AUTISM

Presented by:
GROUP 4

BTLE HE 2B
 AUTISM SPECTRUM
DISORDER (ASD)
Diverse group of condition, related to
development of the brain and characterized by
some degree of difficulty with social interaction
and communication.
 CAUSES
ENVIRONMENTAL FACTOR

GENETIC FACTOR
 CAUSES
ENVIRONMENTAL FACTOR
Viral infections, medications, complication
during pregnancy or air pollutants.

GENETIC FACTOR
 CAUSES
ENVIRONMENTAL FACTOR
Viral infections, medications, complication
during pregnancy or air pollutants.

GENETIC FACTOR
Rett syndrome, fragile X syndrome, and
genetic mutation.
SYMPTOMS
 SYMPTOMS
SOCIAL COMMUNICATION AND INTERACTION

A child or adult with autism spectrum disorder

may have problems with social interaction and
communication skills.
 SYMPTOMS
Fails to repond to his or her name
 SYMPTOMS
Fails to repond to his or her name

Resists cuddling and holding

 SYMPTOMS
Fails to repond to his or her name

Resists cuddling and holding

Has poor eye contact

 SYMPTOMS
Fails to repond to his or her name

Resists cuddling and holding

Has poor eye contact

Has delayed speech

 SYMPTOMS
Fails to repond to his or her name

Resists cuddling and holding

Has poor eye contact

Has delayed speech

Can't start a conversation

 SYMPTOMS
Speaks with an abnormal tone
 SYMPTOMS
Speaks with an abnormal tone

Repeats words or phrases verbatim

 SYMPTOMS
Speaks with an abnormal tone

Repeats words or phrases verbatim

Can't understand simple questions

 SYMPTOMS
Speaks with an abnormal tone

Repeats words or phrases verbatim

Can't understand simple questions

Doesn't express emotion

 SYMPTOMS
Speaks with an abnormal tone

Repeats words or phrases verbatim

Can't understand simple questions

Doesn't express emotion

Passive, aggressive, or disruptive

 SYMPTOMS
Speaks with an abnormal tone

Repeats words or phrases verbatim

Can't understand simple questions

Doesn't express emotion

Passive, aggressive, or disruptive

Has difficulty recognizing nonverbal cues

 PATTERNS OF BEHAVIOR

A child or adult with autism spectrum disorder

may have limited, repetitive patterns of
behavior, interests or activities.
PATTERNS OF BEHAVIOR
Performs repetitive movements
PATTERNS OF BEHAVIOR
Performs repetitive movements

Performs activities that could cause self-harm

PATTERNS OF BEHAVIOR
Performs repetitive movements

Performs activities that could cause self-harm

Develops specific routines

PATTERNS OF BEHAVIOR
Performs repetitive movements

Performs activities that could cause self-harm

Develops specific routines

Has problems with coordination

PATTERNS OF BEHAVIOR
Performs repetitive movements

Performs activities that could cause self-harm

Develops specific routines

Has problems with coordination

fascinated by details of an object

PATTERNS OF BEHAVIOR
Unusually sensitive to light, sound, or touch
PATTERNS OF BEHAVIOR
Unusually sensitive to light, sound, or touch

Doesn't engage in imitative or make-believe play

PATTERNS OF BEHAVIOR
Unusually sensitive to light, sound, or touch

Doesn't engage in imitative or make-believe play

Fixates on an object or activity

PATTERNS OF BEHAVIOR
Unusually sensitive to light, sound, or touch

Doesn't engage in imitative or make-believe play

Fixates on an object or activity

Has specific food preferences

WHEN TO SEE A DOCTOR?
According to Mrs. Sulyvie Padua

"A child with autism needs therapy before the age of

seven"
 SIGNS OF AUTISM
Language skills, behavior and social skills.
Doesn't respond with a smile or happy expression by 6 months
Doesn't mimic sounds or facial expressions by 9 months
Doesn't babble or coo by 12 months
Doesn't gesture — such as point or wave — by 14 months
Doesn't say single words by 16 months
Doesn't play "make-believe" or pretend by 18 months
Doesn't say two-word phrases by 24 months
Loses language skills or social skills at any age
WHEN TO SEE A DOCTOR?
According to my research

