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3. Autism (high-functioning)
Academic:
Difficulty paying attention, short attention span for most lessons
Resistance to following directions and completing tasks
May have a difficult time transitioning to a different activity
Delayed content and grammar skills
May reverse pronouns
May get overwhelmed and have difficulty concentrating if there is too much verbal direction
Difficulty with fine motor activitiese.g. coloring, printing, using scissors, gluing
Difficulty with reading comprehensione.g. can quote an answer but unable to predict,
summarize or find symbolism
Excellent rote memory in some areas
Exceptionally high skills in some areas and very low in others
Difficulty understanding directional terms
Behavioral/Social:
Difficulties sharing emotions, understanding how others think and feel, and holding a
conversation
Less frequent use of eye contact
May not appear to notice other people and seems to tune them out, minimal acknowledgement
of others
Rarely shares attention with others
Lonely, or prefers to be/play alone
Difficulty in making and maintaining friendships
Can be active, uncooperative, or resistant
Does not know how to play with toys in the way that they are intended
Has limited to no interest in other children.
May have difficulty with imaginative/pretend play
May repeat words, questions, or phrases
May not consistently smile when smiled at
May obsessively follow daily routines or schedules and be unable or unwilling to be flexible in
changing these routines
Express high levels of anxiety regarding specific objects or eventse.g.weather events,
specific machines
May not accurately interpret puns, sarcasm, or idioms
Less likely to share experiences with others
May not be able to express wants and needs
Difficulty reading facial expressions and body language
Difficulty understanding the rules of conversation such as when to pause, stop, or change the
subject
Offers spontaneous comments which seem to have little to no connection to the current
conversation
Makes honest, but at times inappropriate observations
Talks excessively about one or two topics
May show a lack of personal space and boundaries
Finds it easier to socialize with people that are older or younger instead of peers their own age
Difficulty sensing timee.g. 5 minutes vs. 3 hours
Inability to perceive potentially dangerous situations
Have certain obsessions with objects, ideas, or desires, large amounts of collections
Display perfectionism
Physical:
No effort to use nonverbal communication such as pointing and gesturing
May display an unusual tone of voicemonotone, robotic, or high pitch
May appear not to hear at times, but when is checked hearing is fine
May repeat certain actions and get stuck doing the same things over and over without being
able to move on to other thingse.g. closing doors, flicking the lights on and off
May demonstrate repetitive body or other motor movementse.g. spinning, rocking, finger
flicking, sniffing, watching objects fall, flapping arms, humming, tapping, or rubbing clothes
Movements that result in self-injurye.g. scratching eyes, skin picking, biting hands, head
banging, hitting walls
Demonstrate increased sensitivity to certain textures tastes, and smells
May demonstrate increased sensitivity to visual and/or auditory stimulation
May seek out additional sensory stimulation in atypical wayse.g. licking objects, eating non-
foods, smelling objects, closing one eye to get a closer look at objects
Resistance to certain food groups or textures
May spend lots of time lining things up or putting things in piles, rows, or groups
Have odd movement patterns
May walk on toes
Calmed by external stimulatione.g. soothing sounds, brushing, rotating objects, constant
pressure
Difficulty with loud or sudden sounds
Inappropriate touching of self in public situations
Unusually high or low pain tolerance
May suffer from constipations
May have difficulty moving through a space without bumping into objects or other people
Frequent gas, burping, or vomiting
Irregular sleeping patterns
Unexpected movementse.g. running out into the street
Behind in both gross motor and and fine motor skills
Feels the need to fix or rearrange things
Strengths:
A very high and complex use of vocabulary
Exceptionally honest, dont lie or have hidden agendas, rule followers, reliable, low-
absenteeism, trustworthy
Often highly skilled in a particular area
Are very detail oriented and meticulous
Have deep passions and intense interests that result in study that leads to encyclopedic
knowledge on such topics
Strictly logical in decision making (especially in cases where emotions may interfere)
Less concern for how others perceive them
High levels of loyalty
High levels of visual processing skills
Ability to concentratecan persist and focus on detailed work for extended periods of time
Problem-solving skillsare logical, visual, and structured thinkers, enjoy the challenge of
problem solving
Intelligence & aptitudehave average to above average intelligence levels
Retentionability to thrive in a work environment that is structured with routine and
predictability
Enjoy repetition and appreciate tasks that others may find boring
Resourcefulcan find ways to overcome challenges by using previous experiences
Independencemay be much more independent than other children his/her age
Strengths:
Ability to find alternate paths to overcome obstaclesare adaptive/collaborative, always
willing to help others, and ready to take on large problems/situations
Ability to see the big picturecan pick out patterns, have a broader focus
Create order from chaosability to multitask
Hyperfocusability to effectively channel all attention and energy into work without noticing
the rest of the world around them
True resilienceexcelling at pushing past setbacks, adapting new strategies, and moving
forward
Bright personalitytendency to be bright, creative, funny, with a sense of humility and self-
respect
Generous and compassionatelove and desire to make other people happy, feel compassion
towards others and are always willing to lend a hand
Ingenuityability to harness creativity in unique ways.
Strong sense of fairnessunderstanding that different people need different things to succeed
and are committed to helping others
Willing to take risks and try new things
Spontaneitywilling to act on an impulse
Engaging conversational skillsdesire to talk about a variety of topics, ability to create
meaningful questions that propel the conversation, lack of awkward lulls
Creative & inventiveoffer a different perspective on life and encourage others to approach
tasks and situations with a unique view.
