Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns...

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Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism Support Staff- Shelby and Crest zones BCBA

Transcript of Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns...

Page 1: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Autism Spectrum Disorders

Ayanna PeakeCCS School Psychologist and Autism Support Staff –

Burns Zone

Wendy FitchCCS Lead School Psychologist and Autism Support Staff-

Shelby and Crest zones BCBA

Page 2: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Autism Support Framework for Cleveland County Schools

Burns ZoneAyanna Peake

AU Psychologist

Crest ZoneWendy Fitch

AU Psychologist

ADOS Team

Intervention ClassesPreschool (Jefferson)Elementary (Marion)Middle School (SMS)High School (KMHS)

Transition ClassElementary (Marion)

Self-Contained Classes Elementary (NSS)

Middle School (NSS)High School (NSS)

System Wide ABA Tech

Shelby ZoneWendy Fitch

AU Psychologist

Kings Mountain Zone

Summer BachmanAU Psychologist

Page 3: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

About autism spectrum disorders and interventions….

Think about the disability Consider environmental supports

Target skills to teach

Page 4: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

“Autism spectrum disorders are lifelong conditions that require intervention throughout the lifespan. Only when a basic level of health and comfort is established, reinforcement is available, the environment is made predictable through structure and visual/ tactile supports, and task demands are carefully designed can skills be effectively taught and demonstrated.” (Aspy and Grossman, 2008)

Page 5: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

What is autism?

A developmental disorder of neurobiological origin that is defined on the basis of behavioral and developmental features

Present from birth or very early in development

Page 6: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Autism affects essential human behaviors:

Communication

Social Interaction

Behavior

Page 7: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Communication Impairment

Delay in or total lack of development in spoken language (with no attempts to communicate through other methods such as gestures or mime)

If they have speech, marked impairment in the ability to initiate or sustain a conversation with others

Stereotyped & repetitive use of language or idiosyncratic language

Lack of varied, spontaneous make believe play or social imitative play appropriate to developmental level

A person with autism will have at least one of these characteristics

Page 8: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Common communication differences

Makes sounds repeatedly or states word or phrases repeatedly (e.g., humming, “you know”)

Immediate or delayed echolalia (reciting lines from movies, repeating another person’s questions or statements, repeating sounds)

Interprets words/conversations literally/ difficulty understanding figurative language/multiple meanings/ humor/sarcasm/synonyms

Difficulty with rules of conversation (interrupting; asking inappropriate questions; difficulty maintaining conversations)

Difficulty using gestures/ facial expressions Difficulty asking for help Makes irrelevant comments Difficulty expressing thoughts and feelings Speaks in an overly formal way

Page 9: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Social Interaction Impairment

Marked impairment in the use of multiple, nonverbal behaviors (eye to eye gaze, facial expressions, body postures & gestures to regulate social interaction)

Failure to develop peer relationships appropriate to developmental level

Lack of spontaneous seeking to share enjoyment, interests, or achievements with others (lack of showing, bringing, or pointing out objects of interest)

Lack of social or emotional reciprocity

A person with autism will demonstrate at least two of these

Page 10: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Common Social Differences

Difficulty recognizing the feelings and thoughts of others (“mind blindness”/ can’t take another’s perspective)

Can have different emotional response than is expected for social situations

Uses poor eye contact Has difficulty maintaining personal space/ physically

intrudes on space of others Lacks tact or appears rude Has difficulty making/ keeping friends Has difficulty joining an activity Is naïve/ easily taken advantage of or bullied

Page 11: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Tends to be less involved in group activities than most same aged individuals

Has difficulty understanding others’ nonverbal communication (e.g., facial expressions, body language, tone of voice)

Has difficulty understanding jokes “Rule” bound and can tend to lecture others Talks at people instead of with them May display potentially “challenging” behavior to escape

uncomfortable/ difficult situations

Page 12: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Restricted Repetitive and Stereotyped Patterns of Behavior, Interests, and Activities

Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal in either intensity or focus

Apparently inflexible adherence to specific, nonfunctional routines or rituals

Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)

Persistent preoccupation with parts of objects

A person with autism will display at least one of these

Page 13: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Restricted patterns of behavior, interests, and activities

Expresses strong need for routine or sameness Expresses desire for repetition Has eccentric or intense preoccupations/

absorption in own unique interests Asks repetitive questions Seems to be unmotivated by customary rewards Displays repetitive motor movements (flaps

hands, paces, flicks fingers, etc.) Has problems handling transition and change Has strong need for closure or difficulty stopping

a task before it is completed

Page 14: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Autism is:

Best characterized as a spectrum of disorders that varies in: Severity of symptoms Age of diagnosis Association with other disorders

(intellectual disability, attention deficit disorder, OCD, bipolar disorder, etc.)

Page 15: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

POP QUIZ!!!!

Piece of paperNumber 1-10

Writing utensil

Page 16: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

What comes next?

OTTFFSS__

Page 17: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Autism spectrum disorder:

Group of developmental disabilities including:

Autistic Disorder Asperger’s Syndrome Rett’s Disorder Childhood Disintegrative Disorder Pervasive Developmental Disorder, NOS

Page 18: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

What is the difference between autistic disorder and Asperger’s?