The American Academy of Pediatrics (AAP) recommends

standardized autism-specific screening tests at 18 and
24 months of age in addition to general developmental
surveillance.
ASSESSMENT AND CARE
The health-care needs of people with autism are
complex and require a range of integrated services,
that include health promotion, care and
rehabilitation. Collaboration between the health
sector and other sectors, particularly education,
employment and social care, is important.
 RISK FACTORS
certain factors increase a child's risk

Your child's sex

Family history

Other disorders

Extremely preterm babies

Parents' ages
 COMPLICATION
Problems with social interactions, communication and
behavior can lead to:

Problems in school and with successful learning

Employment problems
Inability to live independently
Social isolation
Stress within the family
Victimization and being bullied
 PREVENTION
Early diagnosis and intervention is most helpful and can

improve behavior, skills and language development.

However, intervention is helpful at any age. Though

children usually don't outgrow autism spectrum disorder

symptoms, they may learn to function well.

DIAGNOSIS
 DIAGNOSIS
In 2013, the American Psychiatric Association released
the fifth edition of its Diagnostic and Statistical Manual
of Mental Disorders (DSM-5).

The DSM-5 is now the standard reference that

healthcare providers use to diagnose mental and
behavioral conditions, including autism.
 DIAGNOSIS
A. Persistent deficits in social
communication and social
interaction across multiple contexts,
as manifested by the following,
currently or by history
 DIAGNOSIS
Deficits in social-emotional reciprocity,
ranging, for example, from abnormal social
approach and failure of normal back-and-
forth conversation; to reduced sharing of
interests, emotions, or affect; to failure to
initiate or respond to social interactions.
 DIAGNOSIS
Deficits in nonverbal communicative behaviors used
for social interaction, ranging, for example, from
poorly integrated verbal and nonverbal
communication; to abnormalities in eye contact
and body language or deficits in understanding
and use of gestures; to a total lack of facial
expressions and nonverbal communication.
 DIAGNOSIS
Deficits in developing, maintaining, and
understanding relationships, ranging, for example,
from difficulties adjusting behavior to suit various
social contexts; to difficulties in sharing imaginative
play or in making friends; to absence of interest in
peers.
 DIAGNOSIS
B. Restricted, repetitive patterns
of behavior, interests, or
activities, as manifested by at
least two of the following,
currently or by history
 DIAGNOSIS
Stereotyped or repetitive motor movements,
use of objects, or speech (e.g., simple motor
stereotypies, lining up toys or flipping objects,
echolalia, idiosyncratic phrases).

Insistence on sameness, inflexible adherence

to routines, or ritualized patterns or verbal
nonverbal behavior (e.g., extreme distress at
small changes, difficulties with transitions, rigid
thinking patterns, greeting rituals, need to
take same route or eat food every day).
 DIAGNOSIS
Highly restricted, fixated interests that are abnormal
in intensity or focus (e.g, strong attachment to or
preoccupation with unusual objects, excessively
circumscribed or perseverative interest).

Hyper- or hyporeactivity to sensory input or unusual

interests in sensory aspects of the environment (e.g.,
apparent indifference to pain/temperature, adverse
response to specific sounds or textures, excessive
smelling or touching of objects, visual fascination with
lights or movement).
 DIAGNOSIS
C. Symptoms must be present in the
early developmental period (but may
not become fully manifest until social
demands exceed limited capacities or
may be masked by learned strategies in
later life).
 DIAGNOSIS
D. Symptoms cause clinically
significant impairment in social,
occupational, or other
important areas of current
functioning.
 DIAGNOSIS
E. These disturbances are not better explained by
intellectual disability (intellectual developmental
disorder) or global developmental delay.
Intellectual disability and autism spectrum
disorder frequently co-occur; to make comorbid
diagnoses of autism spectrum disorder and
intellectual disability, social communication
should be below that expected for general
developmental level.
 DIAGNOSIS
With or without accompanying intellectual impairment

