ASD

1. Autism Spectrum Disorder
(ASD)
Alisha Cancio
Mallory Clark
Jason Noto

2. ESOL Comparison Chart
ELL ONLY
 Earn a standard diploma
 Does not affect functions in daily life
 Will test out of their label
 Do not have issues with repetitive behavior, problem behavior, and
sensory/ movement disruptions
 Not a biomedical or environmental/ chemical cause
 Trouble understanding is caused by a language barrier
 Is not a genetic difference in DNA
 Have consistent language abilities, no matter the context

3. ESOL Comparison Chart
ELL ONLY
 ELL students do not struggle with speech, reading, and writing skills
in their native language
 Will adapt socially, linguistically, and intellectually over time to fit in
with peers
 ELL is not a lifelong difference
 Normal IQ scores, being about 100. (Maybe score lower due to
language/ culture barrier?)
 Does not affect memory
 Something in common with entire family
 May not understand because of cultural context
 May be perceived as misbehaving due to different cultural
expectations
 Given a short term for services
 Most are included in general education classrooms

4. ESOL Comparison Chart
ASD ONLY
 Eligible for special diploma
 Creates difficulty with activities in daily life
 Will not test out of label
 May have visible differences in repetitive behavior, problem behavior, and
sensory/ movement disruptions
 On the other hand, may not be a noticeable disability
 There is a biomedical or environmental/ chemical cause
 Does not result from nurturing style in home environment
 Is a genetic difference linked to DNA
 Will have inconsistent abilities, like performing well in school yet being
unable to generalize to home/ school environments, or like savants, who
markedly have low ability in all areas besides their super talent
 May struggle with speech, reading, and writing skills in their native
language.

5. ESOL Comparison Chart
ASD ONLY
 Can learn strategies to adapt with peers socially, linguistically, and
intellectually, but with difficulty
 ASD is a life-long disability
 Quite commonly (75% of autism) students will have an intellectual
disability, meaning IQ scores below 70.
 May affect memory
 Can be something different than entire family
 May not understand because of social, language, or intelligence context
 Over-representation of European American children
 Can be more likely to cause harm to self, others, or environment
 Given services for a long term
 About half are included in general education most of the time (54% of
students in gen ed 40% or more of the time)
 Accommodations vary

6. ESOL Comparison Chart
BOTH ASD and ESOL
 Have a label that gets services
 Receive accommodations
 May be different socially and linguistically
 Both might have a difficult time making friends, for different reasons
 Both have extra resources at school to accommodate them in learning
 Will likely benefit from having extra time to process or express knowledge
 May be pulled out of class for extra supports
 Describes a large spectrum of students
 Can apply to students of different intelligence levels
 May be very difficult for the family
 Test scores may be inconsistent with abilities, whether due to having
more time to process written word, struggling with literacy, sensory
distractions, anxiety or differences in intellectual functioning
 Benefit from multi-modal teaching
 Benefit from having more time

7. ESOL Comparison Chart
BOTH ASD and ESOL
 May be withdrawn/ shy
 May appear to give up easily, by lacking motivation or by displaying problem
behavior
 May struggle to follow rules, for different reasons
 May have difficulties understanding pragmatics and fitting the cultural norm
 Might have difficulties with language, communication, and expression
 Might struggle with reading and writing
 May use other methods of communication than speech, like hand gestures
 Might take more time to learn material
 Can be perceived to be misbehaved
 Difference may be apparent by irregular speech
 May have low standardized test scores
 Might avoid eye contact
 Might struggle with syntax (order of words)
 Visuals help learning

8. ASD Autism Spectrum Disordercategorical definition
 NO SUCH THING AS JUST “AUTISM”
 Autism Spectrum Disorder means having one or more of the
following:
1. Classic Autism Disorder
2. Rett’s Disorder
3. Childhood disintegrative disorder
4. Asperger’s disorder
5. Pervasive developmental disorder otherwise not specified
 Thus, when someone says just “autism” they may mean
ASD, or they may mean “classic autism.”
 Don’t be embarrassed to ask someone which one they are
referring to if they simply say “autism.” Some people will be
quite impressed that you even know the difference!

11. JASON NOTO MEDICATION PG
 Explains no cure

12. BBC - My Autism and Me
http://www.youtube.com/watch?v=FeGaffIJvHM

13. • Develop and follow a structured daily schedule. Prepare
student about any schedule changes in advance.
• Incorporate the use of visuals whenever possible.
• Create visual labels for the classroom.
• Teach interaction skills. Encourage students to cooperate
in activities or assign a peer buddy for them to work
with.
• Address students by their name. Do not demand eye
contact.
• Use concrete language. Keep it simple and straight to
the point.

14. •
Avoid the use of sarcasm.
•
Teachers, parents and students should all be involved in
planning interventions. Communication is key!
•
Develop positive behavioral plans.
•
Use social stories for behavior management.
•
Classroom structure & environment should be predictable.
•
Remember that each student with ASD is unique!

15. Example of Social Story

16. Facilitating Friendships
 JASON NOTO

17. Using Strengths;
abilities > disabilities
 Jason NOTO

18. Career options

19. “10 things that every child with
autism wants you to know”
 http://www.youtube.com/watch?v=RlEWEO4cEAo

20. Additional Resources:
 http://theautismhelper.com/
 http://www.autismspeaks.org/
 http://theadventuresofroom83.blogspot.com/