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How to Help the Black Sheep:Helping your class (and you) understand the characteristics, anxieties and Potential of your Student with autism,[object Object],Amy Heath,[object Object],      MAED Graduate Program,[object Object],CEP 841,[object Object],NOTE:,[object Object],* Words in purple are hyperlinked,[object Object],* Click this icon	        to link to an video clip,[object Object],* Click this icon            to go to an article or website,[object Object]
  Problem Statement,[object Object],Some children with autism are denied services they need by being pushed into an inclusive environment.,[object Object],Some children benefit from more behavioral approaches to learning such as Applied Behavioral Analysis,[object Object],	HOWEVER….,[object Object],Other children are fully able to remain in the classroom, if accommodations are made and the class is educated on the child’s special needs.,[object Object],Removing a child from the classroom (or forcing inclusion out of principle) will FOREVER impact his/her life.  Care should be taken when deciding each child’s future.,[object Object],A needs analysis and each individual child’s experience must be taken into account… not the blanketed term of “autism.”,[object Object],What works for one child will not automatically work for all children.,[object Object],The good news is many accommodations made for the student with autism are also good for ALL students in a classroom.,[object Object]
The light at the end of the tunnel…	,[object Object],It’s hard to be motivated to teach a child you feel is going nowhere or will become nothing.,[object Object],This presentation is intended to give you hope, and in turn, provide a model of respect for your student with autism other students will emulate. ,[object Object],Resources are also provided for how you can best design a classroom suited to the needs of a child with autism.,[object Object]
“Do we need to have been taught what love is to give it to someone else?” written by Po Bronson ,[object Object],In the words of a mother of a child with special needs:,[object Object],“Many parents of children with severe ADHD, as well as parents of 	children with other disabilities, develop not so much a different kind of 	parenting, as a different level of parenting. A different intensity.  They 	do the same things as regular parents, but a lot more frequently.  If 	parenting is a 24/7 responsibility, then parenting a child with a 	disability is a 60/60/24/7 responsibility. They are on call every second 	of every hour. They never take their eyes off the child. The come up 	with solutions-language, games, goals. They reinforce what they said 	a thousand times before. They parent an eight-year-old like they might 	a three-year-old. Parents get so overwhelmed they run out of 	steam…”. Written about a mother with a child with severe ADHD who 	graduated “suma cum laude” from Arizona State with a degree in 	“Religious Studies”. (Bronson, 2005) ,[object Object],The son attributed his academic success to the unfailing dedication of his mother.,[object Object],Think about what would have happened if he had the help of a supportive mother AND an amazing teacher?,[object Object]
Some parents seem hyper-vigilant…,[object Object],Think about everything they have to do for the child at home…Then think about how divided your attention is in the classroom…,[object Object],To a parent of a child with autism, we are “stealing that child’s poker chips” every day.  Nothing we do can compare to what that parent does.  No matter how wonderful we are with kids, we fall short.  We must keep this in mind and try to empathize with everything a parent is going through.,[object Object],Work with that parent to be an advocate for that child and see the difference in their behavior.,[object Object]
Hope leads to less worry,[object Object],Hope and worry in mothers of children with an autism spectrum disorder or Down syndrome” Paula L. Ogston a,*, Virginia H. Mackintosh a,b, Barbara J. Myers a,[object Object],http://articlesforfinalcep841project.weebly.com/,[object Object],Abstract:,[object Object],	Mothers of children with an autism spectrum disorder (n = 199) or Down syndrome (n = 60) responded to an online questionnaire that assessed their hope and worry. Findings support previous research suggesting that hope is a protective factor against psychological,[object Object],	distress: mothers with higher hope reported lower worry. Mothers who reported lower worry had more education and older children or children who were higher functioning. Those whose children had Down syndrome reported lower future-related worry and higher hope. In response to an open-ended question regarding what they worried about when they woke up at night, mothers’ responses resulted in themes related to themselves as well as to their children and families.,[object Object]
Link to Scientific American Articles Referenced in Presentation,[object Object],http://articlesforfinalcep841project.weebly.com/,[object Object]