Autistic disorder: significant impairment in social interaction and communication presence of restricted repetitive behavior

Asperger’s Syndrome: implies near normal to above average cognitive abilities and at least superficially normal expressive and receptive language skills; impairment in social interaction

Page 19: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Consideration: In Asperger’s,there are qualitative impairments in communication, including conversation skills, may ask repetitive questions, have unusual volume, pitch, or stress in vocalizations, and make literal interpretations

Page 20: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Common feature of all autism spectrum disorders is the qualitative impairment in social interaction

Page 21: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Problems with social interaction can include:

Difficulty initiating or responding to conversation

Difficulty using or responding to nonverbal gestures

Lack of or inconsistent eye contact Impairment in responding to others’

feelings

Page 22: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

The lack of social skills often exhibits itself in ways we do not attribute to a social deficit:

Yelling or calling out inappropriate statements at inappropriate times

Aggression/ destruction Echolalia/ jargon/ scripting Inappropriate touching of others/

inappropriate comments

Page 23: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Further complicating the issue for AD students

Often misunderstood by us because of their good verbal and cognitive skills and good academic skills

Too often, we view the atypical social behaviors as intentional or evidence of lack of impulse control rather than skill deficit

Page 24: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

We know what autism looks like, right?

Page 25: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

If you know one child with autism…….

You know one child with autism!!!

Page 26: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Important to remember:

Not all students who have an autism spectrum disorder are alike

Characteristics of ASD manifest themselves differently in each individual

Programming has to be individualized and monitored consistently

Page 27: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

People with autism spectrum disorders typically have:

Difficulty understanding verbal and nonverbal communication and

Difficulty learning appropriate ways of relating to other people, objects, and events

Repetitive behaviors or unusual interests

Page 28: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Key Characteristics and Possible Adaptations

Page 29: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Insistence on sameness

Can be easily overwhelmed by minimal change; highly sensitive to environmental stressors

Anxious, tend to worry obsessively when they do not know what to expect

Page 30: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Insistence on Sameness

Provide a predictable/ safe environment

Minimize transitions Offer consistent daily routine: Use

schedules– either pictures or words or a combination

Avoid surprises– prepare the child in advance for any changes in the schedule

Page 31: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

“And it is best if you know a good thing is going to happen, like an eclipse or getting a microscope for Christmas. And it’s bad if you know a bad thing is going to happen, like having a filling or going to France. But I think it is worst if you don’t know whether it is a good thing or a bad thing which is going to happen.” Christopher John Francis Boone, from The Curious Incident of the Dog in the Night-Time, by Mark Haddon (2003).

Page 32: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Common reasons for behavioral breakdowns

Need for sameness ; consistency Need for predictability Anxiety Environmental/ sensory needs Difficulty with movement, self-help skills,etc. Level of coping skills Ability to effectively communicate emotions and

needs Ability to interpret language directed to them

(verbal and nonverbal)

Page 33: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

The BIG “3”

Visual supports Social skills instruction Reinforcement

Page 34: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Importance of visual supports

Provide predictability and organization needed

Can prevent behavior difficulties Aid in teaching skills/ facilitate learning More easily understood by individuals with

communication problems Think of visual input and instruction as the

“first language” of students with autism spectrum disorders

Allows the student to review information more than once

Page 35: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Examples of visual supports

Daily schedules- words/ pictures or combination of both

T-chart depicting contrasting information (e.g., kind/ unkind words”)

Cue card with “reminders” or classroom expectations

Page 36: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.
Page 37: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

John’s PBS Stamp Tracker

DATE: / / 09-10 DAY OF WEEK: M / T / W / TH / F

Time Task STAMP EARNED BONUS STAMP

7:40-8:00 Wait in Gym and read AR book when 1st bell rings.

   

8:00-8:25 Follow Discovery teacher's directions    

  Participate in Discovery/PBS lessons    

8:30-9:55 Take needed materials out of cubby in Mrs. Smith’s room.    

  Participate in SRA lesson    

  Turn in any homework from previous night.    

Mrs. Smith’s Class

Participate in Language Arts lesson.    

9:55-11:00 Turn in any homework from previous night.    

Participate in Math Lesson    

Mrs. Jones’ Class

Work on homework assignment Friday: 10:45-11:15 OT  

11:00-11:20 Break Time: Choice of: UNO / Computer (CCS approved websites) / Walking

   

Page 38: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Kind Words Rude Words

Good job!Great idea!Nice job!Awesome!Yeah!

So whatYou’re stupidThat was dumbThat stinksDuh!