Express emotions truthfullyallowing oneself to feel emotion as the they happen and process
them, helping prepare for the future
Can be highly skilled in areas of interest
Flexibilityconsider a lot of options at once, dont become set on one alternative early on and
are open to different and new ideas
7. Communication Disorders
Academic:
Overall academic achievement may be lower than expected
May have accompanying LD with average intelligence
Inappropriate use of grammar when talking or writing
Inability to follow directions
Difficulty remembering specific words
Has difficultly breaking down words into sounds and syllables
Has difficulty with concepts of time, space, quantity, size, and measurement
Has difficulty understanding and using complex sentences
Has problems understanding rules and patterns for word and sentence formation
Cannot identify pronouns
Unable to retell events in a story in order
Difficulty making predictions, judgements, and drawing conclusions
Difficulties with figurative language
Difficulty understanding and solving math problems
Word knowledge is below expectancy
Frequent word substitutions in reading and writing
May hesitate or refuse to participate in activities where speaking is required
Must be shown what to do
Behavioral/Social:
Inability to express ideas
Difficulties in understanding and/or using words in context both verbally and nonverbally
Improper use of words and their meanings
Asks questions and/or responds to questions inappropriately
Unwilling to initiate conversations
Does not use appropriate speaking volume
Becomes easily frustrated
Acts impulsively
May isolate themselves from social situations
Physical:
May over use gestures or use gestures in place of talking
May display stuttering, an interruption in the flow of speech
Difficulties with the pitch, volume, or quality of voice
May continually sound congested or nasal with a whining quality
May not initiate or maintain eye contact
May be conditions in the student's medical/developmental history, such as cleft lip and/or
palate, cerebral palsy, muscular dystrophy, brain injury or disorder, aphasia, hearing loss, ear
surgery, facial abnormalities, or congenital (present at birth) disorders
Has frequent allergy problems or colds
Has oral muscular coordination slower than normal
Displays clumsiness or seems to be uncoordinated
Strengths:
Ability to show empathy to others that have disabilities
Can be skilled in another area of communicatione.g. American Sign Language
Resources:
Specific Learning Disabilities:
http://do2learn.com/disabilities/CharacteristicsAndStrategies/
SpecificLearningDisability_Characteristics.html
http://www.naset.org/fileadmin/user_upload/LD_Report/
Issue__3_LD_Report_Characteristic_of_LD.pdf
Emotional Disturbance / Behavioral Disorders:
http://do2learn.com/disabilities/CharacteristicsAndStrategies/
EmotionalDisturbance_Characteristics.html
http://www.ccbd.net/about/ebddefintion
http://www.naset.org/fileadmin/user_upload/Forms_Checklist_Etc/Ident_High_Risk/
Possible_Emotional_Disturb_Chklst.pdf
http://www.parentcenterhub.org/repository/emotionaldisturbance/
https://arksped.k12.ar.us/
rules_regs_08/3.%20SPED%20ELIGIBILITY%20CRITERIA%20AND%20PROGRAM%20G
UIDELINES%20FOR%20CHILDREN/
PART%20I%20ELIGIBILITY%20CRITERIA%20AGES%205-21/D.
%20EMOTIONAL%20DISTURBANCE.pdf
Autism (high-functioning):
http://do2learn.com/disabilities/CharacteristicsAndStrategies/
AutismSpectrumDisorder_Characteristics.html
http://www.webmd.com/brain/autism/high-functioning-autism
http://www.myaspergerschild.com/2013/04/list-of-symptoms-for-high-functioning.html
https://aspergers101.com/ultimate-guide-%EF%BB%BFunderstanding-high-functioning-autism-
aspergers-syndrome/
http://www.autismtopics.org/t12%20autism%20strengths.html
Attention Deficit Hyperactive Disorder:
http://do2learn.com/disabilities/CharacteristicsAndStrategies/
AttentionDeficitDisorder_Characteristics.html
http://www.naset.org/fileadmin/user_upload/LD_Report/
Issue__3_LD_Report_Characteristic_of_LD.pdf
https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-in-children.htm
http://www.asha.org/public/speech/disorders/ADHD/
https://www.additudemag.com/slideshows/benefits-of-adhd-to-love/
http://www.healthline.com/health/adhd/benefits-of-adhd
http://www.businessinsider.com/benefits-of-adhd-2014-12
Other Health Impairments & Orthopedic Impairments:
http://www.projectidealonline.org/v/health-impairments/
http://www.parentcenterhub.org/repository/ohi/
https://www.naset.org/2278.0.html
Mild Intellectual Disability:
http://do2learn.com/disabilities/CharacteristicsAndStrategies/
IntellectualDisability_Characteristics.html
https://www.healthyplace.com/neurodevelopmental-disorders/intellectual-disability/mild-
moderate-severe-intellectual-disability-differences/
http://www.millcreekofmagee.com/disorders/intellectual-disability/signs-causes-symptoms
Communication Disorders:
http://do2learn.com/disabilities/CharacteristicsAndStrategies/
SpeechLanguageImpairment_Characteristics.html
http://www.parentcenterhub.org/repository/speechlanguage/