Autism Spectrum Disorder

Autism Spectrum Disorder

Autism (sometimes called "classical autism") is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Autism is characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests. Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Experts estimate that three to six children out of every 1,000 will have autism. Males are four times more likely to have autism than females.


There are three distinctive behaviors that characterize autism. Autistic children have difficulties with social interaction, problems with verbal and nonverbal communication, and repetitive behaviors or narrow, obsessive interests. These behaviors can range in impact from mild to disabling.

Autism varies widely in its severity and symptoms and may go unrecognized, especially in mildly affected children or when it is masked by more debilitating handicaps. Doctors rely on a core group of behaviors to alert them to the possibility of a diagnosis of autism.

These behaviors are:

*impaired ability to make friends with peers

*impaired ability to initiate or sustain a conversation with others

*absence or impairment of imaginative and social play

*stereotyped, repetitive, or unusual use of language

*restricted patterns of interest that are abnormal in intensity or focus

*preoccupation with certain objects or subjects

*inflexible adherence to specific routines or rituals

Input from parents is essential for putting together an IEP for the autistic child. Knowing special personalities helps create an atmosphere that will benefit the autistic student as well as the rest of the student population.

Classroom setup

We use many visual labels throughout the room to help the child organize.

He can help make his own daily schedule through use of a digital camera. This is turned into a book which can be kept in his cubby and brought out when it is needed.

Symbols are placed on the floor to help children know where to stand when lining up to go out of the room.

A poster of classroom rules hangs on the wall. It is composed of visual icons and is kept very simple. As few rules as possible.

An icon is used to help the child with turn taking. When children are playing a board game the icon is placed in front of child when it is his turn. He is asked "whose turn is it now?" When it is in front of another child he is asked "whose turn is it now?" He is being prompted to interact.

All centers are visually labeled with photos, symbols, numbers, and words.

Timers are used to help with time concepts. Hourglasses are my favorite because they don’t startle with noise.

The room is set up so there is a quiet area where one can be alone (kind of).

The block center has numbered and lettered blocks in addition to help child visualize as well as build.

Outdoor play is utilized as a time when the child can have unrestricted gross motor fun, but also where interaction involving cooperation and turn taking is involved.

The child can sequence and tell stories with picture cards that have been cut out, colored, and laminated. Sometimes I don’t laminate them but add some texture by gluing on sand, yarn, rice, felt, etc.

Shaving cream to smear around on the table is great for prewriting, relaxing, and creativity.

Playdough is fabulous for artistic expression and stress management.

Musical instruments carefully introduced so as not to startle, but stimulate the child.

Singing helps develop communicative skills. Exciting, action filled songs work to catch her attention like 5 Little Monkeys .....teasing Mr. Alligator. He SNAPS (clap hands together) the monkey right out of that tree.

Modifications
I try to eliminate annoying distractions and noises. For example-the fluorescent light that is trying to burn out is changed. The humming noise emitted from the light is terribly irritating.

The children are told in advance of changes to their daily schedules.

I try to be physically close to the child during group time to help them with focus and maintain attention. I also work on establishing eye contact by close proximity.

Technology
An audio tape of animal sounds to correspond with pictures is good to develop listening skills.

Headphones in listening center are used with tape books or music.

Computers are used WITH a teacher or peer to provide interaction and time is monitored carefully to avoid overuse.


Annotations
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm This website has great information and leads into many more which I think will be beneficial for other exceptionalities.

http://autism.lovetoknow.com/Slideshow:Activity_Ideas_for_Autistic_Kids~7 I liked this little presentation that I stumbled across.

Janert, Sibylle. (2000). Reaching The Young Autistic Child. London: Free Association Books
Collection of ideas and games for working with autistic children.

Quill, Kathleen.(1995). Teaching Children With Autism.NY: Delmar Publishers I learned some new methods and strategies from this book.