Autism
Autism is a neurodevelopmental disorder characterized by social impairments, cognitive impairments, communication difficulties, and repetitive behaviors. It can range from very mild to very severe and occur in all ethnic, socioeconomic and age groups. Males are four times more likely to have autism than females. Some children with autism appear normal before age 1 or 2 and then suddenly “regress” and lose language or social skills they had previously gained. This is called the regressive type of autism.
SIGNS OF AUTISM:
Is your child hitting his/her milestones? Visit CDC’s Learn the Signs, Act Early Milestone Checklist http://www.cdc.gov/ncbddd/actearly/milestones/index.html
SIGNS OF AUTISM:
- No big smiles or other warm, joyful expressions by six months or thereafter
- No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafter
- No babbling by 12 months
- No Gesturing (pointing, waving bye-bye) by 12 months
- No words by 16 months
- No two-word meaningful phrases (without imitating or repeating) by 24 months
- Any loss of speech or babbling or social skills at any age
- Doesn't make eye contact (e.g. look at you when being fed).
- Doesn’t smile when smiled at.
- Doesn’t respond to his or her name or to the sound of a familiar voice.
- Doesn’t follow objects visually.
- Doesn’t point or wave goodbye or use other gestures to communicate.
- Doesn’t follow the gesture when you point things out.
- Doesn’t make noises to get your attention.
- Doesn’t initiate or respond to cuddling.
- Doesn’t imitate your movements and facial expressions.
- Doesn’t reach out to be picked up.
- Doesn’t play with other people or share interest and enjoyment.
- Doesn’t ask for help or make other basic requests.
Is your child hitting his/her milestones? Visit CDC’s Learn the Signs, Act Early Milestone Checklist http://www.cdc.gov/ncbddd/actearly/milestones/index.html
Organizational Resources
Autism Speaks http://www.autismspeaks.org/
Autism Speaks was founded in February 2005 by Bob and Suzanne Wright, grandparents of a child with autism. Their longtime friend Bernie Marcus donated $25 million to help financially launch the organization. Since then, Autism Speaks has grown into the world's leading autism science and advocacy organization, dedicated to funding research into the causes, prevention, treatments and a cure for autism; increasing awareness of autism spectrum disorders; and advocating for the needs of individuals with autism and their families. We are proud of what we've been able to accomplish and look forward to continued successes in the years ahead.
To read more about Autism Speaks' awareness, fundraising, science, and advocacy efforts, or to read about some of our other exciting initiatives, please visit our News Section.
Centers for Disease Control and Prevention: http://www.cdc.gov/ncbddd/autism/index.html
The Centers for Disease Control and Prevention provides a comprehensive look at autism spectrum disorders.
Autism Speaks was founded in February 2005 by Bob and Suzanne Wright, grandparents of a child with autism. Their longtime friend Bernie Marcus donated $25 million to help financially launch the organization. Since then, Autism Speaks has grown into the world's leading autism science and advocacy organization, dedicated to funding research into the causes, prevention, treatments and a cure for autism; increasing awareness of autism spectrum disorders; and advocating for the needs of individuals with autism and their families. We are proud of what we've been able to accomplish and look forward to continued successes in the years ahead.
To read more about Autism Speaks' awareness, fundraising, science, and advocacy efforts, or to read about some of our other exciting initiatives, please visit our News Section.
Centers for Disease Control and Prevention: http://www.cdc.gov/ncbddd/autism/index.html
The Centers for Disease Control and Prevention provides a comprehensive look at autism spectrum disorders.
Documents
CDC links to documents
http://www.cdc.gov/ncbddd/autism/index.html
Community Report from the Autism and Developmental. To read more about autism, go to CDC's autism site at www.cdc.gov/autism.
http://www.cdc.gov/ncbddd/autism/documents/autismcommunityreport.pdf
Autism Spectrum Disorders:A Parent’s Guide to Symptoms and Diagnosis on the Autism Spectrum.http://www.helpguide.org/mental/autism_spectrum.htm
http://www.cdc.gov/ncbddd/autism/index.html
Community Report from the Autism and Developmental. To read more about autism, go to CDC's autism site at www.cdc.gov/autism.
http://www.cdc.gov/ncbddd/autism/documents/autismcommunityreport.pdf
Autism Spectrum Disorders:A Parent’s Guide to Symptoms and Diagnosis on the Autism Spectrum.http://www.helpguide.org/mental/autism_spectrum.htm
Strategies
Students on the autism spectrum are so unique in their needs–there is no “one-size fits all” teaching method. This can be frustrating for classroom teachers who have to balance the needs of every student in the class, and many not fully understand the manifestations of autism. Students with autism struggle to communicate, to recognize emotion, and to interact appropriately, because they cannot recognize social-emotional cues. Often, they must be told, “I am happy,” or “I am angry,” or shown how to interact in certain social situations. They miss nuances. Despite this, they are academically solid. Often, they have areas of interest where they’ll soar above all other students. They are unique–a true joy to teach.
Here are a few tips to help the average classroom teacher benefit students with autism.
1. Create a classroom routine
Students with autism appreciate routine. Non-autistic students appreciate routine, too, so this is helpful to the class at large. If you are setting up classroom systems geared toward students with autism, chances are all students will benefit.
Try this: establish a pattern which includes a classroom greeting, a special starter activity, then similar transition cues and wrap-ups. Close the activity or day the same way, setting up structure, clear expectations, and routine. If you change the routine, be sure to use plenty of advance-notice verbal cues.