With or without accompanying language impairment

Associated with another neurodevelopmental, mental,

or behavioral disorder

With catatonia

Associated with a known medical or genetic condition

or environmental factor
TREATMENT
 TREATMENT
Behavioral Pharmacological

Developmental Psychological

Educational Complementary
and Alternative
Social-Relational
 TREATMENT
A. Behavioral approaches have the most
evidence for treating symptoms of autism. A
notable behavioral treatment for people with
ASD is called Applied Behavior Analysis (ABA)
ABA encourages desired behaviors and
discourages undesired behaviors to improve a
variety of skills. Progress is tracked and
measured.
 TREATMENT
Two ABA teaching styles are Discrete Trial Training (DTT) and
Pivotal Response Training (PRT).
DTT uses step-by-step instructions to teach a desired behavior
or response. Lessons are broken down into their simplest parts,
and desired answers and behaviors are rewarded. Undesired
answers and behaviors are ignored.
PRT takes place in a natural setting rather than clinic setting.
The goal of PRT is to improve a few “pivotal skills” that will
help the person learn many other skills. One example of a
pivotal skill is to initiate communication with others.
 TREATMENT
B. Developmental Approaches focus on improving
specific developmental skills, such as language skills or
physical skills, or a broader range of interconnected
developmental abilities. Developmental approaches are
often combined with behavioral approaches. The most
common developmental therapy for people with ASD is
Speech and Language Therapy. Speech and Language
Therapy helps to improve the person’s understanding and
use of speech and language. Some people with ASD
communicate verbally. Others may communicate through
the use of signs, gestures, pictures, or an electronic
communication device.
 TREATMENT
Occupational Therapy teaches skills that help the
person live as independently as possible. Occupational
therapy can also include:
Sensory Integration Therapy to help improve
responses to sensory input that may be restrictive or
overwhelming.
Physical Therapy can help improve physical skills,
such as fine movements of the fingers or larger
movements of the trunk and body.
 TREATMENT
The Early Start Denver Model (ESDM) is a
broad developmental approach based on
the principles of Applied Behavior Analysis.
It is used with children 12-48 months of age.
Parents and therapists use play, social
exchanges, and shared attention in natural
settings to improve language, social, and
learning skills.
 TREATMENT
C. Educational Approaches. People with autism thrive
on consistency and visual learning, according to the
"TEACCH" or Treatment and Education of Autistic and
Related Communication-Handicapped Children
(TEACCH) approach. It provides teachers with ways to
adjust the classroom structure and improve academic
and other outcomes. Daily routines can be written or
drawn and placed in clear sight. Verbal instructions can
be complimented with visual instructions or physical
demonstrations.
 TREATMENT
D. Social-Relational Approaches

Developmental, Individual Differences, Relationship-Based

model (also called “Floor time”) encourages parents and
therapists to follow the interests of the individual to expand
opportunities for communication.

The Relationship Development Intervention (RDI) model

involves activities that increase motivation, interest, and
abilities to participate in shared social interactions
 TREATMENT
Social Stories provide simple descriptions
of what to expect in a social situation.

Social Skills Groups provide opportunities

for people with ASD to practice social
skills in a structured environment.
 TREATMENT
E. Pharmacological Approaches

There are no medications that treat the core

symptoms of autism spectrum disorders (ASD).
Some medications treat co-occurring
symptoms that can help people with ASD
function better. Medication can help manage
high energy levels, inability to focus, or self-
harming behavior.
 TREATMENT
F. Psychological Approaches

Psychological approaches can help people with autism

cope with anxiety, depression and other mental health
issues. Cognitive-Behavior Therapy (CBT) is one
psychological approach that focuses on learning the
connections between thoughts, feelings, and behaviors.
During CBT, a therapist and the individual work together
to identify goals and change how the person thinks
about a situation.
 TREATMENT
G. Complementary and Alternative Treatments

Some individuals and parents use treatments that do not

fit into any of the other categories. These treatments are
known as Complementary and Alternative treatments.
They might include special diets, chiropractic care,
animal therapy, arts therapy, mindfulness, or relaxation
therapies. Individuals and families should always talk to
their doctor before starting a treatment.
TIPS FOR
PARENTS
 TIPS FOR PARENTS
1. Reframe acting-out behaviors.

