August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
1
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Autism is a neurological disorder.
The common characteristics are social interaction deficit,
communication deficit, and behavior problems.
Autism is a spectrum disorder that affects individuals
differently and in varying degrees.
The spectrum includes Autistic Disorder, Childhood
Disintegrative Disorder, Asperger Disorder, Rett’s Disorder,
and Pervasive Developmental Disorder—Not Otherwise
Specified
Every district has students identified with Autism Spectrum
Disorder.
Autism Spectrum Disorders can be easily confused with
ADD/ADHD, Obsessive Compulsive Disorder ,
Oppositional Defiant Disorder, Tourette’s Syndrome,
Intellectual Disability
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
2
“Classic”
Autism
August 18
PDD-NOS
Pervasive
Developmental
Disorder—Not
Otherwise
Specified
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
Asperger’s
Disorder
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Autism affects 1 in every 110 individuals (2010)
It occurs before the age of 3
It is 4X more common in boys than girls
Autism is found in all cultures, races, and social structures around
the world.
Parents notice a change in their child’s development as early as 12
months and characteristics become obvious by 2-6 years of age.
ASD is the fastest growing developmental disability in the US
Only 56% of students with ASD complete high school.
No known single cause for ASD. It is generally accepted that it is
caused by abnormalities in brain structure or function.
Researchers are investigating a link between heredity, genetics,
and medical problems. Some children are born with susceptibility
to ASD, but researchers have not yet identified a single “trigger”.
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
4
•Does not babble or coo by 12 months
•Does not gesture (point, wave, grasp) by 12 months
•Does not say single words by 16 months
•Does not say two-word phrases on his or her own by 24 months
•Has any loss of any language or social skill at any age
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
5
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Medical Diagnosis-physician diagnosis based
on assessment of symptoms, diagnostic tests,
and DSM-IV-TR (2000)
Educational Identification-made by a multidisciplinary team comprised of various school
professionals and parents to determine
whether a student qualifies for special
education services under Individual
Disabilities Education Act (IDEA) (2009)
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
6
A new case of
autism is
diagnosed
almost every
20 minutes
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
7
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
8
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Communication deficits
Repetitive patterns of behavior, interests, and
activities
Social interaction deficits
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Social maturity of someone 1/3 to 2/3 of their age
(Asperger’s)
Behavior difficulties
Sensory processing issues
Emotional vulnerability
Cognitive delays
Motor skill deficits
Difficulty generalizing skills
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
9
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Lack of development of speech or use of
gestures—receptive and expressive skill
deficits
Inability to initialize or sustain a conversation
Repetitive use of language—echolalic speech
Preoccupation and focus in areas of interest
Preoccupation with parts of objects
Monotone speech
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
10
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
11
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Lack of eye contact
Prefer to play alone
Lack of social reciprocity or empathy
Lack of imitating social play
Routines are important
Lack of facial expressions
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
12
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Sensitive reactions—more intense or lack of
intensity than peers
Lack caution when playing, impulsive to meet
sensory input needs, excitability
May seem uninterested, oblivious, unwilling to
participate
Hyperactive, easily upset, withdrawn
Unable to complete tasks due to new stimuli
capturing attention
Difficulty learning from experiences
May appear stubborn or self-absorbed
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
13
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
14
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Must finish an interest activity before going to the next
Poor organization skills
Handwriting tends to be difficult
Engage in activities beside and not with peers or no turn
taking (reciprocity)
Do not understand humor
Literal thinkers—common expressions and idioms are
understood literally
Impulsivity
Meltdowns—rages, aggressive or self-abusive
behaviors, tantrums
Transition is difficult—routines or environments
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
15
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Home to bus
Locker to class
Class to first assignment
Getting and organizing materials
Between groupings (individual to peer groups)
Class to lunch
Waiting
Ending the day
Bus to home
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
16
Meltdowns
Temper Tantrums
Does not look to see reactions of
others.
Looks to see reaction of others.
Does not consider his/her own safety.
Takes precautions not to get hurt.
Winds down slowly.
Uses social situation.
No one is in control.
Ends when the situation is resolved.
A want has not been permitted.
Has purpose/goal.
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
17
Meltdowns
and/or
Rages
August 18
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Causes:
 Attention from peers or adults
 Frustration
 Confusion
 Power/control
 Sensory stimulation
 Fear or relief of fear
 To obtain something—activity,
interaction, comfort, routine, object
 Expression of internal
stimulation—sick, hungry, tired,
too hot
 Unstructured time
 Change of routine/lack of
schedule
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
18
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Stress
Excitement
Fatigue
Overstimulation
To gain attention
To escape/avoid
August 18
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To meet sensory
needs
Does not
understand
Self-esteem fears
Need for control
Need for
“sameness”
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
19
If the only tool you have
in your toolbox is a
hammer, then
everything looks like a
nail.
(So if we do not see the autism, we are treating all
students the same. Each child has individual needs.
Let’s explore the other tools in our toolboxes.)
