Understanding Autism

Spectrum Disorder
A Resource Guide for Teachers and Support Staff

By Erica Mine
4/29/2017

S
 What is Autism Spectrum
Disorder (ASD)?
ASD refers to a range or spectrum of conditions characterized by challenges with:

S Social Skills

S Repetitive behaviors

S Speech and nonverbal communication

S Unique strengths and Differences

We now know that there are many types of autism caused by different combinations of genetic and environmental
influences.

Autism is one of 5 Pervasive Developmental Disorders. Others include:

S Aspergers Disorder

S Retts Disorder

S Childhood Disintegrative Disorder

S Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)

Autismspeaks.org
http://www.wrightslaw.com/info/autism.faqs.nichcy.htm#sthash.aTcXx5Uv.dpuf
Aspergers Syndrome Explained

For Elementary Audience

High School Audience

 Behavioral and Social
Characteristics

Behavioral Social
S Repetitive body movements (arm flapping, S Avoids eye contact
wave hands in front of face, body rocking)
S Difficulty reading social cues and
S Perseverate on a particular topic nonverbal communication

S Rigidity in schedule or routine S Difficulty understanding thoughts,

interests, and feelings of others
S Sensory sensitivities (may avoid sounds,
textures, foods) S Prefer conversations with adults rather
than peers

S Prefer to be alone

S Echolalia, repetition of parts of words,

words, or phrases,
http://www.pbs.org/parents/inclusivecommunities/autism2.html
 Academic Implications

S Inclusion Techniques S Accommodations and Supports

S Visuals Supports
S Social Stories
S Extended time
S Visual Schedules
S Prompting
S Avoid Sarcasm and Idioms S Provide structure and routine
S Sensory Activities S Advanced notice of change
S Reinforcers S SLP/School Psychologist Services/OT

S Strategies and Teaching Techniques S Other tips/Resources

S TEACCH (Treatment and Education of
Autistic and Communication- Handicapped S Parent communication
Children) S Access on site experts
S SCERTS (Social Communication,
Emotional Regulation, Transactional S Talk to previous teachers
Support) S Familiarize self with students IEP
S DTT (Discrete Trial Training)

http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/20_classrm_modifications_for_students_with_autism.pdf
 Inclusion Techniques

Visual Schedules
provide clear structure,
help set daily routine,
and provide warnings
to any change of
schedule

Sensory Activities include:

offer breaks, weighted vests or
lap pads, fidget toys, yoga, and
noise canceling headphones.

Avoid idioms and sarcasm. If a student

accidentally knocks over your coffee and you
say Great! you will be taken literally and
this action may be repeated on a regular
basis. Idioms often leave students with autism
For more ideas: http://handsonaswegrow.com/sensory-activities-for-kids/ mystified and wondering.
http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-autism-spectrum-disorders
http://autisticnotweird.com/idioms-and-autism/
 Inclusion Techniques continued

Social Stories

S created by Carole Gray in 1991

S Short descriptions of a particular event or activity

S Includes information about what to expect in that

situation and why

Social Stories can be used to teach:

S self-care skills

S how to ask for help

S how to cope with feelings

S how to use social communication skills

S how to cope with changes to routine and other

unexpected/distressing events (Thunderstorms, moving,
etc)
http://www.autism.org.uk/about/strategies/social-stories-comic-strips.aspx
 Strategies and Teaching
Techniques
SCERTS
S Recognizes that most meaningful and
purposeful learning experiences are
everyday activities
S Uses a variety of disciplines- general
and special education, SLP, OT,
Psychology, Social Work, Medical, and
Family Members
S Hierarchy of goals in social
communication and emotional
regulation informed by research on
child development and based on
individual needs and family
priorities.(SCERTS ppt)
http://www.educateautism.com/applied-behaviour-analysis/discrete-trial-training.html#.UnvsTo2zm1S
Week 2 documents and powerpoints
TEACCH
S Provides levels of structure to
individualize for each student. These
levels of support include: Physical
structure, Indvidual Schedule, Work
System, Routines and Strategies, and
Visual Structure of Tasks.
DTT
S Method of teaching in simplified and structured
steps
S Skill is broken down and then built up using
discrete trials
S Commonly used with Applied Behavior Analysis
(ABA)
videos

SCERTS model

ABA/DTT
(home)

ABA model (school)

What it feels
like to be
autistic
What it feels like
Sensory Overload
 10 things a child with autism wishes you
knew
S 10. I am a child- Autism is a part of who I am, not all of
who I am
S 9. My senses are out of sync- Ordinary sights, sounds,
smells, tastes, and touches can be painful.
S 8.Distinguish between wont (I chose not to) and cant (I
am unable to)- Get my attention and speak in plain words.
S 7. Im a concrete thinker. I interpret language literally-
Idioms, puns, nuances, inferences, metaphors, allusions,
and sarcasm are lost on me
S 6. Listen to all the ways Im trying to communicate-be
alert for body language, withdrawal, agitation, or other
signs something is wrong.
https://www.autismspeaks.org/family-services/tool-kits/100-day-kit/ten-
things-every-child-autism-wishes-you-knew
S 5. Picture this! Im visually oriented- Show me rather than
tell me. Be prepared to show me many times!
S 4. Focus and build on what I can do rather than what I
cant do- look for strengths
S 3. Help me with social interactions- teach me how to play.
I dont know how to read facial expressions, body
language, or emotions of others.
S 2. Identify what triggers my meltdowns- They occur when
one or more of my senses has gone into overload or Ive
pushed past my social abilities. Look for a pattern.
S 1. Love me unconditionally- Patience. View my autism as
a different ability rather than a disability.
 A few tips or suggestions

S Keep your language simple and concrete. Avoid idioms, metaphors, sarcasm, nuances, etc. If you ask a question and
dont receive an answer, reword your sentence.