Every child has a different threshold for sensory

overload, and each child develops new skills at different
ages. Visiting smaller retail stores with less sensory
stimuli proved to be a much more successful endeavor
for Brayden. Rather than dwell in a place of frustration
over the chaotic scene, I reminded myself that he wasn't
purposefully trying to frustrate me.
 TIPS FOR PARENTS
2. Use positive discipline

For many children, positive feedback and encouragement

can be a very effective form of discipline. All too often,
parents fall into the trap of monitoring and correcting
behaviors without always acknowledging when their child
is displaying positive actions. Well-placed compliments
and expressions of love went a long way in building
Brayden's self-confidence.
 TIPS FOR PARENTS
3. Celebrate quirks and talents.

Bray loves music, numbers, and can put together a

complex puzzle in record time. Recognizing your child's
talents and reinforcing them is key. One helpful tip is to
redirect repetitive play and interests into more socially
acceptable behaviors.
 TIPS FOR PARENTS
4. Enhance peer relationships.

Having your child ride the bus or carpool with a

classmate is a great start. Recess is an ideal time to have
peers interact and support your child around shared
interests. Remember, every relationship starts slowly but
small interactions can be the beginning of a meaningful
friendship.
 TIPS FOR PARENTS
5. Take advantage of resources.

Forming connections with other parents who are raising

children with ASD is critical for optimizing your own sense
of well-being. An occasional encouraging text from an
ASD mom helped me feel less alone during high stress
points. Many non-profits are partnering with ASD
advocacy groups to provide weekend and weeklong
camps for the entire family as well as respite for parents.
 TIPS FOR PARENTS
6. Prioritize self-care.

Keeping calm during meltdowns and practicing

mindfulness helped me to develop self-compassion during
high stress periods. Simple activities such as meeting
friends for lunch, going to bed early, starting a new novel,
or my husband volunteering to take the kids out for some
time did wonders for pushing that reset button.
 TIPS FOR PARENTS
7. Accept your child for who they are.

We worked toward reducing judgment toward ourselves

or toward our son and, instead, cultivating compassion.
Finding ways to help our child, and ourselves, to adjust to
our new normal was beneficial. Acceptance applies to
both ourselves as parents and to our kids.
 TIPS FOR PARENTS
7. Accept your child for who they are.

We worked toward reducing judgment toward ourselves

or toward our son and, instead, cultivating compassion.
Finding ways to help our child, and ourselves, to adjust to
our new normal was beneficial. Acceptance applies to
both ourselves as parents and to our kids.
AUTISM IS NOT AN ILLNESS
Being autistic does not mean you have an illness or
disease. It means your brain works in a different way from
other people. It's something you're born with. Signs of
autism might be noticed when you're very young, or not
until you're older. If you're autistic, you're autistic your
whole life. Autism is not a medical condition with
treatments or a "cure". But some people need support to
help them with certain things.
AUTISTIC PEOPLE CAN LIVE
A FULL LIFE
Being autistic does not have to stop you having a good
life. Like everyone, autistic people have things they're
good at as well as things they struggle with. Being autistic
does not mean you can never make friends, have
relationships or get a job. But you might need extra help
with these things.
AUTISM IS DIFFERENT FOR
EVERYONE
Autism is a spectrum. This means everybody with autism is
different.

Some autistic people need little or no support. Others may

need help from a parent or carer every day.
AUTISTIC PEOPLE CAN
HAVE ANY LEVEL OF
INTELLIGENCE

 AUTISTIC PEOPLE CAN

HAVE ANY LEVEL OF
INTELLIGENCE

-Some autistic people have average or above

average intelligence.
 AUTISTIC PEOPLE CAN
HAVE ANY LEVEL OF
INTELLIGENCE

-Some autistic people have average or above

average intelligence.