Page 39: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Impairment in Social Interaction

Demonstrate an inability to understand complex rules of social interaction

Talk at people instead of them Do not understand jokes, irony, or metaphors Poor ability to initiate and sustain conversation Display potentially “challenging” behavior to escape

uncomfortable/ difficult situations

Page 40: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Impairment in Social Interaction

Need to be taught how to react to social cues and be given repertoires of responses to use in various social situations (teach them what to say and how to say it)

Explain to them when they have been unintentionally insulting, tactless, or insensitive

Page 41: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Teaching Social Skills

We have to plan instruction for social skills just like we do other skills such as reading, math, and writing

Page 42: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Evidence based strategies for social skills instruction

Social stories Video modeling Role playing/ Modeling Skills Streaming (more formal

programs) Self-monitoring checklists

Page 43: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

General tips

Model two way interactions and let them role play

Encourage active socialization Behavior specific praise Limit time spent in isolated interests

Page 44: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Social Stories

Social stories are brief, individualized short stories that describe a social situation and provide a specific behavioral response (e.g., appropriate social responses within defined context)

Provide instruction regarding the who, what, when, where, and why of a social situation

Page 45: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Social stories:

Help ensure child’s accurate understanding of social information for a given setting and provide a “how-to” instruction for initiating, responding to, and maintaining appropriate social interactions

Page 46: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Social Stories:

Help individuals: Adjust to changes Adapt behavior based on social cues Learn specific skills

Page 47: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Social Story example

Angelo: Joining in a Game I like playing with other kids at recess. The

most fun times I have are when I join kids who are already playing soccer on the playground. I do this by asking in a nice, gentle voice “Can I play with you?” If they say yes, then I ask “Show me how to play.” When I join other kids who are playing, I really feel like I have friends and that I belong to the group.” (Adapted from Matson et al., 2006).

Page 48: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Writing a social story

Descriptive sentences Perspective sentences Directive sentences

Page 49: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

A word about reinforcement

Reinforcer is any consequence that follows a behavior that makes the behavior MORE likely to occur in the future

Everyone has their own set of reinforcers

Page 50: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Reinforcement

A situation or event that follows a behavior and makes it more likely that the behavior will occur in the future

Reinforcement is essential to acquiring new skills

Reinforcement is required to maintain behavior

Sometimes avoidance of the activity is more reinforcing than participating in the activity

Page 51: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Ways to identify reinforcers

Observe the activities a student engages in frequently or appears to enjoy

Allow the student to choose from a variety of items or events

Most precise way: repeatedly provide the consequence following a behavior and see if behavior increases over time

Page 52: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Sometimes, avoidance of an activity carries a greater incentive than does participation

Example: a student who struggles with social interactions may find playing computer games to be more rewarding that interacting with peers

Page 53: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

For some individuals with ASD, pursuing their own wishes is often more valuable than the risk of displeasing others

Page 54: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Ultimate goal of our interventions is to help individuals develop skills for a successful life

Reinforcement is essential to the process of acquiring new skills

Punishment does not teach a skill

Page 55: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Take Away Points

If I have taught one student with Autism,

I have only taught ONE student with Autism.

Page 56: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

There are many common features that lead someone to receiving a diagnosis of Autism or an EC placement of Autism,

How Autism is expressed (strengths, weaknesses, problems, successes) depends on 2 key things: Individual student Their environment

Page 57: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

We can NOT “cure” the individual student or make them non-Autistic.

We can identify skills that the individual student is strong in and those that the student is weak in. For any weak areas/skills deficits,

students with Autism MUST have explicit instruction in this area AND a chance to practice the skill to mastery.

Page 58: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

We can change the environment.

Students with autism are extremely sensitive to their environment.

Usually changes in their behavior are a direct result to changes in their environment.

Page 59: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

In the environment we can provide additional supports (modifications, accommodations, IEP goals, BIP, consultations with staff, counseling, etc.) to help the child bridge the gap between their skill deficits due to Autism and the expectations of them in their environment.

This is no different than leveling the playing field for a student who has a learning disability or who has a physical impairment.

Page 60: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

But this just looks like a defiant/rude/lazy/crazy…. student

Page 61: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Often times the behaviors or skill deficits in question are things that “typical” students or adolescents just do.

For a typical student/adolescent, after being exposed to certain things in their environments for 12+ years, they just get it.

This is especially true when correcting or disciplining a student with Autism. They may say or do things that most of their peers would never say or do.

Page 62: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

For example, most “typical” students can reason with teachers when they are being corrected, and they can follow the rational of why consequences are happening.

Most students with Autism simply don’t get it; over explaining or talking/rationalizing until they get it is only going to frustrate you and them.

Page 63: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Ok, are you serious…What is the bottom line?

Page 64: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

The Bottom Line…

If we want our students with Autism to be successful, we have to be invested in active problem solving, communication, and team work.

We also have to be invested in creating an environment and school culture that respects them and their differences and that is tolerant of the unique challenges they present.

Page 65: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Interesting books:

Let Me Hear Your Voice by Catherine Maurice

Emergence, Labeled Autistic by Temple Grandin

Look Me in the Eye by John Elder Robeson

The Curious Incident of the Dog in the Night-Time by Mark Haddon

Page 66: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Resources

www.autism-resources.cm www.autism-society.org www.autismsociety-nc.org www.nichd.nih.gov/autism/ www.cdc.gov/ncbddd/dd/ddautism.h

tm#brick

Page 67: Autism Spectrum Disorders Ayanna Peake CCS School Psychologist and Autism Support Staff – Burns Zone Wendy Fitch CCS Lead School Psychologist and Autism.

Thanks for all you do!!