Suggested Teacher and Student Reading - Click on pictures of books to order,[object Object],The following books are leveled for different student ages or reading abilities. These books could be used to create a reading comprehension lessons for the class to help students (or the student his or herself) better understand autistic behaviors.,[object Object],Highest-level of reading-Health Issues Series: “Autism” by Sarah Lennard Brown,[object Object],	Lower reading level-Understanding Diseases and Disorders Series “Autism” by SudiptaBardhan-Quallen and… ,[object Object],Lower reading level-Health Matters Series “Autism” by Carol Baldwin,[object Object],All the information for this presentation has been derived from these books and from various scientific Journals,[object Object]
Can you tell if a student has Autism/Aspergers by looking at them?,[object Object],	… Not really, although you can observe behavior. Most people with autism “look normal”, but their behaviors are considered socially awkward to the general population.,[object Object],One physical trait that is apparent is a large head in childhood (Lennard-Brown, 2004),[object Object]
Definition/Description of the Condition or Problem and Facts Statistics and Incidence,[object Object],Awareness: What is Autism?,[object Object],*Autism usually appears before the age of three and occurs four to five times more often in boys.,[object Object], “Most autistic children can function in schools, they just have problems understanding other people sometimes.“ (Baldwin, 2003),[object Object],It’s important to note that high functioning people/children with autism may have learned coping strategies to mask these behaviors and therefore may  never be diagnosed. (Lennard-Brown, 2004),[object Object],Awareness: Signs of Autism,[object Object],Awareness: How can I help?,[object Object]
Don’t Assume that Autism is a Death Sentence,[object Object],High functioning students with Autism or Aspergers syndrome may have special talents (however, this is not a guarantee),[object Object],Autistic Savant - a term for a student with autism that demonstrates an unusual gifting in one particular area,[object Object],Artist Stephen Wiltshire – (Lennard-Brown, 2004 p. 17,[object Object],Van Gogh and Einstein are thought to have had high functioning Autism or Aspergers – (Lennard-Brown, 2004 p. 23),[object Object],http://hubpages.com/hub/Daniel-Tammet,[object Object]
What does High-Functioning Autism look like?,[object Object],Lennard-Brown, 2004 - ,[object Object],“Problems understanding speech,[object Object],Literal understanding of language,[object Object],For example-If someone says to the child “I laughed my head off” they will think,[object Object],		their head actually fell off,[object Object],Problems understanding the “right thing” to say in social situations,[object Object],Problems thinking about things that are make-believe - Unless they are something that the student has witnessed or seen before ,[object Object],For example a movie scene -  Could be used to stimulate creativity in the child? Think about how this could be done?,[object Object],Little eye contact - Note this is considered respect in some cultures (Asian cultures for example),[object Object],Love of routine or intense anxiety in the event of change to the student’s environment (this is often true for ALL students if too much change takes place in a classroom),[object Object]
Characteristics of Aspergers and High Functioning Autism…,[object Object],Clumsiness- Difficulty coordinating movements-this may be due to the differences in brain chemistry of an autistic child (Health Matters “Autism” by Carol Baldwin pg 8),[object Object],In the Autistic brain there are less “Perkinje Cells”. These are known to help with coordination of movement.,[object Object],Changes in brain chemistry may also account for the autistic savant’s amazing memory for the past and detailed information…but may also account for their problems understanding speech and recent events,[object Object],[object Object],AVERAGE OR ABOVE-AVERAGE ACADEMIC ABILITY- find what that student does well and focus on it (Lennard-Brown, 2004),[object Object]
Continued…,[object Object],Tendency to be truthful and law abiding - lack of language understanding may make the student very naïve ‘’Mind Blind” (Bardhan-Quallen, S. 2005). Understanding diseases and disorders: autism pg. 14-15…This can create times when the child is taken advantage of and may not even be aware of it.,[object Object],Strong attention to detail – again, when moderated, this can be a very beneficial trait for students in the future. Many occupations require attention to detail.,[object Object]
Some Normally Developing Children May be Labeled as Delayed…,[object Object],Most 2-3 year olds learn color from context. They notice that blue is mentioned a lot with sky and red with fire trucks.  Many “normally” developing children have a learning breakdown when asked to recognize a color in isolation. This may be due to the word order that we choose. For example… “The white shirt…”.,[object Object],We have to be cautious as we are still learning what “normal” development is,[object Object],We can’t assume a child isn’t developing normally without proper education and doing some research.,[object Object],“Why Jonny Can’t Name His Colors” “Scientific American Mind” May/June issue pg. 48,[object Object]
