Autism Spectrum Disorder

Lee, Ryan, Tara,

Alyssa, Kandyce
 Learning Objectives
• After this presentation, you will…
1) Be able to describe what Autism
Spectrum Disorder (ASD) is.
2) Be able to identify the key
characteristics of ASD.
 What is ASD?
• Autism Spectrum Disorder (ASD)
• Autism
• Asperger Syndrome
• Rett Syndrome
• Childhood Disintegrative Disorder
• Pervasive Developmental Disorder
 Frequency
• 6/1000 children
• Boys are 4x more likely to have
ASD than girls.
 Symptoms
• The symptoms/behaviours of Autism vary
in range from being minor to severe
• Experience social and communication
deficits, and repetitive behaviours or
interests
• Abnormal cognitive development may be
observed directly from birth, or within a
period of 12- to 36-month period
Social Deficits
• People with autism may
have problems with
basic social interaction
and communication
skills
• Might have difficulty
controlling their
emotions, can be
disruptive, aggressive
or lose control
 Communication
• Some may have good language skills, but
exhibit great difficulty when starting or
sustaining a conversation
• May have delays or regression in language
development
• Some remain mute or use language in
unconventional ways
• Facial expressions, tone of voice as well as
gestures do not correlate to verbal
content/emotions.
 Repetitive Behaviors
• Interests and activities are limited,
repetitive, or stereotyped
• Intense preoccupation with particular
topics
• Odd repetitive motions, can be either
extreme or subtle
• Demand consistency in their environment
 Sensory Difficulties and
Unusual Abilities

• Highly attuned or painfully sensitive to

particular sounds, textures, tastes or
smells
• Around 10% of people with autism
spectrum disorders have an extraordinary
“Savant” skill
 Possible Causes of ASD
• Genetic or chromosomal abnormality
• Neurological differences
• Compromised Immune System
• Birth Complications
• Exposure to Toxins
• Nutrition

Autism Society of Canada (ASC)

http://www.autismsocietycanada.ca/index_e.html
 Diagnosis
• DSM-IV (Diagnostic and Statistical
Manual of Mental Disorders, Fourth
Edition)
• CHAT (The Checklist for Autism in
Toddlers)
• CARS (The Childhood Autism Rating
Scale)
• Reports, hearing tests, brain scans,
physicals
 ASD Treatments
• Intensive behavior-based intervention:
– Applied Behavioral Analysis (ABA)
– Applied Verbal Behavior Approach
• TEACCH
• PRT (Pivotal Response Training)
• Floor Time
• Social Stories, Peer Mediated Instruction,
Relationship Development Intervention
(RDI)
 ASD Treatments Continued…

• Communication Treatments:
– Speech-Language Therapies
– Picture Exchange Communication System
(PECS)
• Sensory and Motor Therapies:
– Oculomotor exercises; Pressure Techniques
• Dietary Interventions
– Removal of gluten and yeast
• Medicine
 An IEP for Thom
• Effective IEP goals for children with ASD:

• #1 – Social Skills
-Affective (understand emotions, body language, & facial
expressions)
-Behavioural (improve initiating, maintaining, and
responding)
-Cognitive (improve the perspective the child takes and the
theory in mind)

**TEACHING STRATEGY**
-use social stories
-provide planned practice and reinforcement for skills
-teach components of key social skills
-support the development of friendships
 #2 - Communication
-verbalizations for expression -understanding and using
nonverbal communication -improvement of pragmatic
language (improving beginning & ending conversations)

**TEACHING STRATEGY**
• Augmentive Communication
-any approach that supports, enhances, or adds to the
way a person tells you something
• Alternative Communication (useful for verbal and
nonverbal students)
-direct movement of person/object to communicate
-gestures to convey messages
-picture representations
-voice without conventional words
-sign language
#3 – Organization and Self-Regulation
-work to improve the amount of attention a task is give
-improve ability to finish tasks and to work on them
independently
-aid in understanding methods to help relax in stressful
situations
-develop better problem-solving skills

**TEACHING STRATEGY**
-break down instructions into small steps
-use meaningful reinforcements
-provide precise, positive praise while the student is learning
-students with autism may learn on one trial so directing the
praise to the very specific behaviour is important.
 #4 – Sensory and Motor Skills
Improvement
-improve ability to use adaptive equipment properly

**Teaching Strategy**
• The most strongly recommended approach for teaching
students with autism is to use visual aids.
• Can help the student learn, communicate and develop
self-control.
-label objects and containers
-provide visual cues to support oral information or teacher
directions
-create visual representations of steps in personal or class
routines
-post daily schedules
 Resource and Advocacy
Groups
• Autism Society of Manitoba (ASM)
• Asperger Manitoba Inc.
• Manitoba Families for the Effective
Autism Treatment (MFEAT)
• Student Services
 Questions
• What is ASD?
• What are some of they key
characteristics of ASD?
• As a parent, name one resource or
advocacy group that you can contact if
your child has Autism?
• What is one of the most common
symptoms/behaviours of ASD?
 Video
• http://www.youtube.com/watch?v
=ic-zA4YfW-U&feature=related