AUTISM

FACT SHEET Autism is a brain disorder and or condition that impairs a persons ability to communicate, form relationships, socially interact, and respond appropriately within a given environment. CHARACTERISTICS May avoid eye contact May appear or respond as if deaf May lack awareness of the existence feelings of others Can be physically aggressive or have outbursts when familiar environment or routine is changed Can remain fixated on single activity or object May engage in strange actions such as hand flapping, rocking, or flicking objects May lick toys/objects May not show sensitivity to pain (burns, bruises) May engage in self-injurious behavior, such as scratching, biting, or picking CAUSE Research continues to determine the causes of autism. These studies are looking at various parts of the brain and how they function compared to a typical child. Scientists have presented several hypotheses, to include: Brain cells may migrate to the wrong place in the brain that could affect communication skills. (Parietal area of brain controls communication.) Scientists have found impairments of the amygdala in autistic children. The area known as the amygdala helps regulate social and emotional behavior. Research has found that individuals with autism may have high levels of the neurotransmitter serontonin. Since neurotransmitters are responsible for the passage of nerve impulses to the brain, these chemical differences could distort sensations in individuals with autism. Impaired social interaction Impaired verbal/non-verbal communication Seeks sensory input (ex. Weighted vest) Shows repetitive interests and activities, preoccupied with certain objects Absence of imaginative activity May withdraw from people Abnormal response to external stimuli such as sound and lights May lack appropriate play May be tactile defensive May be sensitive to touch

Research will continue as to the cause of autism that could someday lead to permanent treatment and prevention procedures. ETIOLOGY Autism is a brain disorder that impairs a persons ability to communicate, form relationships, socially interact, and respond appropriately within a given environment. Autistic symptoms must be present before the age of 3. The disability can affect the individuals level of functioning in a variety of ways. Some individuals with autism may have severe cases in which they have mental retardation and serious language delays. Others may be high functioning individuals that can speak and are very

intelligent. The symptoms of individuals with autism can vary; however, most persons with autism share problems associated with social, communication, motor, and sensory issues. Autism occurs in 5-15 per 10,000 children. Boys are four times more likely to get autistic symptoms (National Dissemination Center for Children with Disabilities, 2003). PROGNOSIS Autism is a very challenging disability to solve because of many unknown factors. Since there is no cure for autism, proper procedures such as therapy must be taken to help these individuals handle their problems. With proper therapy sessions, individuals with autism can improve their modes of communication and socialization to live very productive independent lifestyles in society. Autistic children with IQ scores of 70 and above normally can live and work more productive independent lifestyles within society (Gale Encyclopedia of Psychology, 2001). Autism symptoms vary from mild to severe. The prognosis for these individuals depends on the severity of their disability and the level of therapy they receive. Individuals with autism usually demonstrate some aspect of impairment of their senses throughout life. These could include: smell, taste, vision, hearing, and sensory issues. Individuals with autism are often labeled incorrectly as loners because of their inability to socially interact. Approximately 33% of children with autism will eventually develop epilepsy. The highest risk is with children that have severe cognitive impairments and motor deficits (Turkinson, 1999). Individuals with autism can live very active lifestyles. They are very capable of performing most physical activities. This will depend on the severity of the disability. Also, an active lifestyle is more likely to help these individuals with weight control, muscular endurance, muscular strength, cardiovascular endurance, self-esteem, and self-confidence. IMPLICATIONS FOR PHYSICAL EDUCATION In the community, may need 1:1 supervision for child Use a PECS book (Picture Exchange Communication System) to allow non-verbal student choices of physical activities. Provide an initial screening process to determine students physical strengths and weaknesses. This will help in writing IEP objectives and goals. Establish routines and smooth transitions throughout the lesson Modify equipment so that the student can be successful, yet challenged. Provide balls that will provide sensory output during activities. (ie: Knobby balls) Videotapes can be useful for autistic children who can follow visual cues. ASSESSMENT SUGGESTIONS STANDARDIZED ASSESSMENTS BROCKPORT PHYSICAL FITNESS TEST: This is a criterion-referenced test that measures physical fitness levels for students between 10 - 17 years old. It includes tests for body composition, muscular strength, muscular endurance, speed, power, flexibility, coordination, and cardiovascular endurance. This test could be used for an individual with autism if there were a concern with their fitness levels. BRUININKS-OSERETSKY TEST OF MOTOR PROFICIENCY: This is a norm-referenced test that measures an individuals speed, agility, fine motor, hand-eye coordination, and strength for disabled students between 4.5-14.5 years old. TGMD-2: This test provides criteria for different loco-motor and object control skills for ages 3-10.