-Some autistic people have a learning disability.

This means they may find it hard to look after
themselves and need help with daily life.
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS

 AUTISTIC PEOPLE MAY

HAVE OTHER CONDITIONS
Attention deficit hyperactivity disorder
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS
Attention deficit hyperactivity disorder
- is one of the most common mental disorders
affecting children.
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS
Attention deficit hyperactivity disorder
- is one of the most common mental disorders
affecting children.
Dyslexia
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS
Attention deficit hyperactivity disorder
- is one of the most common mental disorders
affecting children.
Dyslexia
- a learning disorder that involves difficulty
in reading AND WRITING due to problems
identifying speech sounds and learning how
they relate to letters and words (decoding).
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS
Anxiety
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS
Anxiety
- Anxiety disorders are a type of mental
health condition that makes it difficult to get
through your day.
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS
Anxiety
- Anxiety disorders are a type of mental
health condition that makes it difficult to get
through your day.
depression
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS
Anxiety
- Anxiety disorders are a type of mental
health condition that makes it difficult to get
through your day.
depression
- a mood disorder that causes a persistent
feeling of sadness and loss of interest
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS

Epilepsy
 AUTISTIC PEOPLE MAY
HAVE OTHER CONDITIONS

Epilepsy
- Epilepsy, which is sometimes called a seizure
disorder, is a disorder of the brain.
HUMAN RIGHTS

 HUMAN RIGHTS
-People with autism have the same health
problems as the general population.
 HUMAN RIGHTS
-People with autism have the same health
problems as the general population.

- They may be more vulnerable to developing

chronic noncommunicable conditions.
 HUMAN RIGHTS
-People with autism have the same health
problems as the general population.

- They may be more vulnerable to developing

chronic noncommunicable conditions.
- People with autism require accessible health
services for general health-care needs
 WORLD HEALTH
ORGANIZATION
RESOLUTION ON AUTISM
SPECTRUM DISORDERS
 WHO RESOLUTION ON
AUTISM SPECTRUM
DISORDERS
-In May 2014, the Sixty-seventh World Health Assembly
adopted a resolution entitled Comprehensive and
coordinated efforts for the management of autism
spectrum disorders, which was supported by more
than 60 countries.
WORLD HEALTH
ORGANIZATION
RESPONSE
 WHO RESOLUTION ON
AUTISM SPECTRUM
DISORDERS
-increasing the commitment of governments.
 WHO RESOLUTION ON
AUTISM SPECTRUM
DISORDERS
-increasing the commitment of governments.
-providing guidance on policies and action plans.
 WHO RESOLUTION ON
AUTISM SPECTRUM
DISORDERS
-increasing the commitment of governments.
-providing guidance on policies and action plans.
-contributing to strengthening the ability of the
health workforce
 WHO RESOLUTION ON
AUTISM SPECTRUM
DISORDERS
-increasing the commitment of governments.
-providing guidance on policies and action plans.
-contributing to strengthening the ability of the
health workforce
-promoting inclusive and enabling environments
WHY DID YOU CHOOSE TO TEACH
CHILDREN WITH SPECIAL NEEDS?
I choose to teach children with special needs
because it is my passion, and I have found my
heart in it.
 DO YOU ENJOY TEACHING
CHILDREN WITH SPECIAL NEEDS?

Yes, because it is easier for me to teach the

children with special needs than the regular
students.
 HOW YOU HANDLE THEIR
ATTITUDE OR BEHAVIOR?

It is not difficult for me to handle thier attitudes or

behavior because we suggest to the parents that
before they are seven years old, they undergo
therapy.
WHAT TEACHING STRATEGIES DO
YOU IMPLIES IN YOUR STUDENTS?

There are a lot of teaching strategies used with

my students because I am handling different types
of disabilities. We are more focused on their
abilities, and we improve that they are good at.
DO YOU SEE IMPROVEMENT IN
YOUR STUDENTS’ ACADEMIC
PERFORMANCE?
Yes, because they are slowly learning the
abakada, and it we cannot see improvement in
the students performance for a very long time,
then transition takes place.
WHAT ARE THE ACTIVITIES THEY
LIKE TO DO WHEN THEY ARE
INSIDE THE CLASSROOM?

