Adaptations for Children

With ASD
Due: 7/18
Violet Brooks & Danielle Are
“A lot of people think that every autistic person is Dustin
Hoffman and that’s just not true… People are so afraid of
variety that they try to fit everyone into a tiny box with
very specific labels.”

--Rosie King
“How Autism Freed Me to Be Myself”
Ted Talk
11/21/2014
Talking Time!
What do you already know about ASD? What do you want to know?
Please write on white board. (3 mins to talk)

What I know… I WANT to know…

 How Do We Define ASD?
The CDC and DSM 5 both adhere to The following criteria for diagnosing Autism
Spectrum Disorder(ASD):

A: Persistent deficits in social communication and social interaction across multiple contexts, as
manifested by the following, currently or by history (examples are illustrative, not exhaustive; see
text):
1.)Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach
and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect;
to failure to initiate or respond to social interactions.
2.) Deficits in nonverbal communicative behaviors used for social interaction, ranging, for
example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye
contact and body language or deficits in understanding and use of gestures; to a total lack of facial
expressions and nonverbal communication.
3.)Deficits in developing, maintaining, and understand relationships, ranging, for example,
from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing
imaginative play or in making friends; to absence of interest in peers.
 Continued…
Severity is based on social communication impairments and restricted, repetitive patterns
of behavior.

B.) Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at

least two of the following, currently or by history (examples are illustrative, not
exhaustive; see text):
1.) Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple
motor stereotypes, lining up toys or flipping objects, echolalia, idiosyncratic
phrases).
2.) Insistence on sameness, inflexible adherence to routines, or ritualized patterns of
verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties
with transitions, rigid thinking patterns, greeting rituals, need to take same route
or eat same food every day).
3.) Highly restricted, fixated interests that are abnormal in intensity or focus (e.g.,
strong attachment to or preoccupation with unusual objects, excessively
circumscribed or perseverative interests).
4.) Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of
the environment (e.g. apparent indifference to pain/temperature, adverse response
to specific sounds or textures, excessive smelling or touching of objects, visual
fascination with lights or movement).
 And Continued…
Severity is based on social communication impairments and restricted, repetitive
patterns of behavior.

C.) Symptoms must be present in the early developmental period (but may not
become fully manifest until social demands exceed limited capacities, or
may be masked by learned strategies in later life).

D.) Symptoms cause clinically significant impairment in social, occupational, or

other important areas of current functioning.

E.) These disturbances are not better explained by intellectual disability

(intellectual developmental disorder) or global developmental delay.
Intellectual disability and autism spectrum disorder frequently co-occur; to
make comorbid diagnoses of autism spectrum disorder and intellectual
disability, social communication should be below that expected for general
developmental level.
 Last One, Promise
Note: Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive
developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder. Individuals
who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for autism
spectrum disorder, should be evaluated for social (pragmatic) communication disorder.

Specify if:

With or without accompanying intellectual impairment

With or without accompanying language impairment

Associated with a known medical or genetic condition or environmental factor

(Coding note: Use additional code to identify the associated medical or genetic condition.)

Associated with another neurodevelopmental, mental, or behavioral disorder

(Coding note: Use additional code[s] to identify the associated neurodevelopmental, mental, or behavioral disorder[s].

With catatonia (refer to the criteria for catatonia associated with another mental disorder)

(Coding note: Use additional code 293.89 catatonia associated with autism spectrum disorder to indicate the presence of the
comorbid catatonia.)
A Quick Reference
So What Did That All Mean?
Autism, or autism spectrum disorder, refers to a range of conditions
characterized by challenges with social skills, repetitive behaviors,
speech and nonverbal communication, as well as by unique strengths
and differences.

Autism’s most-obvious signs tend to appear between 2 and 3 years of

age. In some cases, it can be diagnosed as early as 18 months.

Autism spectrum disorder (ASD) describes a complex group of brain

development disorders characterized by difficulties in social
interaction, communication and behavior.

One in 68 American children is on the autism spectrum. It's a figure

10 times higher than 40 years ago, according to the U.S. Centers for
Disease Control and Prevention (CDC).
Ready for a History
Lesson?
 Grunya Sukhareva
1891-1981

Grunya Sukhareva, wrote the first known paper on the symptoms of

Autism in 1925.
Mislabeled them as “schizoid” disorder but later re-termed it to
Autistic Psychopathy
Worked in a boys school for 2 years observing 6 cases.
Was mostly ignored outside of Russia and Germany due to the
unfortunate “disability” of being both a woman and Jewish.
Most suspect but cannot prove that others who followed and read and
(maybe) stolen her work.
 Hans Asperger
1906-1980

Austrian Scientist

Completed his paper on Asperger Syndrome in 1944.

Most of his early research was lost when his school was bombed near the end of World War 2.

Might have been a Nazi. (Served as a Medic with Axis Forces)

Was incredibly progressive, even by today’s standards.

Referred to his students as “Little Professors”.

Did not gain popularity in the US until the 1970’s.

Felt that the syndrome was common, commented on seeing hundreds of children with it.

Thought girls could not be affected.

“It seems that for success in science or art a dash of autism is essential.”
-Hans Asperger
 Leo Kanner
Wrote his paper before Asperger (1943)

Incredibly narrow criteria.

Refrigerator Mother Theory

Noticed Autistic children may have special gifts but stated they were
simply parroting what their “pompous” parents had told them.

Suspected less than 150 cases in the United States.

Literally wrote the first American text book on Child Psychology.

Studied 11 children (8 boys, 3 girls). Documented in papers.

 Lorna Wing
1928-2014

Said the refrigerator mother theory was “bloody

stupid”.
Had a daughter (Suzie) with Autism.
Founded the National Autistic Society in the UK.
Worked with Judith Gould on the Camberwell Study,
which led to her belief in a spectrum instead of a single
disorder.
Wing and her Husband both championed that Autism
was much wider spread than any of her previous
colleagues believed.
 Rain Man
Released in 1988
At the Time Wing and Gould were
focusing public attention away from
Kanner’s work and towards
Asperger’s.
Helped to de-stigmatize ASD
Created a “perfect storm” of public
interest and awareness, leading to
the APA re-examining their criteria
for Autism and Asperger’s.
Won four Oscars.
 Temple Grandin
1947- present
A modern advocate for Autism advocacy and awareness.
Temple lectures at both universities and TED talks about
the uniqueness of the Autistic mind.
Used her thought process to help better the world using her
“google picture” like memory.
Believes that good mentors and teachers are the keys to
helping students succeed.
Believes in appropriate expectations.
Believes in using students obsessions to motivate them.
HBO movie about her life.
 8 Myths About ASD
Autism is an epidemic.
Autism can be cured.
Mercury does not cause autism.
Nonverbal Autistics are all mentally impaired.
Autistics can’t be geniuses.
Scientists know exactly what causes autism.
All autistic people want to be cured.
All autistic people are the same.
 Facts about ASD
The Centers for Disease Control and Prevention (CDC) estimates autism’s prevalence as 1 in
68 children in the United States. This includes 1 in 42 boys and 1 in 189 girls. This ratio is
roughly 4:1, with girls rarely presenting as non-verbal.

About 40% of children with autism do not speak, 25%-30% of children with autism have some
words at 12 to 18 months of age and then lose them. Recent Journals are starting to contradict
that children who are non-verbal by age 5 will never learn to speak. Some attribute this better
intervention in both homes and schools.

An estimated 50,000 teens with autism become adults – and lose school-based autism services
– each year.

Around one third of people with autism remain nonverbal.

Around one third of people with autism have an intellectual disability.

Certain medical and mental health issues frequently accompany autism. They include
gastrointestinal (GI) disorders, seizures, sleep disturbances, attention deficit and hyperactivity
disorder (ADHD), anxiety and phobias.
 Video Time!
https://www.youtube.com/watch?v=tCSetRztLro

https://www.youtube.com/watch?v=_HGUyk5U_j8
 tips
https://www.youtube.com/watch?v=F9GNaoZ5U7k

https://www.youtube.com/watch?v=aE2rLvpxH7Q
 What Causes Autism?
Scientists still aren’t 100% sure.

Many scientists believe causes are both genetic and environmental.

Older fathers, women taking certain anti-epilepsy medication while pregnant,

infectious agents and genealogy tend to be factors.

If our genetic code was an encyclopedia, Autism could be caused by anything

from missing a whole volume to the misspelling of a single word. (Wendy
Chung) this only accounts for 25% of cases studied.

Not necessarily inherited. Some cases show spontaneous mutation.

Some believed it was caused by thimerosal (in vaccines) but the chemical was
removed from use in 1992 due to public outcry.
 A Genetic Link
Care of Wendy Chung’s Ted Talk (2014)
Information Provided in 2011
by Ami Klin
Identifying Autism in Babies
Child’s Eye Movement
Klin (2011)
Child’s Eye Movement
Klin (2011)
 What to Look For in the
Classroom:
Communication Impairments

Delays in development of spoke language, Idiosyncratic repetitive language, Lack of pragmatic

aspect of language, inability to initiate or maintain language, speaks in an abnormal tone of
voice, or with an odd rhythm or pitch (e.g. ends every sentence as if asking a question),
responds to a question by repeating it, rather than answering it, has difficulty communicating
needs or desires.

Social Interaction

Lack of appropriateness in verbal and non behavior, Lack of ability to develop peer
relationships, lack of apparent social and emotion reciprocity, prefers not to be
touched, held, or cuddled, has trouble understanding feelings or talking about
them, doesn’t seem to hear when others talk to him or her, doesn’t share interests
or achievements with others (drawings, toys).

Behavior Patterns

Restricted, repetitive and stereotyped patterns of behavior, difficulty in motor

control, peculiar attachment to inanimate objects, distressed by a change in
routine, lining up toys, head banging, rocking back and forth
 The Trouble
With Girls:
•Only about 20% of recorded people
with Autism are female.
•Don’t present in a stereotypical way.
•Tend to blend into the crowd.
•Gould thinks that girls who are
diagnosed may be under-diagnosed,
due to their general ability to speak.
•Many doctors feel that girls may just
not be reported, due to their ability to
blend in with peers, which may leave a
high undiagnosed population
•Other’s feel the criteria is based on
boy/man behavior, calling for a shift in
diagnostic questioning.
 How to Help in the Classroom
Develop and use visuals for instruction, such
as:
Individual visual schedule
Highlighting important information
Using completed models
Color coding relevant information
Providing visual directions
Making endings obvious by use of finished
box, folder, etc.
A Complete Weekly School Schedule
Conflict within the Community
•Neuronormality/ neurodiversity
•Should there be a cure? Is it a disease?
•Are organizations doing more harm than good?
•What should be the focus of research? (Oxytocin Nasal Spray Experiment)
•Is all work being done for those experiencing the disability?
•Autism Speaks and Cure Autism Now vs. Autistic Self Advocacy Network.
(Komen)
•“Treatments” for Autism including the Judge Rotenburg Center and Autism
Camps.
•Why are we STILL spending money to research vaccines?
Evaluate and assess sensory needs
and schedule sensory activities
throughout the day.
Ideas for sensory activities include:
Use swing and monkey bars
Carry heavy objects and provide other ways to incorporate
proprioception (heavy work) into the day
Chair push ups
Provide fidget toys
Put something in mouth to bite, crunch, suck, chew, or blow
Continually assess lighting, temperature, smells, and sounds
within the Environment
Incorporate exercise into the day
Weighted vests
Lap pillows
Listening to music (60 BPM to align with relaxed heart rhythm)
Aroma diffusers
Develop Social Stories and
Scripts
“I had to learn social skills like being in a play.”
-Temple Grandin
 Give Students Choices and Control
Even Non-Verbal students have ways of communicating.
Interactions with parents and using your resources is key.

Some ways to improve student communication are:

Word books
iPads or Tablets
Apps on computers
Communication charts
Type and Speak devices
Learning Sign Language
 How Can We Help?
Adapt the physical environment to
include:
Close proximity to materials and
instruction
Limitation of distractions (auditory,
visual)
Development of clear visual
boundaries, where appropriate
Make the key learning centers
visually obvious within the
classroom (carpet squares, furniture
arrangements, masking tape, etc.)
 How Else?
Provide trained peer support and/or a buddy system throughout
the day for the individual. This person should assist with peer
social interaction, as well as provide additional support as needed.
Conduct training in autism spectrum disorders for all staff
members that come in contact with the student. Include detailed
training for classroom and therapy staff members, as well as
general training for office and administrative staff, bus drivers,
cafeteria support staff, and janitorial staff.
Actively use a home/school communication book that outlines
specific progress and challenges that occurred during the home
and school environments. The book is exchanged with classroom
staff members and the family on a daily basis.
So What Does All This Look
Like For A Teacher?
Provide small group instruction, rather than large group
instruction.

Directions and classroom instruction should be offered in a

small group setting so that as much one-to-one and peer
interaction is provided as is needed by the student
(instruction by peers also).

Assess and use interests and strengths of the person to

structure both curriculum and free-time activities.

Provide a clear beginning and end to activities and tasks.

Provide opportunities for one-to-one instruction and
support and then fade support as appropriate.
Use role-play.
Develop and use rules (social, communication,
behavior, and general).
Develop and use a communication system across
environments. Every person with ASD should have a
well-planned communication system to support
expressive and receptive communication.
Allow staff preparation time. Because of the structure
and consistency required for students with autism,
staff members require additional prep time.
Ensure consistency between classroom staff members, and between
school and home. If modifications and specific classroom strategies
have been developed for the student, they need to be carried out in
all environments of the school, in the same way, by all people. This
consistency should be applied to as many other environments as
possible so that the student is being taught in the same positive
manner in all environments.
Educate students with autism spectrum disorders with other,
nondisabled children.
Educate peers about students with autism spectrum disorders
Provide activities to teach and support
social/emotional skills. Social skill development should
be a priority for the student from the first day he or
she enters the educational system. Social skills help all
students in all aspects of their daily life, from
childhood through adulthood, and should be actively
taught in the school environment
Time for a Game!!
Try your best!
And have fun!
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