Sometimes the most creative people are seen as being “weird”,[object Object],Autistic children/adults are known to talk about one thing “non-stop”…Is this,[object Object],too much obsession or too much “passion”?,[object Object],Einstein,[object Object],The journal “Scientific American Mind” talks about “Cognitive Disinhibition” or “the failure to ignore information that is irrelevant to current goals or to survival”.  Most people have “mental filters”.  However, there are differences between how much information each individual filters out.  People with reduced functioning of one of these cognitive filters called “Latent Inhibition” or LI, increases the amount of unfiltered information coming  into our “conscious awareness” and is associated with odd behaviors and thoughts. (Humphrey, 2011) (also check out the article “The Hidden Brain p. 53),[object Object]
So, again, inclusion or not?,[object Object],Be very careful – Not all children with autism are the same!  We can’t be tempted to remove a child because it is easier.  However, we can’t  keep a child in the classroom out of principle either.,[object Object],We must do a full needs assessment of each child.  Remember choosing to remove a child from the general classroom, or choosing full-inclusion when it is not appropriate, has life-long consequences.  ,[object Object]
Managing Behaviors	,[object Object],Time-out may be seen as a reward as many children with autism enjoy being alone.  This technique may work with Apergers as they will most likely want to rejoin the group. A differentiating trait distinguishing Aspergers from Autism, is individuals with Aspergers tend to have greater social needs for belonging.,[object Object],Awareness: Part 3: How can I help?,[object Object],* In fact…time-out may be inappropriately used for ALL students. It is not intended to be a punishment, but to remove the child from the rewarding or over-stimulating social situation, until the teacher is ready to address the behavior of concern. Teaching-Self Control Through Management by Tom V. Savage and discipline pg. 172-173,[object Object]
Behavior Support Rather than Behavior Management,[object Object],Barbra Larrivee text pg. 208-209,[object Object],“Behavioral Support” is alternative to the teacher dependant behaviors created by behavioral management techniques such as “operant conditioning” or the popular ABA (Applied Behavioral Analysis.)	  ,[object Object],Emphasize that behaviors are a means to an ends. Students are acting out to get their needs met,[object Object],Teacher or IEP team will conduct an FBA or Functional behavioral assessment. This assessment is a method to help recognize observable patterns of behavior and  determine the function of that behavior.,[object Object],Chart comparing the two methods pg. 209 on next slide,[object Object],Go to “more” then click “Short Articles” (Larrivee, 2009) ,[object Object]
Assumptions Behind Behavioral Support that can be Applied to Autism,[object Object],Barbra Larrivee text- pg. 209,[object Object],The behaviors exhibited serve a purpose and may in fact be neurologically driven, BUT new more socially and academically acceptable behaviors (serving the same purpose) can replace less desirable behaviors. We should try to teach replacement behaviors in order to build independence and relieve stress of the child with autism.,[object Object],Behavior should be seen as a form of communication, which is the goal for these students. Punishing this communication may hesitate therapeutic progress altogether.,[object Object],We should see that these behaviors may be pleasurable and calming to the child and respect it will take time to replace them.,[object Object],“Self-stimming” activities may be engaged in due to a lack of viable alternatives to relieve anxiety.  High-functioning autistics and students with Aspergers may take well to alternatives ,[object Object],(Larrivee, 2009) ,[object Object]
“Behavioral Support” should be tried first BEFORE behavioral modification strategies that could create dependency on rewards and/or punishments. ,[object Object],“Behavior Modification” is time-intensive and may not serve to eliminate behavior because there is no consideration for the function of that behavior.,[object Object],Example of self-stimming behavior while waiting in line.,[object Object],(Larrivee, 2009) ,[object Object]
Application and Implications for Parents, Teachers and Students,[object Object],What’s happening to a student with autism when they are experiencing over-stimulation? Why do they act the way they do? ,[object Object],A child can just stop themselves, right? Not so fast…This is really a brain thing…,[object Object],The brain reacts to stress or danger by reacting with a fight or flight response, this is caused by chemicals in the body such as “cortisol” to help the body respond to challenging situations.  (Too much cortisol over time can cause lasting damage.  In order to prevent a build up of this chemical, drugs or psychotherapy might help increase counteracting “stress busting” chemicals.),[object Object],“The Neuroscience of True Grit” by Gary Stixp. 29,[object Object]
