Introduction to Autism
What is Autism?
• Autism is a group of disorders.
• People with autism have problems with
– Communication
– Relationships
– Behavior
• Symptoms of autism may be mild or
severe
The Autism Spectrum
• This is a range of disorders ranging from
mild to severe, including:
– Autistic Disorder
– Asperger’s Syndrome
– Rhett Syndrome
– Childhood Disintegrative Disorder
– Pervasive Developmental Disorder Not
Otherwise Specified (PDD-NOS)
Causes
• Researchers have identified two
causes
–Genetic mutation
–Environmental toxins
• There is no link between vaccines
and autism.
Frequency
• Before the 1990s, 4-5 per 10,000 live
births
• 1990s, 1 in 1,000
• 2007, 1 in 150
– Better diagnosis
– Genetic research
Church Impact
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Communication problems
Social functioning
Emotional control
Daily living skills
Behavior
Sensory problems
Ability to read and write
Communication Problems
• People with autism may be nonverbal
• Some children might struggle with eye
contact
• Others may have trouble with non-literal
language such as idioms
• Participating in a conversation could be
difficult
• Those on the spectrum may have a preferred
topic
Communication Interventions
• Use a visual communication system
• Realize that these children may be
listening without eye contact
• Speak in concrete terms and avoid idioms
and slang
• Give prompts for replies in conversations
• Relate lessons to preferred topics, or use
this as a reward
Social Functioning
• People on the spectrum may not notice
other people
• They may struggle to carry on a
conversation
• Those with autism are brutally honest
• Eye contact is difficult
• New situations are especially challenging
Social Interventions
• These children can’t learn through
observation
• Proper behavior must be directly taught
• Social skills lessons must be repeated
often
• Reminder cards may be used to teach
social behavior
• Social rules must be clear
Emotional Control
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Change may be very upsetting
Sensory issues may cause outbursts
Anticipate triggers
Teach peers how to act
Know when to call parents
Emotional Interventions
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Taking a walk
Distractions
Sensory interventions such as brushing
Preferred toy or object
Working through a prearranged coping
plan
• Quiet area to calm down
Daily Living Skills
• Hygiene is a big concern
• Sensory issues may impact wardrobe
• May not understand simple skills such as
fixing a snack
• May not process up to 60% of a
conversation
• Can take things very literally
Daily Living Skills Interventions
• Clear rules
– How to dress for church
– Greetings
– Church behavior
• Routines for leaving the house
• Visual schedule
• Visual reminders
Behavior
• Ask parents for behavior triggers
• Reactions to sensory challenges can be
mistaken for behavior problems
• Preteaching is essential to prevention
– Social stories
– Reminders (cards, pictures, signals)
• Look for reasons behind behaviors
Behavior Interventions
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Prevention is the best intervention
Calming down place
Positive self-talk
Sensory interventions
Consistency and routine
Sensory Problems
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Flickering fluorescent lighting
Echoing from microphone
Loud noises
Motion of others
Too many people
Clothing (tags, scratchy thread, etc.)
Sensory Interventions
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Quiet dark room
Headphones/hat/sunglasses
Brushing away from the heart
Squeeze balls
Weighted lap pad or vest
Wrap in a blanket
Cautions
• Consistency is important.
• Final goal should be inclusion, not
exclusion.
• Use technology as a support and
reinforcer for personal interactions.
• Don’t rely on technology as a babysitter.
• Overuse of technology can lead to social
withdrawal.
Questions?
• http://lds.org/disability
• http://www.ldsability.org
• http://lynndparsons.com