Beruflich Dokumente
Kultur Dokumente
Intervention Strategies
for Autism Spectrum
Disorders
Melissa Martin
EDPS 658 June 10, 2014
Presentation Outline
Symptoms of Autism Spectrum Disorders (ASD)
Neurological characteristics of ASD
Factors of ASD
Review of several evidence-based intervention strategies
for Social Skills Training (SST) of children with ASD
Strengths
Characteristics of ASD
Difficulties
Deficits in communication/language
Dependence on routine
Exceptional memory
Behaviour problems
Music skills
Immune irregularities
Nutritional deficiencies
Gastrointestinal problems
Reading skills
Drawing skills
Often begins to develop language then loses it, or doesn't acquire language at all
May appear deaf, respond unevenly or not at all to sounds
Difficulty consoling during transitions (tantrums)
Difficulty sleeping / wakes at night
Does not "point and look
Failure to bond (e.g. child is indifferent to parents' presence)
Self restricted/selected diet
Limited imaginative play
Not interested in playing with other children
Chronic gastrointestinal problems
Repeated infections
that social intelligence was a function of three regions in the brain: the
amygdala, the orbitofrontal and medial frontal cortex, and the superior
temporal sulcus and gyrus (STG). Abnormalities in autism have been found in
the amygdala, the orbito and the medial frontal cortex (Baron-Cohen, 2004).
Impairment of Social
Relationships
For some of us with ASDs, the emotional-relatedness, physical,
or biochemical circuitry is missing no matter how hard we
try, its a bridge that may never be built because some of the
basic building materials are missing.
Romantic relationships have a level of social complexity that I
still dont understand today and I consciously choose not to
participate in them. My way of thinking and functioning does
not describe everyone on the spectrum.
Peer
Mentoring
Social Skills
Groups
Video
Modeling
Social Stories
and Picture
Books
Bohlander et al., 2011
Peer Mentoring
Children in similar age
groups are taught how to
interact with children with
autism.
A child is designated as a
buddy to the child with
ASD
http://www.youtube.com/watch?
v=jbT_ODodzBM
Video Modeling
Children with ASD
watch videos of
themselves or
peers
demonstrating
specific social
skills. Then they
can practice the
skills from what
they have
watched.
Meta-Analysis of School-Based
Interventions for Children with ASD
School-based social skill interventions for children
with ASD are minimally effective on their own.
Meet Connor
Age: 10
Grade: 5
Likes: Computers, video games,
cartoons, math, drawing,
McDonalds
Dislikes: vegetables, sports,
mornings, writing
Connor is diagnosed with highfunctioning ASD with anxious and
obsessive tendencies.
Playing Games
http://
www.nationalautismresources.com
Token Economy
Token economies (reward systems) have been helpful in rewarding
children with ASD in promoting positive social behaviours
(Matson & Boisjoli, 2009).
References
Autism Canada (2014). Retrieved from https://www.autismcanada.org/
Baker, J. (2001). The Social Skills Picture Book: Teaching Play, Emotion, and Communication to
Children with Autism. Arlington, Texas: Future Horizons.
Baker, J. (2003). Social Skills Training for Adolescents with Asperger Syndrome and SocialCommunication Problems. Shawnee Mission, Kansas: Autism Asperger Publishing Company.
Baron-Cohen, S. The cognitive neuroscience of autism. Journal of Neurology, Neurosurgery, &
Psychiatry, 75, 945-948. doi:10.1136/jnnp.2003018713
Bellini, S., Peters, J.K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social
skills interventions for children with autism sprectrum disorders. Remedial and Special Education, 28,
153-162. doi:10.1177/07419325070280030401
Bohlander, A.J., Orlich, F., & Varley, C.K. (2011). Social skills training for children with Autism.
The cognitive neuroscience of autism. Pediatric Clinics of North America, 59, 165-174. doi:10.1136/
jnnp.2003018713
Brothers, L. (2004). The social brain: a project for integrating primate behavior and
neurophysiology in a new domain. Concepts in Neuroscience, 1, 27-51.
Frankel, F., Myatt, R, Sugar, C., Whitman, C., Gorospe, C.M., & Laugeson, E. (2010). A randomized
controlled study of parent-assisted childrens friendship training with children having autism spectrum
disorders. Journal of Autism Developmental Disorders, 40, 827-842. doi:10.1007/s10803-0090932-z
References (Contd)
Laugeson, E.A., Frankel, F., Gantman, A., Dillon, A.R., & Mogil, C. (2012). Evidence-based social
skills training for adolescents with autism spectrum disorders: the UCLA PEERS program. . Journal of
Autism Developmental Disorders, 40, 827-842. doi:10.1007/s10803-011-1339-1
Leaf, J.B., Taubman, M., Bloomfield, S., Palos-Rafuse, L., Leaf, R., McEachin, J., & Oppenheim,
M.L. (2009). Research in Autism Spectrum Disorders, 3, 275-289. doi: 10.1016/j.rasd.2008.07.003
Mathews, T.L., Ekfritz-Gay, K.N., Knight, J., Lancaster, B.M., & Kupzyk, K.A. (2013). The effects of
social skills training on children with autism spectrum disorders and disruptive behavior disorders.
Research in Developmental Disabilities, 30, 240-248. doi: 10.1016/j.ridd.2008.04.001
Matson, J.L. & Boisjoli, J.A. (2009). The token economy for children with intellectual disability or
autism: a review. Childrens Health Care, 42(2), 311-332. doi: 10.1080/02739615.2013.842458
National Institute of Neurological Disorders and Stroke (2014). Autism Fact Sheet. Retrieved
from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm