Presentation 1 Autism Lily Bordallo

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By: jcyrus (127 month(s) ago)

Hi Lily: Thank you for an extremely well-done presentation that included lots of multimedia and audience participation. Excellent work! -j-

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Autism : 

Autism Lily C. Bordallo ED443G Dr. Cyrus April 14, 2009

Supporting Students with Autism Spectrum Disorder : 

Supporting Students with Autism Spectrum Disorder What is Autism: A Developmental Disability

Definition of Autism : 

Definition of Autism A neurological disorder that effects an individual’s ability to communicate, understand language, and relate to others A spectrum disorder ranging from high functioning to severe

Definition of Autism : 

Definition of Autism Individuals with autism are unique in the presentation of social and behavioral issues.

Statistics & Facts : 

Statistics & Facts Autism occurs in estimates of 1 within 150 live births* (CDC, Jan. 2008) Autism is 4 times more prevalent in males than females Autism has been known to co-exist in above average rates with other disorders

Statistics & Facts : 

Statistics & Facts Autism is present before age 3, but diagnosis often occurs later

Slide 7: 

Guam Statistics by Gender & Ethnicity Source : Guam Public School System, Division of Special Education, Data, 03-03-09

Slide 8: 

Communication Social Behavior (Interests &Activities)

Slide 9: 

Social Difficulty relating to people, objects and events. No passive learning Inability to understand social cues Triad of Disabilities

Communication: : 

Communication: Wants and needs Communication delays You are an audience You are strictly information Scripting

Sensory deficitsUnusual play with objectsRegression of previously mastered skillsRepetitive body movements or behavior patterns : 

Behavior: Sensory deficitsUnusual play with objectsRegression of previously mastered skillsRepetitive body movements or behavior patterns

Autism Spectrum Disorder : 

Autism Spectrum Disorder Measured Intelligence Severe-------Gifted Social Interaction Aloof--Passive-Active but odd Communication Nonverbal----Verbal

Autism Spectrum Disorder : 

Autism Spectrum Disorder Behaviors Intense--Mild Sensory Hyposensitive-- Hypersensitive Motor Uncoordinated-Coordinated

Autism Spectrum : 

Autism Spectrum

Sensory Strategies for students who are: : 

Sensory Strategies for students who are: Sensitive to sounds: Vary voice volume/tone Minimize sounds Put tennis balls on bottom of chair legs

Sensitive to visual distractions: : 

Sensitive to visual distractions: Check for flickering fluorescent lights Observe reactions to colors, direct/indirect lighting… Utilize dividers or partitions for individual work

Sensory for students who are: : 

Sensory for students who are: Limit number of visuals displayed in the classroom Sensitive to smells: Mask smells with lip balm Do not wear strong perfumes

Sensory for students who are Sensitive to taste : 

Sensory for students who are Sensitive to taste Blowing bubbles Sucking Eating chewy or crunchy foods

Sensory for students who are Sensitive to touch: : 

Sensory for students who are Sensitive to touch: May prefer to wear clothing inside out Tactile materials Don’t get into student’s personal space

Challenges : 

Challenges Problems with: Making connections Seeing the “Big Picture” Understanding abstract concepts Organizing themselves and their environment

Slide 21: 

“Visual Strategy” ? Refers to many visual input (receptive) and output (expressive) systems that can help a child manage behavior and improve social and communication skills. Make Language Visible

“Visual Strategy” : 

“Visual Strategy” Visual supports help students gain information through their sense of sight. ALL students can benefit from the use of visual cues! Make Language Visible

Slide 23: 

Make language visible! Breathe deeply

BEHAVIOR Transition Helper: Making a Contract : 

BEHAVIOR Transition Helper: Making a Contract Consider this familiar scene… The teacher wants student to complete assigned work. The student wants to play a computer game. Consider this solution…

BEHAVIOR Transition Helper: Making a Contract : 

BEHAVIOR Transition Helper: Making a Contract This gives the student a visual reminder that once the non-preferred task is completed they will be able to do a preferred activity.

BEHAVIOR : 

BEHAVIOR

Termination Signal : 

Termination Signal

Setting TargetsToken Boards : 

Setting TargetsToken Boards

Slide 29: 

Take 2 deep breaths with your eyes closed Press your hands together and count to 10 slowly Coping Cards

Communication Strategies : 

Communication Strategies Support verbal language with visuals Schedules, mini schedules First – Wash Hand Then - Eat Universal No Choice cards Past event cards

Undesirable behavior Communication : 

Undesirable behavior Communication “I want” Sentence Strip I need to pee. . . . .