The activities they like to do when they are inside

the classroom are play with colors and listen to
stories.
WHAT DO YOU FEEL WHEN YOUR
STUDENTS WERE BEING BULLIED?
IF THERE IS ANY?
So far, there is no bullying happening between my
special students and the regular students.
 WHAT CAN YOU ADVISE TO STUDENTS,
PARENTS, TEACHERS, AND OTHER PEOPLE
REGARDING TO YOU STUDENTS WITH
SPECIAL NEEDS?

I recommend intensifiying the anti-bullying law. Do not dicriminate against

them because they are also humans; they can also learn, and they have a
purpose as well. Even though they have disabilities, they have more
possibilities. According to DO 46, there should be an inclusion and not only
self-contained.
WHAT ELSE CAN YOU SHARE ABOUT YOUR
EXPERIENCE IN HANDLING CHILDREN WITH
AUTISM THAT IS NOT MENTIONED ABOVE?
Although handling autistic students is not my expertise, based on my
experience, autistic students need more love, care, and attention.
That is why we have to understand them and give them the support
that they need.
 SIX YEARS IN SERVICE

SULYVIE IBANEZ PADUA

 THANK YOU
FOR LISTENING!

DON'T HESITATE TO ASK ANY QUESTIONS!

quiz time!
GROUP 4
 quiz time!
what is the most common
mental disorders affecting
children?
 quiz time!
what is the most common
mental disorders affecting
children?
answer: ADHD or Attention
Deficit Hyperactivity
Disorder
 quiz time!
uses step-by-step instructions to teach a
desired behavior or response. Lessons are
broken down into their simplest parts, and
desired answers and behaviors are rewarded.
Undesired answers and behaviors are
ignored.
 quiz time!
uses step-by-step instructions to teach a
desired behavior or response. Lessons are
broken down into their simplest parts, and
desired answers and behaviors are rewarded.
Undesired answers and behaviors are
ignored.

answer: Discrete trial

training (dtt)
 quiz time!
What is A condition that does not
spread through infection or
through other people, typically
caused by unhealthy behavior?
 quiz time!
what is A condition that does not
spread through infection or
through other people, typically
caused by unhealthy behavior?

answer: Non-communicable
Condition/Disease
 quiz time!

Meaning of "TEACCH"
 quiz time!
Meaning of "TEACCH"

answer: Treatment and

Education of Autistic and
Related Communication-
Handicapped Children
(TEACCH)
 quiz time!
What percentage of
children with ASD have an IQ
score above 85?
 quiz time!
What percentage of
children with ASD have an IQ
score above 85?
answer: 44%
 quiz time!
The aim of this is to bring a
child with autism back
into the social loop at
every opportunity.

 quiz time!
The aim of this is to bring a
child with autism back
into the social loop at
every opportunity.

answer: EDSM
 quiz time!
What is a neurodevelopmental
disorder that affects the
brain's ability to process
information?
 quiz time!
What is a neurodevelopmental
disorder that affects the
brain's ability to process
information?

answer: Autism Spectrum

Disorder (ASD)
 quiz time!
children with autism spectrum
disorder usually show some
signs of delayed development at
the age of what?
 quiz time!
children with autism spectrum
disorder usually show some
signs of delayed development at
the age of what?

answer: BEFORE 2 YEARS OLD

 quiz time!
what are the three areas in
childs development where we
can see the sign of ASD?
 quiz time!
what are the three areas in
childs development where we
can see the sign of ASD?

answer: language skills,

behavior, and social skills
 quiz time!
If the parent has already had a
syndrome and accidentally took
medicine in her pregnancy, where
do you think the cause(s) rely?
 quiz time!
If the parent has already had a
syndrome and accidentally took
decongestant medicine in her
pregnancy, where do you think
the cause(s) rely?
answer: Both Environmental
and Genetic Factors