Post on 12-Jan-2016
Advanced Hands-on Autism Training
Oregon Technical Assistance CorporationMarch 2013
• Sign-in• Bathroom• Breaks• Lunch• Review 3 day agenda• Move around if you need to• Ask questions and share your experience
Housekeeping
Autism is a developmental disability linked to genetic, dietary, and environmental risk factors that impact brain development
History of Autism• 1911 - “autism” used to describe symptoms of
schizophrenia• 1938-43 – Leo Kanner used the term “inborn autistic
disturbances” to describe children he saw at Johns Hopkins• 1944 – Hans Asperger described children he studied as
“little professors” and termed “autistic psychopathy”• 1940’s – 60’s Autism considered an emotional illness
• 1950 – The term “refrigerator mother” popularized by Bruno Bettelheim in his book, The Empty Fortress
• 1964 – Bernard Rimland provided evidence that autism has a biological basis
• 1966-2006 – Eric Schopler and Robert Reichler began a career that regarded autism as a perceptual difference. Their work with families strengthened the work of Division TEACCH the Autism program at UNC
• Present – ASD is better understood but lacks funding for research and support for adults on the spectrum
General Criteria for Diagnosis• Qualitative impairment in social interactions• Qualitative impairment in communication• Restrictive, repetitive, and stereotyped patterns
of behavior, interests, and activities• Onset prior to age 3 of delays in at least one of
the following:– Social interaction– Social communication– Symbolic and imaginative play
Pervasive Developmental Disorders (PDD)*
* In May 2013 the DSM5 will be released and the criteria for PDD’s will change
autismAsperger’s Syndrome
Rett Syndrome
Childhood disintegrative disorder
PDD-NOS
The autism diagnosis is an underlying condition
What sets up:
What sets off:
What I see: What does the person gain/ avoid by doing this:
Replacement Behavior
Underlying condition:
Autism
• Visual learners• Focus on details• Problems with multiple
perspectives• Difficulties with time and
organization• Sensory and perception
problems• Restricted repertoire of
behaviors
Characteristics of Autism
Differences in:• Thinking• Learning• Neurobehavioral
patterns
Characteristics of AutismCharacteristic of
AutismImpact on the person
Visual Learner Learns best when information is visual. Difficulties with communication and language, memory, processing speed, and development.
Focused on details Difficulties with generalization, relevant and irrelevant, concrete vs. abstract thinking, and problems integrating ideas.
Problems with multiple perspectives
Difficulty with joint attention, multi-tasking, eye contact, listening skills, choices, perspective taking, judgment, and responding to other’s emotions
Characteristics of AutismCharacteristic of
AutismImpact on the person
Time and organization
Difficulty with organization, sequencing, initiating, time management, understanding time, following routines, and transitions.
Sensory and perception problems
Inappropriate or inconsistent responses to sound, touch, smells, sights, pain, and textures. Can be easily distracted and have difficulties in open spaces.
Restricted repertoire of behaviors
Upset by changes and insisting on sameness. Learns repetitive routines easily. Unusual and elaborate rituals and routines. Compulsive and driven behaviors.
Autism: Above the surface
Underlying Characteristics
We look below the surface at what we can’t see to understand what we
do see
Chronic bowel issues SeizuresVomiting Won’t sit for longSmearing feces Poor sleep
• Gastrointestinal problems• Food allergies and intolerances• Difficulties with communication and
language• ADHD• Sensory and perception problems• Anxiety
Biological Challenges
• Distress when routine changes• Heightened anxiety• Restricted repertoire of behaviors• Problems understanding sequences• Sensory and communication differences• Environments are confusing• Sameness provides comfort• Visual learners
Attachment to Routines
Insists on specific routes CryingThrowing objects Refusing to transition Completes routines independently
Hitting Pinching self/othersScreaming Throwing objectsSaying, “No” Banging head
• Limited ability to communicate• Difficulties with initiation• Disrupted routines/schedules• Not having enough information• Not understanding others feel
pain/sadness• Sensory and perception challenges
Aggression and Self-Injury
Laughing Sharing personal information Answering questions as a characterPreferring to work alone Demanding
• Feelings are abstract• Processing difficulties with eye contact• Problems with communication and
language• Difficulty with organization and
sequencing• Difficulty with joint attention and multi-
tasking• Problems with multiple perspectives
Social Judgment and Relating
Spinning Collecting unique items Scripting TV shows Watching scenes repeatedlyFlooding the sink Lining up objects
• Relaxation and creativity is difficult• Preference for structure and routine• Difficulties with social skills and relating
to others
Limited Play Skills
Scripted Responses Waiting for cuesRefusing hygiene Not following directionsChanging clothes repeatedly Hitting/Yelling
• Dependence on prompts• Difficulty with sequencing• Doesn’t know where to start or finish• Doesn’t understand expectations or
consequences• Different concept of what is rewarding• Difficulty with time and organization• Sensory differences
Difficulty with Initiation
Eating/Chewing non food items RunningStripping Asking repetitive questionsClimbing Leaving unsupervised
• Overstimulation/Sensory differences• Not understanding expectations• Communication differences• Driven by strong impulses• Rarely deliberate to “push buttons”• Misunderstanding social cues• Focus on details
Appearing Defiant
• Understanding the characteristics of autism
• Structuring the physical environment
• Using visual supports• Developing meaningful routines• Careful, Ongoing Assessment• Using Strengths, Interests, and
emerging skills• Family/Team Collaboration to
develop an individualized plan
TEACCH Educational Principles
References• Dawson, Geraldine .(2008). Early behavior intervention, brain
plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20 , 775-803. Retrieved March 24, 2012 from http://www.psy.miami.edu/faculty/dmessinger/c_c/rsrcs/rdgs/autism_clinical/dawson.devpsychopath.2008..pdf
• DiCiccio, E., Lord, C., Zwaigenbaum, L., Courchesne, E., Dager, S.R., & Schmitz, C., et al. (June 28, 2006). The Neurobiology of Autism Spectrum Disorder. The Journal of Neuroscience 26(26), 6897-6906. Retrieved March 24, 2012 from http://www.autismspeaks.org/docs/DiCicco-Bloom.pdf
• Mesibov, G.B., Shea, V., & Schopler, E. (2004). The TEACCH Approach to Autism Spectrum Disorders. New York, Springer Science+Business Media, Inc.