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Paraeducators

Supporting Students with Autism


Autism Spectrum Disorder

• Autism, or autism spectrum disorder, refers to a range of


conditions characterized by challenges with social skills, repetitive
behaviors, speech and nonverbal communication, as well as by
unique strengths and differences. We now know that there is not
one autism but many types, caused by different combinations of
genetic and environmental influences.
• The term “spectrum” reflects the wide variation in challenges and
strengths possessed by each person with autism.
https://www.autismspeaks.org/what-autism
Autism Spectrum Disorder
and Development
Autism’s most-obvious signs tend to
appear between 2 and 3 years of age. In
some cases, it can be diagnosed as early as
18 months. Some developmental delays
associated with autism can be identified and
addressed even earlier.
https://www.autismspeaks.org/what-
autism
Autism Spectrum Disorder and Development

Many children with autism go


through the same
developmental stages as
other children, though often
at a slower pace. Like some
children without autism,
some children with autism
never reach Piaget’s formal
operational stage.
Typical vs. Atypical Development
Information taken from "Understanding Autism in the Context of Screening" written by Ann Mastergeorge which outlines key
developmental milestones along with other relevant assessment information.

Typically Developing Milestones Atypical Milestones (ASD)


• 4-10 Weeks • By 4 Months
• Social Smile • Newborn reflexes persist
• 2-4 Months • Flat affect
• Responds to voice and sound • No responses to voices/sound
• Social sounds • No visual tracking
• Reaches out—physical development of
hand-eye coordination • Head lags when held/pulled
• Raises head when pulled up
Typical vs. Atypical Development

Typically Developing Milestones Atypical Milestones (ASD)


• 5-7 Months • By 8 Months
• Does not cross midline
• Attains trunk control—sitting up, rolling
over • Fails to grasp objects and to explore them
with mouth
• Follows objects with eyes in all directions • No sitting with assistance

• 9-12 Months • By 12 months


• Same responses to caregivers and strangers
• Explores the environment: cruising;
walking • No pulling or standing with support
• No babbling syllables
• Responds differently to strangers
• Does not chew semi-solid food
• Feeds self finger foods
Typical vs. Atypical Development

Typically Developing Milestones Atypical Milestones (ASD)


• 12-18 months • By the end of Year 2
• Puts objects in container • No exploratory or independent ambulatory
• Points to objects with index finger movements
• Uses some words • No manipulation of small objects
• Shows affection • Does not identify himself/herself by name
• No listening or understanding of 1 simple
• Toddlerhood 18 – 30 months instruction/command
• Motor development – climbs, builds with blocks, paints • No two-word phrases; few words
• Uses spoon, takes off shoes • Does not use the pronoun “I”
• Shows interest in peers – imitation of action and words • Flat affect – No eye contact – no object of
and some interaction attachment (doll, stuffed animal, blanket) OR
• Begins to engage in dramatic/pretend play • No self-soothing – ‘uncontrollable’ temper
• Language development – uses words in short sentences, tantrums
understand simple directions • No interest in peers, surroundings, toys
• Shows some frustration tantrum (occasional and short)
• Self-identity – recognizes self by name
Typical vs. Atypical Development

Typically Developing Milestones Atypical Milestones (ASD)


• 3-5 years • By year 5
• Motor development – climbs, run, jump with ease
• Little or no balance when running
• Toilet trained
• Fine motor – holds a pen, manipulates small • No anticipation of toilet needs; frequent accidents
objects, snips with scissors • Cannot copy a cross (year 3); a circle (year 4), a square
• Engages in complex (year 5)
dramatic play • Cannot draw simple shapes/representative designs
• Interacts with peers and
• No control when handling/manipulating scissors
• cooperative play
• Language – uses sentences, expresses wants • No gender identity or association
and ideas, • Only short/stereotype phrases
• Tells a simple story, asks • Communication limited to basic needs/pointing
questions
• Shows empathy
• Develops gender identity
Typical vs. Atypical Development

Typically Developing Milestones Atypical Milestones (ASD)