S Address student individually when giving instructions to ensure they know the directions are for them.

S Repeat instructions and check understanding.

S Provide clear structure and set a daily routine. Prepare students for changes.

S Teach specific rules and skills.

S Give fewer choices. Keep choices clear. Do you want to do A or B?

S Vary presentation of material being taught- visual, peer modeling, etc

S Change in behavior may reflect anxiety. Look for triggers.

S Avoid overstimulation. Remove or minimize distractions, limit noise, provide quiet space for student to work, etc.

S Connect work to students interests.

http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-autism-spectrum-disorders
 References
S Grass House, Michael (3/12/09). What is Sensory Processing Disorder? Retrieved from
https://www.youtube.com/watch?v=6O6Cm0WxEZA&feature=related

S Spurwink (April 5, 2010). SCERTS Model for Autism Spectrum Disorder Retrieved from http://www.youtube.com/watch?v=2afb4i7LMJc

S Fam, Denny (May 27, 2008). ABA Discrete Trial Training Retrieved from http://www.youtube.com/watch?v=2afb4i7LMJc

S Autism Speaks (Sep 8, 2008). Introduction to Applied Behavior Analysis Retrieved from https://www.youtube.com/watch?v=iyCx-
OLzgJw&feature=related

S Miouth 150 (Nov 24, 2010). Aspergers Syndrome explained for children. Retrieved from https://www.youtube.com/watch?v=s9eATBV-
_lg&t=15s

S The Aspie World (Jul 28, 2013). 10 Asperger's Symptoms- Autism and Asperger Syndrome Symptoms Retrieved from
https://www.youtube.com/watch?v=MDwXqGjohGg&t=106s

S CNN (Jan 28, 2014) What it feels like to be autistic Retrieved from https://www.youtube.com/watch?v=1qPFAT4p8Lc

S Habits of Mind (Aug 26, 2014). Managing Impulsivity Retrieved from https://www.youtube.com/watch?v=fceim-
B6r2M&list=PLFYOqA0J5Q0QdGgim7QC86BiWsjbJYybp

S Autismspeaks.org

S Autism and Pervasive Developmental Disorder : Fact Sheet, Retrieved from

http://www.wrightslaw.com/info/autism.faqs.nichcy.htm#sthash.aTcXx5Uv.dpuf
 References Continued
S Brown, Fredda, Gerber, Sima, Oliva, Christopher M. Characteristics of Children with Autism, Retrieved from http://www.pbs.org/parents/inclusivecommunities/autism2.html

S Wright, Karen, M.S.,C.T.R.S. (November-December 2001). 20 Classroom Modifications for Students with Autism, Retrieved from
http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/20_classrm_modifications_for_students_with_autism.pdf

S Jamie. 25 Sensory Activities for Kids, Retrieved from handsonaswegrow.com/sensory-activities-for-kids/

S Bonnello, Chris (2015-2017). Idioms and autism: how you NEVER change your mind Retrieved from http://autisticnotweird.com/idioms-and-autism/

S Hensley, Pat. 22 Tips for Teaching Students with Autism Spectrum Disorders Retrieved from http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-autism-
spectrum-disorders

S The National Autistic Society (Feb 2017). Social Stories and Comic Strip Conversations, Retrieved fromhttp://www.autism.org.uk/about/strategies/social-stories-comic-strips.aspx

S Cosgrave, Gavin (2017) Discrete Trial Training, Retrieved from http://www.educateautism.com/applied-behaviour-analysis/discrete-trial-training.html#.UnvsTo2zm1S

S Notbohm, Ellen (2012) Ten Things Every Child with Autism Wishes You Knew, Retrieved from https://www.autismspeaks.org/family-services/tool-
kits/100-day-kit/ten-things-every-child-autism-wishes-you-knew

S WeirdGirlCyndi (Sep 17, 2007) Sensory Overload Stimulation, Retrieved from https://www.youtube.com/watch?v=BPDTEuotHe0

S Wozencroft, Jane (10/13/14). Aspie Blog Sensory Overload Through My Eyes, Retrieved from http://www.youtube.com/watch?v=Nl0guE2dZyc

S Copy Autism Spectrum Disorders Resources for Teachers and Parents available upon request https://brandman.blackboard.com/bbcswebdav/pid-9025047-dt-content-rid-
16659951_2/courses/OL-201725-EDUU-575-OL1/WK%207/Weekly%20Documents%20Resources%20for%20Parents%20and%20Teachers/asdhandout.pdf