Autism Spectrum Disorder: Introduction and Educational Needs
Dr. Mary Ann Winter-Messiers, Ph.D.
University of Oregon-Laos Inclusive Education ProjectJuly 2015
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ແລະ ລາວ
Autism Spectrum Disorder: Introduction and Educational Needs
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What is Autism?
…a group of disorders that originate in brain development, affecting the brain and the body, and primarily recognized by social difficulties, communication challenges, and narrow, repeated behavior patterns.
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A Few Facts
Autism is A spectrum disorder (ASD)
Wide range of challenges and abilities
Brain based, not behavioral at its core Lifelong—but progress can be made
Impacts 1 in 68 children and youth in the United States 1:42 US boys 1:189 US girls (CDC, 2014)
Fastest growing disability in US
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Some Areas of Significant Challenge
Social Deficits Communication Deficits Repeated, Rigid
Behaviors, & Narrow Interests Uncontrolled Emotions Sensory Sensitivity Intellectual Capacity Medical and Health
Issues
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Social Deficits
Impacted by communication deficit Social skills can be learned Imply Theory of Mind deficit Imply range of desire for relationships
“In their own world”
Social skills are not intuitive Require consistent training Manners must be taught
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Communication Deficits
Students with autism may:
Be verbal or non-verbal
Experience language deficits impacting their behavior
Struggle with expressive vs. receptive language
Show delay in language acquisition
Require assistive technology, depending on language skills
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Restricted Repetitive Behaviors & Narrow Interests
Restricted repetitive behaviors Finding security in repeating actionsWanting predictabilityPersonal rules
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Narrow interests (Special Interest Areas)Focus on one or two specific passionsConsume time, attention, thoughts, devotionServe as key motivators
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ລາວ
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Theory of Mind (ToM) Deficit
ToM is the ability to: Infer other people’s mental states (thoughts,
desires, opinions, feelings)
Use this information to interpret their words and behavior
Predict what they will do next
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Theory of Mind Deficit
Individuals with autism lack ToM to greater or lesser degrees. Students with autism think: You know what I know and you believe what I believe
Apparent in behaviors, relationships, communication, social interactions, emotional reactions, academic work
A pervasive challenge throughout daily life Must be taught!
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Uncontrolled Emotion
Intertwined with communication and social deficits
Causes intense emotional highs and lows
Students with autism Need to be taught how to respond May experience opposite of expected
response May appear “happy” when someone is
hurt Experience depression and anxiety from
very young age
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Sensory Sensitivity
What feels good, scary, or calming to us may not to them Hearing Touch Taste Smell Sight Balance
More or Less? Each student’s sensory responses/needs are unique
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Sample Sensory Sensitivities
Slimy, gooey, crunchy, sharp Bright sun, neon lights Noisy/crowded rooms Labels, buttons, rivets, fabric Hot food, perfume, flowers
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Intellectual Capacity
Students with autism demonstrate intellectual ability range from severe deficit to genius levels
This is separate from other abilities or deficits May have significant deficits and not have intellectual
disability, e.g., processing
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Medical & Health Issues
Food sensitivities Abdominal and intestinal problems Personal hygiene routines Sleep/night challenges Mental health issues Co-morbid diagnoses, e.g.,
Obsessive-Compulsive Disorder Anxiety Disorders Epilepsy Bi-polar Disorder ADD/ADHD
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Potential Indicators of ASD
Delays and deficits in language/communication
Challenges relating to people/environment
Challenges with transition and change
Overwhelm in responding to sensory stimuli
Difficulties in emotion regulation
Discrepancies in developmental (delays)
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What’s the Difference?
In autism: No single behavior is
sufficient: PATTERN Variable profile: mild to
intense Difference in intensity
and persistence beyond typical development
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What is Most Helpful?
Researchers report that the single most reliable predictor of success later in life for students with autism:
EARLY INTERVENTIONFrom birth to 5 years of age
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Remember…
“These children often show a surprising sensitivity to the personality of the teacher. However
difficult they are even under optimal
conditions, they can be guided and taught…
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…but only by those who give them true understanding and genuine
affection, people who show kindness towards them
and yes, humor.”
Hans Asperger, 1944
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