ASD is a spectrum disorder, meaning that it affects each person differently. Some are high functioning and others are low functioning. Some are verbal and others are nonverbal. ASD is characterized by difficulty in communication and social interactions (facial recgoniation). They often thrive on a strict schedule and find comfort in repeatative behavior. ASD is often diagnoised before the age of 3 and is therefore students are able to go into preschool with more help than others, becuase they have that diagnoisis already. If their diagnoisis negatively affects their academic performance, then they would qualify for more assistance in school.
"A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a student’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a student's educational performance is adversely affected primarily because the student has an emotional disturbance as defined in paragraph (4) of this subdivision. A student who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the criteria in this paragraph are otherwise satisfied."
General Information:
8.2% of students under IDEA
Autism is a spectrum disorder
There is a wide range of autism
Severe forms typically have limited to no expressive or receptive language skills
Milder forms typically have a more sophisticated communication
Each individual is unique, each displays autism in their own way, and each has their own adaptations that work best
Unknow cause
Recent increase in diagnoses
Characteristics of ASD:
Self-stimulating behaviors
Rocking
Hand flapping
Bizarre speech patterns
Repeat words someone else has said over and over
Disruptive behaviors
Agressive behaviors
Self-injury
Communication and social comptenece are two challenges
Adaptations for Students with ASD:
For severe forms of autism use adaptations for multiple health impairments
For milder forms of autism use adaptations for learning disability
Establish effective communication
Find adaptations that work for your student
AAC
PECS
Visuals
Pictures
Utilize direct instruction
Teach in a sequenced order according to students needs
Use applied behavior analysis
Reward sppropriate behavior
Uses the idea of reinforcement
Develope social comptence
Teach explicitly what social skills are acceptable and predicted
Involve peers, when appropriate
To help with inclusion
Reinforce appropriate behavior
Characteristics of ASD:
Impaired social imteractions
Repetative and restricted behaviors
Communication deficits
Adaptations for Students with ASD:
Structured educational programs
Solid schedule
Organization
Early intervention works!
Pinnacle School #35 (RCSD)
I had a student who exhibited many symptoms of autism while I was there, as well as prior to my time there. My teacher had contacted their mother multiple times, but the mother refused to do anything. My teacher told me that she beliefed it was becuase of their culture. The student and my teacher were bothe Cuban, and my teacher explained that in Cuba "nothing can be wrong with a strong Cuban boy". He often needed multiple reminders about work and behavior expectations, as well as some teacher intervention about social interactions.
Middlesex Valley Primary School (Marcus Whitman)
I have a student who again exhibits many symptoms of autism that I was told about by their current teacher and prior teacher. The student works fairly well academically when they has a one on one help to repeat directions and keep them on task. Most of their problems occur socially when he doesn't know the appropriate voice level, distance between people, ways to communicate, etc.
Midlakes Education Center (Wayne-Finger Lakes BOCES)
I was in a self contained classroom with 6 students who all had ASD. All of these students were high needs, including toileting, feeding, and assistive communication technology. They were also significantly behind academically. It was a 2nd and 3rd grade classroom and we were working with preschool and kindergarten standards. They also used Unique Curriculum which is specifically designed for students in a special education setting.
Marion Elementary School (Marion Central Schools)
I had one student with ASD in a class of thirteen. There were not a whole lot of academic gaps, he really just needed more process time and simplified directions. There were definetly more noticable social challenges, especially in the loudnedd of the lunchroom.
Aspergers
I had a childhood friend with aspergers, but he was not diagnoised until sixth grade. It showed itself through repetative behaviors, anger outbursts over "little things" (out of the routine), difficulty communicating, and an incredible levle of intelligence. He was bullied out of school in fifth grade, diagnoised and started at a private online school in sixth grade, was bullied out of the online school in the beginning of seventh grade, and came back to my school halfway through seventh grade. He never really had many friends, it was really just me and one other person (who often would get homework answers and leave).
What is the process to get a child diagnoised with ASD?
Does thr process change of the child is above the age of 3?