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
20
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
21
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Helps transition within and between activities
Helps understand expectations
Prepares student for a change
Lessens anxiety
Helps students comprehend verbal language
Teaches independence
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
22
Schedules
 Color code
 Models of expected outcomes
 Graphic organizers
 Consistent Classroom rules
 Examples of how to head the paper
 Homework assignment area in the room
 Work stations
 Sticky notes for preparing or calming a student
 Example of correct finished products
 5 point scale
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August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
23
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Class work
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Shorten assignments
 Odds/evens
 Circle the ones you want them to complete
 Top/bottom half
 Allow the student to circle and do X number of
problems
Highlight important or relevant points
 Graphic organizers
 Stopping and starting point on assignment
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August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
24
Extended time to complete
 Model expectations with visuals of the difference
between an A paper and a C paper
 Fill in the blank notes for lectures
 Incorporate their interests in assignments
 Allow them choices that you are comfortable with
 Limit homework to daily in class work, an extra
study time, no homework
 To ease handwriting, use a computer or scribe
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August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
25
I
G
Q
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
8
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Priming—preparing the student before the
activity by telling, showing with a visual
schedule, or using a social narrative.
Right before the activity
 The day before
 The period before
 The beginning of class
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August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
27
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Social narratives and power cards use a
student’s specific interest to engage the
student. A story is written and illustrated with
lots of visual pictures of what is acceptable
behavior.
Examples
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August 18
Preventing behaviors
Teaching a new skills
Showing a change in schedule (e.g., field trip)
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
28
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Hidden curriculum is the unwritten social rules and
expectations of social behavior that most students just
seem to learn without direct instruction.
Examples
 Raising your hand to go to the restroom
 When to use utensils and when not to when eating
 Don’t say everything you think (telling teacher she is
fat or breath stinks)
For kids with ASD, these skills often need to be taught
directly through visual supports, examples, and role
playing.
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
29
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Allow a safe place or frequent sensory breaks
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They choose when they need a break
Short breaks
Walking, eating, fidgets, reinforcement of
goals/behaviors
Be alert for high anxiety levels or need for
breaks
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
30
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
31
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Use language that is clear and concrete
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Ask questions of who, where, when, what, instead of why
or how
Use limited sarcasm, idioms, and inferences
Tell the student what to do, instead of what not to
do
Give the student processing time (10-15 seconds)
Give directions and new information in small
segments, teaching each step separately
Give praise often
Pair verbal with visuals (pictures or gestures)
Consistent routines
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
32
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Understand that behavior is a form of
communication and that a change is needed on
our part.
Encourage peer mentoring
Build on strengths and interests
Be aware of student’s sensory needs and
concerns in all settings
Do things “with” instead of “for” the student
Have high expectations. We get what we
expect!
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
33
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Consider the physical environment (lighting,
noise, temperature, color, smell)
Treat the student with the same respect you
treat your other students
Empower the student to be an active
participant in all classroom and social activities
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
34
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
35
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
36
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Graph paper for math
Pencil grips
Mechanical pencils
Highlighters
Visual timers
Air pillow/cushion
Color code/paper
Delineate work area
Picture
schedules/communication notebooks
Comic strips
August 18
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Stress relievers
Darkened rooms
Chew toys
Headphones
Power cards
Strategy cards
Puppets
Code words
Social Narratives
Weighted blanket
Menu of reinforcers
Graphic organizers
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
37
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
38
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http://www.usd333.com/vnews/display.v/SEC/Spec
ial%20Education/LCNCK%7CAutism Go to usd333
website-special education-autism
AIM Modules– http://www.ocali.org/aim/- The Ohio
Center for Autism and Low Incidence (OCALI). The
AIM project is developing online modules on ASD
including characteristics, diagnosis, interventions and
supports, transition, and employment.
Autism Speaks- http://www.autismspeaks.org offers
good information and links to helpful resources for
parents and teachers.
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
39
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iCAN – http://www.autismnetwork.org – The Interactive
Collaborative Autism Network site is for anyone who lives with,
teaches, or otherwise supports children and youth with autism
spectrum disorders, including parents, teachers, and individuals
with ASD.
Kansas Autism Spectrum Disorders http://www.kansasasd.com/KSASD/Home.html -The Kansas
Instructional Support Network (KISN) is one of the Kansas
Statewide Technical Assistance Resource System (K-STARS)
projects funded through a Title VI-B grant from the Kansas State
Department of Education’s Student Support Services. Contains
many informational links and technical assistance to districts.
http://autismspectrum.illinoisstate.edu/courses/noncredit.shtml A 54 non credit contact hour course in autism. Basic
level autism team training workshop
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
40
A.. Always
U..Unique
T.. Totally
I.. Interesting
S.. Sometimes
M.. Mysterious
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
41
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LCNCK Autism Intervention Team
Deb Reha, Coordinator
 Anna Berger-Washington Elementary
 Anita Breen-Concordia High School
 Sharon Hartman—Clifton/Clyde Middle School
 Lorri Meyer—Concordia Elementary
 Lori Stahlman—SLP
 Deb Tipton—SLP
 Shawn Woolsey-Option/Opt2
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LCNCK website
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
42
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www.kansasasd.org
National Institute of Child Health and Human
Development
www.autism-society.org
August 18
Presented by Sharon Hartman and Lori
Stahlman, AIT Consultants
43