Communicating “No” : 

Communicating “No”

Slide 33: 

POWER OF A SYMBOL

Giving Students a Choice : 

Giving Students a Choice Look for an opportunity to present choice in every teaching routine. Make choices visual…with pictures, words or the objects themselves. CHOICES = EMPOWERMENT & INDEPENDENCE

Slide 35: 

BREAK

SCHEDULES : 

SCHEDULES

Object Schedule : 

Object Schedule Photo Schedule Picture Schedule

Slide 38: 

Homework Checklist: Morning Checklist:

Slide 42: 

This schedule clearly communicates what needs to be done. It can be attached to a notebook or clipboard so it is portable and easy to use. Things to do. All Done Warm-Up Work Task Break Community Lunch

Breaking down tasks : 

Breaking down tasks

Slide 44: 

Task Organizer-Writing Task Board

Slide 45: 

What’s the difference? Communication Schedule Board

Some Ideas about Group Work : 

Some Ideas about Group Work The characteristics of students with AS can make group work challenging and sometimes horrible experiences. Avoid self-selection Teach all students how to function in a group Suggest tasks or roles

Graphics Websites : 

Graphics Websites www.images.google.com www.images.yahoo.com www.images.altavista.com www.picsearch.com www.dogpile.com www.abcteach.com www.buildingbox.net www.dltk-kids.com www.dotolearn.com

Graphics Websites : 

Graphics Websites www.icontalk.com www.kidaccess.com www.mayer-johnson.com www.members.aol.com/Room5 www.preschoolprintables.com www.preschoolfun.com www.tinsnips.org www.trainland.tripod.com www.usevisualstrategies.com

Slide 51: 

1. I am first and foremost a child. I have autism. I am not primarily “autistic.” 2. My sensory perceptions are disordered. 3. Please remember to distinguish between won’t ( I choose not to) and can’t ( I am not able to). 4. I am a concrete thinker. This means I interpret language very literally. Notbohm,E., 2005, Future Horizons

Slide 52: 

5. Please be patient with my limited vocabulary. 6. Because language is so difficult for me, I am very visually oriented. 7. Please focus and build on what I can do rather than what I can’t do.

Slide 53: 

8. Help me with social interactions. 9. Try to identify what triggers my meltdowns. 10. If you are a family member, please love me unconditionally. And finally, three words: PATIENCE, PATIENCE, PATIENCE.

Video’s : 

Video’s http://www.metacafe.com/watch/546017/autism_awareness/

http://cnn.com/larryking : 

http://cnn.com/larryking

http://cnn.com/larryking : 

http://cnn.com/larryking

http://cnn.com/larryking : 

http://cnn.com/larryking http://edition.cnn.com/video/#/video/bestoftv/2009/04/09/lkl.carly.cnn

Slide 58: 

http://www.youtube.com/watch?v=oaGwItPeMgQ

Resources : 

Resources Fouse, Beth, Ph.D & Wheeler, Maria, M.Ed., A Treasure Chest of Behavioral Strategies for Individuals with Autism, Future Horizons, Inc, Arlington, TX, 1997.

Resources : 

Resources Hodgdon, Linda A. M.Ed., CCC-SLP, Visual Strategies for Improving Communication, Volume 1: Practical Supports for School and Home, Quirk Roberts Publishing, Troy, MI, 1999.

Resources : 

Resources Janzen, Janice E., M.S., Understanding the Nature of Autism: A Practical Guide. Therapy Skill Builders, The Psychological Corporation, San Antonio, TX, 1996.

Resources: : 

Resources: Mayer-Johnson Co., Boardmaker (software), Solana, CA, 1999. Quill, Kathleen Ann, Ed.D., Teaching Children with Autism: Strategies to Enhance Communication and Socialization, Delmar Publishers, New York, NY, 1995

Resources: : 

Resources: http://www.youtube.com/watch?v=oaGwItPeMgQ Retrieved on April 14, 2008 http://edition.cnn.com/video/#/video/bestoftv/2009/04/09/lkl.carly.cnn Retrieved on April 14, 2008

Credits: : 

Credits: Jovita Fe Monforte, GPSS Dr. Cyrus, Instructor, U.O.G.

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