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AUTISM SPECTRUM DISORDER

WHAT IS AUTISM?
it is a pervasive development ability affecting verbal and non verbal communication. It is a complex disability that typically appears during the first three years of life. it is a neurological disorder which affects the normal development and functioning of the brain in the areas of social interaction and communication. Autism occur in 4.5 out of 10,000 live births Autism is 3 to 4 times more likely to affect males than females.

INDICATORS OF AUTISM
Physical Health Is generally healthy. Is generally good looking. Is a picky eater, tends to smell food/objects and put things in the mouth. Exhibits disturbed sleeping patterns. Does not seek attention when hurt; has high pain threshold; unable to localize pain. Self-help Is delayed in performing eating, dressing and grooming tasks. Is unable to assume age-appropriate responsibilities. Lags behind in discriminating and avoiding dangers.

Gross-motor Walks on tiptoe especially during early years. Is hyperactive, disinhibited. Is fast and strong and does not tire easily. Is well-balanced, generally coordinated but lacks impulse control. Exhibits repetitive movements: body rocking, hand wiggling, whirling, ritual of walking to and from, etc. Is either echopraxic or non-initiative of gestures.

Fine-motor may either have good or poor perceptualmotor skills depending on level of attention span. Is absorbed by some objects with tendency to get attracted to spin round/whirling objects. Self-stimulates by touching surfaces/edges, arranging/aligning objects precisely/repetitively.

Psychosocial Exhibits limited/fleeting eye contact. Is aloof, passive; prefers solitary activities to group activities. Manifests inappropriate emotional responses. Demonstrates unusual fears. Is socially immature and handicapped. Is maladaptive to changes in food, clothes, routine, routes or arrangements of things. Tends to be self-injurious.

Language-Cognitive/Intellectual Achievement Shows deficit in the use of language. Under-reacts to language and visuals. Under-reacts or overreacts to sound. Demonstrates rote learning. Exhibits pronouns reversals. Is echolalic. Exhibits inappropriate recall of experiences. Is delayed in language-conceptual abilities reasoning, inferential thinking, problem solving, deductive and inductive thinking. Is delayed in overall intellectual response.

SUBGROUPS AND RELATED DISORDERS

PDD (PERVASIVE DEVELOPMENTAL DISORDER) CATEGORY is a general category of disorders which are characterized by severe pervasive areas of development. 1. Autistic Disorder - impairments in social interaction, communication, imaginative play prior to age 3 years; stereotypes behaviors, interests and activities. 2. Aspergers Disorder impairments in social interactions and the presence of restricted interests and activities with no clinically significant general delay in language and testing in the range of average to above average intelligence; HIGH FUNCTIONING AUTISM.

3. Pervasive Developmental Disorder not otherwise specified (PDD_NOS) the child does not meet the criteria for a specific diagnosis but there is a severe and pervasive impairment in specified behaviors; ATYPICAL AUTISM. 4. Retts Disorder A progressive disorder which occurs only to girls; period to normal development and then loss of previously acquired skills, loss of purposeful use of hands replaced with repetitive hand movements beginning at the age of 1 to 4 years. 5. Childhood Disintegrative Disorder characterized by normal development for atleast the first 2 years followed by a significant loss of previously acquired skills; REGRESSIVE AUTISM.

CAUSE OF AUTISM
o It is a brain disorder present from birth which affects the way brain uses information but the cause of autism is still unknown. oSome researchers suggest a physiological problem affecting those parts in the brain that process language and information coming in from the senses- prenatal and/or post natal infections, chromosomal disorders, CNS dysfunction, seizures, vaccines, brain injury.

o There may be some imbalance of certain chemicals in the brain. o Genetic factors may be sometimes involved. In families there appears to be a pattern of autism or related disorders which suggests a gene(s)-based cause, however, at this time NO GENE has been directly linked to autism. o Autism may also result from a combination of several causes.

ASSESSMENT
There is no single medical test for diagnosing autism. Children with Autism (CWA) must be evaluated along the developmental areas. Assessment is necessary for individualized Educational program (IEO) planning and implementation.

Varied tools and strategies must be used in assessing CWA: Direct Data Clinical observations School and home observations Formal/norm-referenced test Informal Skills Survey (ISS) which includes Forms, Records, inventories, Checklists or scales (FRICS) for non-testable CWA. Indirect Data Interviews with parents, teachers, caregivers with the use of FRICS Documents/ reports on the child by a professional.

Is there a cure for Autism?