I CAN: This criterion and content test is for disabled children who are ambulatory. The test measures motor and play skills and recreation skills. MOTOR ACTIVITIES TRAINING PROGRAM: SPECIAL OLYMPICS SPORTS SKILL PROGRAM: This contentreferenced test is for severe handicaps of any age. The test measures striking, kicking, aquatics, and mobility. OHIO STATE UNIVERSITY SCALE OF INTRA GROSS MOTOR ASSESSMENT: This content and criterion referenced test measure basic loco-motor skills, balance, object-control, gymnastics, health related fitness and sport skills for disabled individuals between 2.5-14 years old. PHYSICAL BEST: This criterion and norm based test could be used for severe cases of autistic individuals. This test measures aerobic capacity, body composition, flexibility, upper and lower body strength and endurance for children between 5-17 years old. FITNESSGRAM: This criterion-referenced test (level of mastery) tests an individuals overall wellness. This includes: body composition, cardiovascular endurance, muscular strength and endurance, and flexibility.

AUTHENTIC ASSESSMENTS RUBRICS: A rubric is a authentic assessment tool which can be used for assessing students with disabilities. In the rubric, there are various sets to each progression which have a scoring criteria and level of achievement. These progressions can be used to assess any locomotor and object-control skills. This type of assessment will tell exactly where the individual lies in terms of skill/health development. Types of rubrics: 1. Holistic rubric: Addresses a skill without task analyzing. This rubric is usually used for older population who are at the mastery level for that particular skill. 2. Analytic rubric: Breaks down a skill to meet the needs of someone working on mastering a skill. Usually addresses younger population. 3. Individual rubric: This rubric is used to meet the individual need of a child. This can be used to address someone with a disability whose needs must be met in a small class setting. This is an excellent procedure to use to meet a childs IEP goals/objectives. OTHER ASSESSMENT IDEAS MOTOR DEVELOPMENT CHECKLIST: This is a progressive checklist for loco-motor and object-control skills. Each skill is broken down from simplest to most difficult. As the student performs the assigned task, teacher will observe physical movement and check off the components of the skill that were accomplished. RECOMMENDED ACTIVITIES Any activity that requires vigorous activity and will improve their overall fitness levels. (flexibility, cardiovascular endurance, strength, muscular endurance) Walking/Hiking Bike riding (Type of bike will depend on ability/balance levels) Swimming: An excellent low impact activity that can benefit student in a variety of health-related ways Activities that require the use of their senses. Autistic children like deep pressure that helps them relax. Weighted backpacks/vest can help provide this deep pressure. Find out the students physical activity interests.

CONTRAINDICATED ACTIVITIES Having class in a loud and/or bright environment; providing too much stimuli within the environment. (ie: Over stimulating with too much noise/equipment (Block, 2003). Activities that require a lot of contact. Spending too much time on a single activity and not providing enough choices (Block, 2003). EFFECTIVE TEACHING STRATEGIES General Use teaching stations Change activities regularly Eliminate different distractions Keep directions short and age-appropriate. (Limit prompts) Use sensory stimulation to increase attention span Use smooth transitions Instruct in an environment were noise, smells, lights will not interfere with learning. Teach in less stimulating environment. Provide students with ear plugs/cotton balls in noisier environment. Keep motivational music at low level. Establish predictable routines within lessons Create high structured environment which is organized and predictable Warm-up, Activity, Closure Stations Use visual aids during activities Use vigorous aerobic exercises to keep student on task Use a consistent behavior modification program Provide lots of practice time/repetitions. Show enthusiasm when teaching.

