A child or adult with an ASD might:
 not play “pretend” games (pretend to “feed” a
doll)
 not point at objects to show interest
 not look at objects when another person points
at them
 have trouble relating to others or not have an
interest in other people at all
 avoid eye contact and want to be alone
 have trouble understanding other people’s
feelings or talking about their own feelings
 prefer not to be held or cuddled or might
cuddle only when they want to
 appear to be unaware when other people talk
to them but respond to other sounds
www.kidstogether.org
Kids Together, Inc.
www.aboutautismlaw.com
About Autism Law
Chama Valley School District
Autism Spectrum Disorder Team
www.fcsn.org
Federation for Children with Special Needs
www.chamaschools.org
www.autismhealthinsurance.org
Autism Health Insurance Project
Paula Martinez
SPED Coordinator
www.chadd.org
Children and Adults with Attention
Deficit/Hyperactivity Disorder
Resources
www.calaba.org
California Association for Behavioral Analysis
www.autismspeaks.org
Autism Speaks
www.ncapd.org
National Coalition of Auditory Processing Deficits
www.autism-society.org
Autism Society of America
www.autism-resources.com
Autism Resources
www.cec.sped.org
Council for Exceptional Children
www.nationalautismcenter.org
National Autism Center
www.autismdeservesequalcoverage.com
Autism Deserves Equal Coverage
www.pecs.com
Pyramid Educational Consultants
Sue Windeck
Occupational Therapist
Bernice Life
Educational Diagnostician
Michelle DeYapp
SPED Teacher
Sandra Valdez
SPED Teacher
Deborah Cordova Russom
SPED Teacher
Christine Esquibel
SPED Teacher
Kathy Kegel
SAT/504/RTI Coordinator
What is Autism Spectrum Disorder
(ASD)?
New Mexico Autism Society defines ASD as “a
neurobiological disorder that interferes with the
development of communication and social
interaction skills. It is a lifelong disorder that may
result in impaired development of life skills. ASD
can make learning difficult and may lead to
challenging behaviors. Usually, ASD becomes
apparent by 3 years of age. Early development may
or may not be typical. ASD is four times more
prevalent in boys than girls and ASD does not
differ between ethnic, racial and socioeconomic
groups throughout the world. Currently, ASD is
estimated to affect as many as one in 88 American
children and affects four times as many males.
ASD is outlined in the DSM-V under the category
Pervasive Developmental Disorder
(PDD).”(http://nmautismsociety.org/aboutautism/what-is-autism-spectrum-disorder-asd/)
ASD is a spectrum disorder, which means that any
two people diagnosed with autism may have very
different symptoms and characteristics. They
range from very high functioning to profoundly
impaired with widely varied behavioral
characteristics. For an autism diagnosis to be
made, a child must show deficits in both of the
following areas:
Persistent deficits in social communication
and social interaction across multiple
contexts
Restricted, repetitive patterns of behavior,
interests, or activities.
http://www.autismspeaks.org/whatautism/diagnosis/dsm-5-diagnostic-criteria
Strategies for Home
Strategies for School


















Be consistent
Make sure to keep expectations the same
Display Visual Schedules
Make it visual by using a symbol or writing it
down
Use “rules” to enforce concepts
Many students are rule orientated but don’t over
use rules,
Example: you say, “The rule in ___ grade is that
you stand in line with your hands at your side.”
Schedule down time
Maintain structure
Try to stay consistent as possible with a routine
Offer choices when possible
Example: if two assignments need to be
complete, give student the choice of which one to
do first
Use a variety of materials in lessons in order to
teach generalizations
Use visuals and hands-on materials when possible
Match visual supports with verbal instructionExample: hold up a math book when telling class
to get out book, write page numbers on board
Use If/Then and First/Then statements
Example: First complete your math then it’s
recess
Autism is a reason, never an excuse
Look for the function of a behavior and go from
there
LESS IS MORE when it comes to verbal. Even if
a student is very verbal, talking too much may
create anxiety and makes things more difficult
Stay positive
 Be consistent—stick to a schedule. Children
with autism tend to do best when they have a
highly-structured schedule or routine. Employ
charts and post schedules with meal times,
playtime, bedtime,.
 Reward good behavior. Positive
reinforcement can go a long way with children
with autism, so make an effort to “catch them”
doing something good.
 Create a “calm down” area. Carve out a
private space in your home where your child
can relax, calm down, and be safe.
 Look for non-verbal cues. Pay attention to
the kinds of sounds they make, their facial
expressions, and the gestures they use when
they’re tired, hungry, or want something.
 Make time for fun and regular
companionship. A child coping with autism is
still a kid. Schedule playtime when your child
is most alert and awake.
 Pay attention to your child’s sensory
sensitivities. Many children with autism are
hypersensitive to light, sound, touch, taste, and
smell. Other children with autism are “undersensitive” to sensory stimuli.
Facts
o
o
o
o
Autism has no known cure. However,
appropriate early intervention based on the
unique needs and abilities of the individual
is very important.
o
o
Autism now affects 1 in 68 children and 1 in 42
boys
Autism prevalence figures are growing
Autism is the fastest-growing serious
developmental disability in the U.S.
Autism costs a family $60,000 a year on
average
Boys are nearly five times more likely than
girls to have autism
There is no medical detection or cure for
autism