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Autism Spectrum Disorder

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Stacey Thomas

on 2 June 2014

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Transcript of Autism Spectrum Disorder

Eligibility Characteristics
Eligibility Characteristics
Eligibility Characteristics
Interests and Activities:
Eligibility Characteristics
Developmental rates and sequences:
Eligibility Characteristics
Sensory Processing:
Stacey Thomas and Laura Vail
Autism Spectrum Disorder
Shows deficits in verbal language both receptively and expressively.
Using other tools "to get" something
Difficulty understanding facial expressions and body language
Use of pronouns incorrectly
Difficulty understanding abstract language concepts ("It's raining cats and dogs.")
Prefers to share facts with others about their favorite topic
Have few reciprocal relationships
Oblivious to the presence of others
Lack of joint attention and social referencing
Failing to orient to another's voice
Showing disregard to social conventions - looking at others who are talking to them
Unusual interests that are few in number
Interest in part of objects or isolated facts
Perseverative engagement in favorite activities
Repetitive motor movements (self-stimulatory) - lack of response or exaggerated responsiveness to sensory input
Unusual responses to sensory stimuli either over or under
May show distress over changes in routine
May exhibit delays in motor, sensory, social, cognitive, or communication skills
Advanced skill development may also be present while other skills may develop at a typical rate or depressed rate.
Skill acquisition differs with each child.
Difficulties displaying a range of interests of imaginative play
May exhibit stereotypical body movements
May exhibit unusual, repetitive or unconventional responses to stimuli.

Responses may vary from low to high levels sensitivity
Accommodations and Modifications
• Visual or written daily schedules, laminated so students can check off items completed, with mini-schedules for activities within classes or other activities
• Classroom aides to help support desired behaviors, with organization and to assist in developing communication, for example, an aide can translate for a non-verbal child
• Provide instructions orally as well as written. Have teacher give instructions or directions orally as well as write on the board. For instructions used many times, a file box with written instructions can be kept in a place the student can readily access it.
Accommodations and Modifications
• Allow extra time for a student to respond to directions, instructions or questions. Students with autism sometimes need extra time to process information.
• Providing pictures the student can point to when communication is difficult. Although used more often with younger children, some older children may still need help during times of high stress or excitement.
from one activity or class to another. Give student time to recognize and adapt to the transition
• Minimize distractions by having student sit close to the teacher.
• Give students extended time for taking tests or completing assignments.
• Allow student to pair up with another student to help when interacting with others
• Offer alternative activities when participating in high-sensory activities
• Let student use a stress-ball or piece of fabric to rub to help improve focus and reduce
10 Things Every Child With Autism Wishes You Knew
Evaluation Process and Assessments
1. Comprehensive psychological evaluation to include a formal assessment of intellectual functioning and an assessment of adaptive behavior.
2. Educational assessment to include an assessment of educational performance and current functioning levels.
3. Communication evaluation to include assessment of verbal and non-verbal communication, prosody (linguistics including intonation, rhythm and focus in speech), and pragmatic language utilizing both formal and informal measures.
Evaluation Process and Assessments
4. Behavioral evaluations to include assessment of social interaction and participation, peer and adult interactions, capacity to relate to others, stereotypical behaviors, resistance to change, atypical responses to sensory stimuli, persistent preoccupation with or attachment to objects and other behaviors associated with autism spectrum disorder.
5. Developmental history to include developmental differences and delays and and age of onset, which is typically before the age of three. A child may be diagnosed as a child with autism spectrum disorder after age three if the characteristics of autism spectrum disorder are met.
Background Information
About 1 in 88 children are diagnosed on the spectrum every year.
Autism Spectrum Disorder is often times misdiagnosed as ADHD or EBD.
When considering ASD, you must look at the three characteristics: Social, Communication, and their Interests.
Full transcript