• 6-8 Years • By the end of year 8
• Complex motor skills: Rides bicycle, plays • Clumsy/awkward movements
sport/games: soccer, baseball • when running; poor balance
• Develops writing skills: From printing words; to • Difficulty with printing/writing; written output
writing sentences, and short paragraphs • Needs assistance to manipulate simple tools, i.e. cutting
• Manipulates cutting tools; cuts and pastes with ease • Reading skills are only emergent: sight words; ‘sounding out’
• Acquires reading skills: from sight words, to short words
• Needs ongoing coaching and prompting to follow up simple
text to short chapter books
commands/instructions in class
• Understands and follows a minimum of 3
• Difficulty sequencing events and ideas when narrating. Oral
commands/instructions
language skills are limited to naming and simple action
• Complex language skills: narrates & describes retrieving
experiences – includes fantasy • Prefers solitary play; parallel play on occasions; difficulties
• Cooperative play skills; plays games with rules ‘making’ friends
Behaviors Related to Autism Spectrum Disorder
• Little or no eye contact • Lines up toys or objects in obsessive manner
• Does not respond to name • Lacks ability to play with toys
• Has a language delay • Prefers to be alone
• Does not share interest in object or activity • Likes to spin self or objects
with a preferred adult
• Uses repetitive words or phrases (echolalia)
• Displays rigidity and gets stuck on certain
• Displays self-injurious behaviors
activities
• Expresses insistence on sameness and • Acts as if deaf
resistance to change • Lacks normal fear
• Inappropriate play or behavior demonstrated • Displays and flapping and/or toy walking
• Tantrums easily • Rocks or bangs head
• Unusual motor behaviors or motor planning • Arches back
• Odd hand and finger mannerisms
Behaviors Related to Autism Spectrum Disorder

• Students with ASD may have sensory aversions that can affect
behavior in the classroom
• Over or under reactive sensory input
• Touch, sound, taste, sight, hearing
• Over-arousal and regulatory issues
• Difficulty processing sensory information
• Co-morbid medical issues and physiological issues may also
affect behavior
Academic Concerns related to Autism Spectrum Disorder

• Verbal Skills
• Grade Level
• Cognitive Level
• Social Skills
• Processing Speed
• Executive Functioning
• Emotional Regulation/Behavior
How do we support?
• Needs-Based Structuring

• Comprehensive Autism Planning System


Needs-Based Structuring
• One size does not fit all
• Classroom structures need to be
based on the specific needs of the
child
Needs-Based Structuring
Things to Consider • Study skills
• Routine and predictability • Communication skills
• Classroom structuring • Processing speed
• Communication • Executive functioning
• Teaching strategies • Emotional regulation
• Transitions
• Testing
Your Role as a Paraeducator
• Support the student in all areas:
academic, behavioral, social-emotional
• Take data—what’s working, what’s not
• Implement evidence-based
practices
CAPS—Comprehensive Autism Planning System
• The Comprehensive Planning System (CAPS) (Henry & Myles, 2007) provides an
overview of a student’s daily schedule by time and activity, as well as by the
supports that the student needs during each period.The CAPS allows professionals
and parents to answer the crucial question for students with autism (AU):What
supports does the student need for each activity?
• CAPS is simply a list for recording a student’s tasks and activities, the times they
occur, and the supports needed to support student success. In addition, space is
allowed for making notations about data collection and how skills are to be
generalized to other settings
• https://brandman.blackboard.com/bbcswebdav/pid-9166109-dt-content-rid-
17145597_2/courses/OL-201731-EDUU-675-
OL1/WK%206/Course%20Documents%20Comprehesive%20Autism%20Planning%20Sy
stem/CAPS.pdf
CAPS—Comprehensive Autism Planning System

• The CAPS is a multifaceted program that allows educational


professionals to know, at a glance, the goals for an activity and
what students with AU need in order to be successful. Moreover,
CAPS can facilitate student independence across settings,
activities, and people. This groundbreaking tool not only supports
compliance with the student’s IEP and special education legislation,
it also reduces teacher workload.
T hank you!

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