Advancing our students with autism
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Transcript of Advancing our students with autism
ADVANCING OUR STUDENTS WITH AUTISM
SST9Chris Wnoroski, Special Education Consultant; [email protected]
August 1, 2012
WHAT IS AUTISM SPECTRUM DISORDER? Autism is a neurobehavioral syndrome resulting
from a dysfunction of the central nervous system that leads to disordered development.
IDEA – Education Definition: “Autism means a developmental disability significantly affecting verbal and non-verbal communication and social interactions, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in routine, and unusual responses to sensory experiences.”
Only 6% of individuals with ASD have full-time employment
Only 12% of individuals with AS have full-time employment
Adults say that finding a job would improve their lives more than anything else
Barnard et al., 2001
Employment Status of Individuals with ASD
AUTISM SPECTRUM DISORDER
Currently affects 1 in 88 (according to CDC 3/12)
1.5 million Americans have some form of ASD Autism is the fastest-growing serious
developmental disability in the U.S. Autism costs the nation $137 billion per year
A neurobiological disorder that affects how a person thinks, communicates, and
interacts with others
AUTISM FACTS CONTINUED There is no medical detection or cure
for autism More prevalent in males – 5 times Live a normal lifespan Knows no racial, ethnic, income, social,
or educational boundaries No known cause
CAUSE ??? RESEARCH CONTINUES Genetic link that
predisposes some individuals
Environmental trigger Abnormal growth of
the head during first 18 months
Suspected relationship with gastrointestinal disorders
NUMBER OF STUDENTS IDENTIFIED IN OHIO SCHOOLS
NUMBER OF STUDENTS IDENTIFIED WITH AUTISM IN STARK COUNTY SCHOOLS - 2011
730
Who are our students
with ASD??
Autism is identified as a spectrum disorder Students with autism present with unique
characteristics The “Autism Umbrella” includes autism,
asperger syndrome, PDD-NOS Prevasive Develpmental Disorder Not Otherwise Specified
AUTISM• Display characteristics prior to 36 months of age• Often accompanied by mental retardation (75%)• Cognitive skills are often uneven (i.e., splinter skills,
hyperlexia)• Deficits in executive function (forward planning and
cognitive flexibility)• Fine and gross motor skill deficits
DSM-IV-TR
ASPERGER SYNDROME (AS)• Normal language development• Very literal, speak beyond their maturity level, have
difficulty with comprehension and abstract reasoning• Difficulty with social situations and unstructured time• Sensory difficulties• Motor functioning issues• Organization issues
Myles, 2001
PDD-NOS Includes atypical autism A severe and pervasive impairment in the
development of reciprocal social interaction or verbal and nonverbal communication skills
Generally used when stereotyped behavior, interests, and activities are present, but the criteria are not met for a specific pervasive developmental disorder such as autism, Asperger Syndrome, schizophrenia, schizotypical personality disorder, or avoidant personality disorder
UNDERLYING CHARACTERISTICS• Social • Communication • Restricted patterns of behavior • Sensory differences• Cognitive differences• Motor differences• Emotional vulnerability• Medical or biological differences
Aspy & Grossman, 2007
INFLEXIBLE THINKING Difficulty with change Insistence on sameness Preference for routines Rigid, egocentric thinking or perceptions Rule-bound Perfectionistic-fear of failure Concrete thinkers Irrational fears Over focus on details/ miss the “big picture”
WHAT SHOULD WE DO??? To ensure that our students with autism receive
educational benefit in our schools we need to:Build internal CAPACITY to teach students with ASD within our districts and
Develop and support a TEAM who possess competence and confidence to provide effective education to our students with autism
THIS IS WHAT YOU SAID Results of Stark County Autism Survey
2011/2012 identified that districts wanted:Increased professional development
related to Applied Behavior Analysis, TEACCH and strategies and intervention for general education staff related to students with Asperger’s syndrome
Increased consultation availability for school staff related to specific students and programs
PROFESSIONAL DEVELOPMENT THROUGHOUT THE YEAR…..
PARAPROFESSIONAL TRAINING Start the School Year Off Right with
your Paraprofessional , Denise Uitto–August 14, 2012
Audience – Teachers who work with paraprofessionals preK-12
Will address collaboration, communication and scheduling strategies associated with utilizing paraprofessionals as well as establishing expectations for student support and assigning responsibilities
PARAPROFESSIONAL TRAINING CONTINUED Paraprofessional Training, Denise Uitto, -
August 31, 2012 Audience- Paraprofessionals preK-12 Participants will be engaged in:
An overview of IDEA laws and regulations An introduction to Standards for Paraprofessionals Discussions about professionalism, ethics and
confidentiality The provision of instructional supports for students The development of team work and communication
TEACCHSEPTEMBER 20 AND 21 - 2012 Treatment and Education of Autistic and
other Communication Handicapped CHildren – Dr. Sloan Burgess, KSU
Audience – educational professionals preK – 12 2 Day interactive workshop will provide
participants with a basic working knowledge of TEACCH methodology and its role in working with students with ASD
Effective interventions for students with ADHD, cognitive disabilities, multiples disabilities, learning disabilities as well as ASD
Emphasis on visual supports, physical structure, work “activity” system, daily schedule
APPLIED BEHAVIOR ANALYSIS – ABAOCT.10 AND 12 , DEC. 12 AND 14 - 2012 Using Applied Behavior Analysis to
Improve Outcomes for Students with Autism – 4 days; Dr. Richard Cowan, Dr. Melody Tankersly, KSU
Audience – Educational professionals prek-12 Provide comprehensive knowledge and skill in
making data based decisions to guide evidenced based practices
Provide positive behavior and learning supports that can be easily applied in everyday classrooms DATA, DATA, DATA, DATA, DATA
MORE PD – COMING SOON!!! Autism Series – A series of 5 after school
sessions, 1 per month – Topics to include: Autism 101, Social Competence and Communication, Behavioral Issues and Interventions, Sensory Needs, Family/School Collaboration
Audience- educational staff and families Strategies and Interventions for students
with Asperger Syndrome and High Functioning Autism
Audience – Educational professionals (especially regular education teachers) prek-12
MORE PD – COMING SOON!!! District Autism Team Training (DAT) –
OCALI 2-day institute plus follow up on site visits
involves a district process-planning framework for designing comprehensive programs for individuals with autism spectrum disorders including assessment intervention design implementation and progress monitoring.Participants will utilize tools to conduct baseline
assessment on key components essential to the development and implementation of comprehensive programming for ASD
YOUR COST FOR PROFESSIONAL DEVELOPMENT
FREE!!!
CONSULTATION
Collaboration with the ESC and SST9 – Purpose to assist districts build capacity to provide for students with ASD
Two types of consultation available1. Student Specific Consultation – Obtained through the ESC –
Fee assessed Need parent Permission
2. Program Consultation – Obtained through SST9o Assessment/review of current classroom practices
3. Both Consultation Models Require referral from Special Education Director Provide onsite observation/collaboration with building
level teams Require a commitment from building level teams to
meet to discuss needs and solutions Number of meetings vary based upon needs
COLLABORATION, COMMUNICATION, AND COMMITMENT
WWW.SST9.ORGWWW.STARKCOUNTYESC.ORGINFORMATION AVAILABLE
Stark County Schools are committed to provide exemplary services to students with Disabilities through the collaboration of families and staff based upon the specific needs of the student.