AUTISM

Done By:
Sara Assaf
Khadijah Awada
Zahraa Husseiny

Supervisor:

Dr. Badrie Daou

 OUTLINE

• Introduction • Overcoming Challenge

• Definition of Autism • Assessment
• Types of Autism • Early Intervention
• Characteristics • Teaching Students with ASD
• Prevalence • Transition
• Causes • Collaboration
• Prevention • Partnership
• Conclusion
INTRODUCTION
Definition

Autism is a complex
neurobehavioral disorder that
includes impairments in social
interaction and developmental
language and communication
skills combined with rigid,
repetitive behaviors.
 TYPES

• Autism
Autism • Asperger Syndrome
Spectru • Rett Syndrome
m • Childhood disintegrative
Disorder disorder
• Pervasive Development Disorder
 Autism
• Autism means a developmentally significantly affecting verbal and non-verbal
communication and social interaction, generally evident, before age three, that
adversely affects a child’s educational performance.
• 50% do not talk as a way of communication (non-verbal)
• 50% use spoken language (verbal), but much of what they say is a repetition of
words they have previously heard (echolalia)
• Don’t understand that communication happens between people, nor they
understand that non-verbal cues of personal perspectives are important to
successful communication.
• Have problems with social interactions, they live in their own world and may not
seek the company of peers or adults.
• The exhibit repetitive patterns of behavior referred to as stereotypes or they might
have unusual or very focused interests.
 Asperger Syndrome

– Normal development of language and normal intelligence

– They develop speech and language with children without disabilities

– Some understand language literally

– Autistic people are diagnosed when a language delay is apparent while children
with Asperger’s develop language normally

– Difficulty comprehending other people’s feelings or emotions

 Rett Syndrome

– Genetically based condition, occurs only in girls

– Appears early in life, but after a period of seemingly normal development
that than stops and begins to reverse.
– Characterized by a progressive expression of repeated, stereotypic hand
wringing, lack of muscle control, and communication and social deficient
– Children tend to have better social activities that children with autism
– Most of them have mental retardation
– Develops progressively and results in cognitive disabilities typically more
severe than those in autism
 Childhood disintegrative disorder

– Rarer than autism

– Children develop as their peers without disabilities until they are 5 or 6 years
old: a development regression begins

– Lose already acquitted language and social skills

– Behaviors similar to behavior patterns of autistic, but their long term

outcomes are far worse because regression continues.

– CDD is well understood under the ASD umbrella.

 Pervasive Development Disorder

– Children do not display problems in all three areas

(communication, social interaction, and repetitive behaviors)

– Same characteristics of autism, Asperger’s, Rett, and CDD, but

not so clearly expressed

– Share same characteristics of ASD, but considered to be distinct

 CHARACTERISTICS

De Soc e
v e i al i
it rv
lo p e t
me e p vio
nt R ha
Be
Communicat-
ion
 Social Development

Don’t
Less Don’t form
Less eye recognize
Attention relationshi
contact faces/
to Stimuli ps easily
emotions

Don’t
Don’t point Less
Respond to
at things Attachment
own name
 Communication

i ni s hed
Dim ses Rep
respon othe eat
d r wo
e
y f rds
l a o Di
De set ing im fficu
on bb l a g lt y
ba De
i
pla nativ in
n’t sym velo y e
Do elop l b o
lan ls g
pin
v
de atura h gu into
a ge
n eec
sp
 Repetitive Behavior

Stereotypy Compulsive
Self-injury
Behavior

Repetitive
Eye poking
Follow rules
Hand flapping
Hand biting
Making
sounds Arranging
objects Head
Hearing banging
rolling
 PREVALENCE
0.27% of all students with disabilities have ASD

Prevalence

Overcoming
Causes Prevention Challenges
 CAUSES

• Neurobiological disorder that has genetic basis

• Anomalies in brain that involve areas for perceptual integration,
emotion, filtering sensory information

Myths

• Inadequate parenting
• Environmental toxins
• Gastrointestinal anomalies
• Vaccines
PREVENTION

Since we still have sooo much to learn

about the causes of ASD 
prevention is not currently a realistic
goal
 ASSESSMENT
(Early signs of Autism)

6 Months • No big smiles/joyful expressions

• No communication through sounds or
9 Months
facial expressions
• No babbling, no back-and-forth
12 Months
gestures
16 Months • No words

24 Months • No meaningful two-word phrases

 Diagnosis • Now possible before the age of 3

• ADOS – STAT – CARS

• Role: Examine deficits in motor
Diagnostic movement
Tests • M-CHAT
• Role: Checklist

DO NOT !!
Use finger Show their Respond Make eye
to point at presents to to their contact
objects others names
 Early Intervention

Popular Programs in the education of preschoolers with ASD

TEACCH YAP
Treatment & Education of
Autistic and Communication The Young Autism
Program Blended Programs
Handicapped Children

~ Uses structured teaching:

involves adapting materials and
environments to help children
make sense
~ Individualized program, uses
visual support
~ Parents become co-therapists
* Uses the principles of * Communication
behavior analysis * Social Skills
(positive reinforcement, * Toy play
extinction, shaping)
* Attention
* Motor imitation
* Teaches one skill at a
time
 Teaching Students with ASD
Accessing the General Education
Curriculum
Alignment of ASD curriculum with
general education curriculum
Validated Practices
~ Explicit instruction on social skills
~ Reducing distracting behaviors
~ PECS
Instructional Accommodations
~ Adjust to student’s strengths and
needs
~ Make events predictable, explain
expectations, foster positive learning
environment
Technology
~ Visual supports to help simplify
and structure the environment
~ Augmentative and assistive
communication to increase language
use
 Transition
Transition to
Preschool
Do they have the readiness for a preschool program?

For people with ASD to be

Transition to
Adulthood
successful as adults, they
require
 Transition from understanding
school-based support to adult-focusedand
support
support from others in their
community.
 Supported employment due to difficulties with social interactions

 Make good employees: focusing on specific tasks, attention to detail,

the need to complete jobs
 Collaboration

Special
 Sufficient Education
structure Teacher
 Supports for
functional General
Peer
communication Education
Supports
Teacher
 Use of behavior
analysis
techniques

 Supports for Related Behaviora

social Services l Analyst
interactions
 Partnerships with families and
communities

› Children with ASD often lack independent play and leisure skills,
which means that parents must spend more time providing direct care
to their children = less time for other activities (self-care, household
chores, time for other siblings)

› Difficulties connecting to the child

Support from :
 professionals
 Other parents
 Information
 Services
ARTICLE : AUTISM IN REVIEW

Early diagnosis and

intervention with
therapies remains the
mainstay of insuring
an improved outcomes
and a better chance at
full integration into
society.
 ARTICLES

– AUTISM IN REVIEW
http://www.lebanesemedicaljournal.org/articles/64-2/review1.pdf

– Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years

— Autism and Developmental Disabilities Monitoring Network, 11 Sites,
United States, 2014