SchutzlerM_MMProject

SchutzlerM_MMProject

Published on 10 December 2020
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Transcript
00:03
Autism Spectrum Disorder (ASD)
00:09
What are some of the characteristics of someone with Autism?
00:13
Lack of eye contact Doesn't like to be held or touched No or delayed speech Difficulty with nonverbal cues Doesn't seem to understand simple directions Unaware of own & others' feelings Inappropriate social interactions Repetitive physical motions Self-harming behaviors Auditory/visual sensitivity Specific routines that are easily disturbed Specific preferences related to texture
00:29
Key Differences Between Males & Females with ASD
00:31
Females with ASD have fewer specific interests after age 6 Females have stronger imaginative play Females with milder symptoms are often diagnosed at an older age than males Many females are often initially misdiagnosed with another disorder Females with ASD are often more socially apt than males Females have difficulty maintaining relationships whereas males have difficulty initiating them as well Males & Females with ASD have different fixated interests 1 Female is diagnosed with ASD for every 4 Males diagnosed
00:48
Autism is a spectrum with varying degrees of functionality
00:48
High Functioning (formerly Asperger's) Often very mild symptoms that can be initially misdiagnosed Low Functioning Often non-verbal, need significant assistance
00:51
And everywhere in between!
01:03
ASD in Education
01:09
Early Childhood
01:12
Anywhere between 20-45 hours of intervention per week Involved family High level of support Focus on communication and development Individualized services and interventions Transition plan to school-age setting
01:23
Elementary & Secondary
01:27
Inclusive classroom model Modifications to curriculum and environment Parents & teachers work together Separate classroom with Special Education Teachers Private/Specialized School Social/Independent Skills Courses
01:39
Environmental Supports
01:41
Many students with ASD have environmental supports that may include:
01:43
Visual supports such as schedules or cards A home base when they need to calm down Assistive technology such as sensory tools, talking devices, and pencil grips Options for in-class tasks Social assistance Priming and prompting for material to be taught
01:51
Autism Spectrum Disorder. (2018, January 06). The Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928 Dean, M., Harwood, R., & Kasari, C. (2017). The Art of Camouflage: Gender differences in the Social Behaviors of Girls and Boys with Autism Spectrum Disorder. Autism, 21(6), 678–689. https://doi.org/10.1177/1362361316671845 Friend, M. (2018). Chapter 10: Students with Autism Spectrum Disorder. In Special Education: Contemporary Perspectives for School Professionals. Pearson Education, Inc. (pp. 287-302). Information on Autism Spectrum Disorder for Educators. (2019, August 27). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/educator.html Lowry, L. (2017). Misunderstood Girls: A Look at Gender Differences in Autism. The Hanen Centre. https://www.hanen.org/SiteAssets/Articles---Printer-Friendly/Research-in-your-Daily-Work/Misunderstood-Girls-A-look-at-gender-differences-i.aspx What is Autism Spectrum Disorder. (2018, August). American Psychiatric Association. https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder#:~:text=Autism%20spectrum%20disorder%20(ASD)%20is,are%20different%20in%20each%20person
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