Preschool-Elementary Use sticker chart as a reward system Teach students basic loco-motor and object control skills. Use a peer tutor to assist child in learning. Teach students lifelong activities that can be used for the rest of their lives. Allow choices when setting up the curriculum so they can choose an activity that is of interest to them.

Middle School - Secondary Provide reward system that allows students the opportunity to participate in enjoyable activity. Teach students lead-up activities for team, individual, and cooperative activities. Have child perform task and draw parts of a picture (face) every time task is completed

Positive Behavior Management Strategies Set realistic goals and expectations Increase amount of activity time, while decreasing instructional and transition periods Check for basic understanding to make sure students know expectations Provide a structured environment with appropriate routines Challenge the students to keep them motivated Provide a reward system for good attitudes and behavior Provide non-verbal feedback and encouragement with high 5s and cheering Be consistent and fair with your rules and consequences Use proximity control if a problem is arising Get to know the students and show interest toward them outside of the physical education environment. Create a positive and enthusiastic environment for everyone Provide vigorous activities to help students remain on task.

RESOURCES Teachers and Parents: Web sites: P.E. Central Project Inspire PE Links4U California Physical Education Resources www.nichcy.org www.educationworld.com www.ncpad.org www.nimh.gov http://members.aol.com www.asd.k12.ak.us http://ncperd.usf.edu www.americanfitness.net (Physical Best) www.educationworld.com Journals: Palaestra Teaching Elementary Physical Education JOPERD Strategies Adapted Physical Activity Quarterly Books: Principles and Methods of Adapted Physical Education and Recreation Including Students with Disabilities in General Physical Education Inclusive Games Organizations: AAHPERD - www.aahperd.org Sport: Special Olympics - www.specialolypics.org Empire State Games for the Physically Challenged - www.empirestategames.org/physical Disabled Sport USA - www.dsusa.org

REFERENCES Anchorage School District. (2003). Common Disabilities: Autism. Retrieved February, 16, 2004 from http://www.asd.k12.ak.us/Depts/ape/common/autism.html Allrefer.com . (2004). Prognosis of Autism. Retrieved February 18, 2004 from http://health.allrefer.com/health/autism-prognosis.html Autism. (2001). Gale Enclopedia of Psychology, Ludd. Gale Group. Auxter, D., Pyfer, J., & Huettig, C. (2001). Determining Educational Needs Through Assessment. In V. Malinee (Ed.), Principles and Methods of Adapted Physical Education and Recreation, 9th edition (pp.32-68). New York, N.Y: McGraw-Hill Higher Education. Block, M.E., Lieberman, L.J., & Conner-Kuntz, F. (1998). Authentic assessment in adapted physical education. JOPERD, 69, 48-55. Huettig, C. (1999). Use of physical activity to improve behavior of children with autism. Retrieved February 16, 2004 from http://www.palaestra.com/autism.html National Dissemination Center for Children with Disabilities. (2003). Autism and Pervasive Developmental Disorder. Retrieved February 11, 2004 from http://www.nichcy.org/pubs/factshe/fs1txt.htm OConner, J., French, R., & Henderson, H. (1999). Use of physical activity to improve behavior of children with autism. Retrieved February 16, 2004 from http://www.palaestra.com/autism.html PE Central. (2000). Common disabilities defined/described. Retrieved February 9, 2004 from http://www.pecentral.org/adapted/adapteddisabilities.html Project Inspire. (2004). Autistic disorder fact sheet. Retrieved May 22, 2003 from http://twu.edu/~f_huettig/Fact_Sheets/autism.htm Prognosis for people with Autistic Disorder. Retrieved February 18, 2004 from http://www.webspawner.com/users/austisticprognosis Turkington, C.A. (1999). Autism. Gale Encyclopedia of Medicine. Gale Research.