the student's individual needs.

• Verification reflects assessments done by a multidisciplinary team.

• Verification is based on an educational model.

Medical Educational

8Educational  Verification  in  NE:  Rule  51  

9The  Autism  Spectrum  Social  Interaction

Communication

Restricted,  Repetitive  Behaviors/Interests

Response  to  Sensory  Experiences

In  own  worldActive  butunsuccessful

Non-­‐verbalVerbal  butInept/awkward

Limited  flexibilityRestricted  interestsRigid  routines

Stereotypicalbehaviors

HighSensitivity Under-­‐stimulated

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10What  ASD  Looks  Like

• Individuals  with  ASD  may  show  some  or  all  of  the  following  deficits  in  social  skills

• Difficulty  understanding  social  “rules”  and  relationships.  

• Inconsistent  use  of  non  verbal  behavior• Difficulty  with  spontaneously  sharing  experiences  Lack  of  social  reciprocity  

• Unconventional/Awkward/Inappropriate  methods  of  interaction.

(“Difficulty”  translates  into  “does  not  come  naturally  and  must  be  taught”)

11Social  Characteristics

• Individuals  with  ASD  may  show  some  or  all  of  the  following  communication  deficits:

• Delay  or  absence  of  spoken  language• Delay  of  non-­‐verbal  communication• Repetitive  or  non-­‐functional  use  of  language  

(echolalia)• Difficulty  initiating  and/or  sustaining  conversation• Lack  of  varied,  spontaneous  play  skills• Unusual  speech  patterns

12Communication  Characteristics

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• Need  for  sameness• Routines  and  rituals• Narrow  areas  of  interest• Repetitive  motor  behaviors

Why  do  all  this?    Need  for  predictability  and  control  over  their  world.    Lack  of  predictability/control  =  anxiety!

13Restricted  Patterns  of  Behavior,  Interests,  and  Activities

• What  do  I  have  to  do?• How  much  I  have  to  do  (amount,  length  of  time)?• How  do  I  know  when  I’m  finished?• What  do  I  get  to  do  next?

14How  can  we  help  someone  with  ASD  “Organize”  and  “Predict”  the  world  around  them?

Individuals  with  ASD  need  to  know  the  answer  to  the  following  questions  when  given  a  task:

• Senses:    seeing;  hearing;  smelling;  tasting;  touching;  body  position  and  balance  (proprioception);  movement  (vestibular)

• Experience  information  to  the  senses  in  different  ways• Seek  or  avoid  activities  that  provide  input• Fight  or  flight:    anxiety

Temple  Grandin  shares  that,  “sounds  at  school  were  like  listening  to  the  radio  with  all  of  the  stations  on  at  once”

15Sensory  Characteristics

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How  can  we  best  support  individuals  

with  autism?

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17What’s  Beneath  the  Surface?

Functions  of  Behavior:

EscapeAttentionTangibleSensory

We  need  to  address  any  underlying  issues  before teaching:

The  Autism  Internet  Modules  were  developed  to  make  comprehensive,  up-­‐to-­‐date,  and  usable  information  on  autism  accessible  and  applicable  to  educators,  other  professionals,  and  families  who  support  individuals  with  autism  spectrum  disorders  

(ASD).

http://www.autisminternetmodules.org/

18Resources

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Nebraska  ASD  Network:  Training  and  other  Network  resources                    http://www.unl.edu/asdnetwork/(Autism  101  Webinar,  Summer  Trainings  etc.)

Autism  Speaks:    ASD  Information  and  downloadable  Autism  Tool  Kitswww.autismspeaks.org

Autism  Internet  Modules:    Free  on-­‐line  training  modules,  many  evidence-­‐based  interventions  http://www.autisminternetmodules.org/index.php

Organization  for    Autism  Research:  Educator’s  Guides  to  Autismwww.researchautism.org

19Resources

• There  is  NO  secret  recipe  for  supporting  those  with  autism!

• There  is  no  “quick  fix”  or  “band  aid”  for  students  with  ASD

• Individualize…some  of  the  strategies  you  try  may  be  exactly  what  one  person  needs  and  not  work  at  all  for  another

• Individuals  on  the  Spectrum  are  always  doing  the  best  they  can

• Try  to  see  the  world  from  the  perspective  of  the  person  on  the  spectrum

• Figure  out,  “What  is  beneath  the  surface?”

20Summary:  Take-­‐Home  Points

21Question  and  Answer  Time

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Please  give  feedback  about  this  presentation  on  the  evaluation  survey  that  will  be  

sent  out  after  the  conference.

Thank  You!!

Dawna  Sigurdson,  Ed.  S.Central  Nebraska  ASD  Coordinator

dsigurds@esu10.org