There is no definite cure but behavior can be managed through: Behavioral management Through family training and reinforcements. Special Education Individualized Instruction Social, cognitive and communication skills. Structured and predictable schedules or routines Extensive visual cues Task analysis Normalization

Pharmacology Medications to reduce aggressive behavior and/or hyperactivity in some children. Non-standard Learning Auditory training Facilitated communication Specific learning techniques and strategies

Behavior modification Learning at home and in school will be more successful if problems are dealt first. Its aim is to eliminate unwanted behaviors, develop desirable ones and teach skills that will permit the child to develop and learn as normally as possible.

Community Programs Vocational education and placement programs either in industry or in specialized workplace. Sheltered workshops Recreation programs necessary for enjoyment and physical well-being.

Government Awareness Program Autism week observed every 3rd week of January.

CURRICULAR GOALS Curricular contents are largely dependent on the educational goals and objectives formulated for CWA. Every school/teacher must lay out the goals and objectives that are pressing and relevant in the education of CWA priorities based on the needs assessment.

CURRICULAR EMPHASES FOR CWA: Communication Development Increase understanding of the environment Socialization Development of social skills and behaviors appropriate to a variety of contexts situation. Use academic instruction appropriate to a variety of contexts and situations. Developing and increasing self-control and selfmanagement- self-monitoring, self-evaluation and self-reinforcement. Sensory integration Vocational and community-living skills including self-help skills.

Learning problems to be addressed:

1. Organization- when faced with complex organizational demands, CWA are frequently immobilized and sometimes will not be able to begin their required task. 2. Distractibility- it takes many forms in the classroom: reacting to outside noises or visually following movements instead of completing the required work. 3. Sequencing difficulty in remembering precise order of tasks because they focus concretely on specific details and do not always see relationships between them.

4. Generalization difficulty in applying what has been learned in one situation to similar things. 5. Uneven Profiles Of Skills And Deficits some CWA can have extraordinary abilities to see spatial relationships or understand concepts but unable to use strengths because of organizational and communicative limitations. 6. Receptive Language many CWA, especially at a very young age, may not understand language.

Educational Methods:
Teachers must structure and organize the classroom life in order for students to expand their strong areas as well as grow in their weak areas. The features of structure are physical organization, scheduling and teaching methods. The key to effectively using each of these features is individualization.

Physical organization The physical layout of the classroom is an important consideration when planning learning experiences for autistic students. Structuring the environment gives them visual cues to help them understand directions and rules. Teachers need to structure the environment so it is not as distracting. As students learn to function more independently, the physical structure can be lessened bit by bit.

Scheduling
A purposeful, clear and consistent schedule a framework that outlines who, what, when and where can help a student organize and predict daily and weekly events. This lessens anxiety about not knowing what will happen next. It can also aid students in transitioning independently between activities. Students with low initiative may be more motivated to complete a difficult task if they see on their schedule that it will be followed by a more enjoyable task and activity.

There are usually two types of schedules used simultaneously in classrooms: 1. General Overall Classroom Schedule outlines the events of the day. 2. Individual Student Schedule helps the student understand what to do during activities listed in the general schedule. This facilitates a smooth running classroom and grants more time for real teaching and learning instead of constant reorganizing and planning during student time. As students learn and comprehend schedules, they develop good independent functioning skills and direction following skills, both of which are important to have successful functioning in future placements.

Teaching Method
A teacher must systemize and organize teaching methods in order to effectively teach CWA. Give directions for tasks either verbally or nonverbally but at the students level of understanding. Verbal directions mean using minimum amount of language needed which are accompanied with gestures to help students understand.

A most important aspect of giving directions are having the students attention before the directions are given and making sure the expectations and consequences are clear and organized for the student. Nonverbal directions- mean using contextual and visual clues like systematically presenting and positioning materials and using written instruction.

When teaching students new tasks, teachers use prompts to help students be successful in what they are learning and doing. Prompts may be physical, verbal, visual, gestural, modeling and situational. Teachers must find out what things are motivating for students and teach students how contingency system works for them. Reinforcements and fixations of students can be used as motivations for learning.

END OF PRESENTATION

Presented by: Group 1 Leader: Agagon, Darly Joyce Members: Abarca, Christine Alfonso, Charlene Aranas, Maria Felisa Arsenio, Jevi anne Arsenio, Ma. Rhoda Atillano, Gessela Bacsal, Maricar Neil Banal, Devorah Joy Banda, Angelou Benitez, Kevin