2. Use preparatory commands and commands of execution to cue transitions
Students with autism often struggle with transitions. Using preparatory commands–commands that cue in on the forthcoming action words–help these transitions. Again, this structure is helpful for all students. Using the preparatory command, “When I say move we will…” followed by command of execution, “move,” sets up clear expectations. “In five minutes we will finish that paper and discuss it.” “Okay, now let’s switch papers and discuss answer two.”
3. Give fewer choices
Students with autism can get overwhelmed when given list-style selections. Try using just two choices. This helps declutter the landscape and yet still allows students to make a decision.
4. Find “their thing” but be aware of aversions.
I have had many autistic students. One was a debate master, another a political expert, a computer person and a music lover. If I can find some way to tie my lesson into their area of expertise, it’s going to be a good lesson. However, students with autism often have specific aversions–these can range from environmental, to touch, to texture–it’s important to be aware if these exist. I don’t always take them away completely–noise is one example–but I introduce appropriate aversions in a controlled manner. Introducing these things when appropriate–in a safe environment–helps students prepare for work or college when people don’t always think about these things, and students have to express their needs for themselves.
5. Use appropriate technology
There is so much helpful technology for students with autism. One study showed that off-the-shelf video games can actually have therapeutic value for children with autism.
6. Treat them like any other kid as much as possible
Sure, students with autism have specific needs, but so does every kid. Make sure students with autism get the “kid” experience, not the “autistic kid” experience, or the “special needs” treatment. This makes a difference. One day, I was telling jokes in class. My autistic kid laughed–a big laugh. It took me a minute to realize, “Wow… he…laughed!” If you are a parent of a child with autism, you know what that means. That means he understood humor and body language–both very big achievements. I called his mom. These victories are huge–milestones. One parent told me, “He never went to a birthday party before, now he has friends.” That is priceless for a parent and a student.
Never underestimate the impact you can have on your students with autism. When you take the time to learn some autism-specific strategies and dispel the myths, it makes a critical difference. When you notice students with autism opening up, it’s a gift. The fact that these strategies are often helpful to all students–it just doesn’t get any better than that.
As we travel through Autism awareness month, let us share stories. I encourage you to visit some of the resources in this article, which are links to Learnist boards giving strategies and information for working with students with autism. If you are experienced, please consider adding strategies and comments to these boards, so that together, we can improve education not only for students with autism, but for all the students in the classroom.
http://www.teachthought.com/teaching/autism-awareness-month-6-strategies-for-teaching-students-with-autism/
Here are a few tips to help the average classroom teacher benefit students with autism.
1. Create a classroom routine
Students with autism appreciate routine. Non-autistic students appreciate routine, too, so this is helpful to the class at large. If you are setting up classroom systems geared toward students with autism, chances are all students will benefit.
Try this: establish a pattern which includes a classroom greeting, a special starter activity, then similar transition cues and wrap-ups. Close the activity or day the same way, setting up structure, clear expectations, and routine. If you change the routine, be sure to use plenty of advance-notice verbal cues.
2. Use preparatory commands and commands of execution to cue transitions
Students with autism often struggle with transitions. Using preparatory commands–commands that cue in on the forthcoming action words–help these transitions. Again, this structure is helpful for all students. Using the preparatory command, “When I say move we will…” followed by command of execution, “move,” sets up clear expectations. “In five minutes we will finish that paper and discuss it.” “Okay, now let’s switch papers and discuss answer two.”
3. Give fewer choices
Students with autism can get overwhelmed when given list-style selections. Try using just two choices. This helps declutter the landscape and yet still allows students to make a decision.
4. Find “their thing” but be aware of aversions.
I have had many autistic students. One was a debate master, another a political expert, a computer person and a music lover. If I can find some way to tie my lesson into their area of expertise, it’s going to be a good lesson. However, students with autism often have specific aversions–these can range from environmental, to touch, to texture–it’s important to be aware if these exist. I don’t always take them away completely–noise is one example–but I introduce appropriate aversions in a controlled manner. Introducing these things when appropriate–in a safe environment–helps students prepare for work or college when people don’t always think about these things, and students have to express their needs for themselves.
5. Use appropriate technology
There is so much helpful technology for students with autism. One study showed that off-the-shelf video games can actually have therapeutic value for children with autism.
6. Treat them like any other kid as much as possible
Sure, students with autism have specific needs, but so does every kid. Make sure students with autism get the “kid” experience, not the “autistic kid” experience, or the “special needs” treatment. This makes a difference. One day, I was telling jokes in class. My autistic kid laughed–a big laugh. It took me a minute to realize, “Wow… he…laughed!” If you are a parent of a child with autism, you know what that means. That means he understood humor and body language–both very big achievements. I called his mom. These victories are huge–milestones. One parent told me, “He never went to a birthday party before, now he has friends.” That is priceless for a parent and a student.
Never underestimate the impact you can have on your students with autism. When you take the time to learn some autism-specific strategies and dispel the myths, it makes a critical difference. When you notice students with autism opening up, it’s a gift. The fact that these strategies are often helpful to all students–it just doesn’t get any better than that.
As we travel through Autism awareness month, let us share stories. I encourage you to visit some of the resources in this article, which are links to Learnist boards giving strategies and information for working with students with autism. If you are experienced, please consider adding strategies and comments to these boards, so that together, we can improve education not only for students with autism, but for all the students in the classroom.
http://www.teachthought.com/teaching/autism-awareness-month-6-strategies-for-teaching-students-with-autism/