Scientific American: Cortisol,[object Object]
So…think about what’s happening inside your student with autism…,[object Object],If we think about how they are chemically wired…we shouldn’t be frustrated that they don’t listen to us…we should be impressed with all the times they DO listen to us.,[object Object],Imagine constantly being at war with your own anxiety and fight or flight instincts? Autism is characterized by ANXIETY.,[object Object],This anxiety can spread to us as educators and to our students.,[object Object]
Implications for Parent, Student and Teacher…STRESS?,[object Object],[object Object],This article discusses the benefits of watching comedic shows in order to provide mental breaks sufficient enough to provide for “ah ha” moments or problem solving.,[object Object],[object Object],This article points out the symptoms of “burnout” or “Exhaustion Syndrome”  ,[object Object],	such as sudden loss of interest in a job that at one time stimulated passion and joy.,[object Object],This article differentiates “burnout” behavior from depression –,[object Object],	For example, while both women with depression and “exhaustion syndrome” had trouble sleeping, women with “exhaustion syndrome” had trouble falling asleep at night, whereas women with depression reported waking up too early. ,[object Object],	While completing a ”Working-Memory”  test, women with “exhaustion syndrome” actually did worse than women with depression. (Humphrey, 2011),[object Object],Therefore, one should consider the taxing qualities of working with ,[object Object],special needs children and engage in behaviors to decrease stress and ,[object Object],diminish daily stressors.,[object Object]
Implications for Parents and Teachers…”Why don’t they listen to us?”,[object Object],	Another article in Scientific American (May/June 2011 issue) talks about “Might 	Makes Right” pg. 10,[object Object],This demonstrates that even as babies, “normally developing” children will acknowledge social hierarchy. They concede to the social mores that the largest person in the room makes the rules. (Weaver, 2011),[object Object],http://www.scientificamerican.com/article.cfm?id=might-makes-right,[object Object],Due to the characteristic lack of social mores common to children with autism, these,[object Object],	children may not acknowledge this rule.  So we must ask ourselves…Is this necessarily a“bad” characteristic given our democratic society? Couldn’t a high functioning autistic adult be a revolutionary?,[object Object]
Application and Implications for Classrooms or Buildings,[object Object],Classroom Design Suggestions– Pg. 11” The ASD Friendly Classroom – Design Complexity, Challenge and Characteristics.” ,[object Object],Keith McAllister, Queen‟s University Belfast, United Kingdom,[object Object],Scientific American has an article showing an experiment about how the highly social vole reacts in a crisis situation. These animals, when in a crowd, can spread anxiety to other members of the group.  This may have implications in the classroom and overcrowding.  During a real crisis, all animals reacted with the same level of anxiety, though they began with differing levels.  People with Autism and Aperger’s syndrome often report high levels of anxiety. By the way, a normal human characteristic in a crisis situation is to resort to religion or other ritualistic behaviors to” prevent the human from going over the edge.  Could an autistic persons “ritualistic behaviors”, actually be a way of coping with immense levels of stress? Should we prevent them then? What do you think?,[object Object],Design suggestions,[object Object],Good levels of Natural Day light- All agreed this was best,[object Object],“Staff favored variable lighting rather than the constancy achieved by the lighting systems currently in use. Dimmable lighting, separate lighting circuits and a range of task lighting as alternatives were all suggested by staff. In fact, in some of the classrooms, the staff themselves were using personally supplied free standing task and mood lighting to add contrast to the classroom. “,[object Object],Page 21 Scientific American March issue 2011,[object Object],Discusses how lighting can effect behavior- Scientists were able to control the behavior of worms by using specific types of light,[object Object],Problems with prolonged noise – the sound of grass being cut was less distracting to students then the continuous sound of the playground. Of course this could be because students would prefer to be out in the playground than in class!,[object Object],[object Object],[object Object]
National Groups to Help Support You and Your Student/Child with Autism,[object Object],http://mightymother.info/  website Creater’s description of site:,[object Object],Who is Behind Mighty Mother?,[object Object],	“My name is Mary Ann and I am the full time mother of a rather exceptional Autistic teenager. I created Mighty Mother because I wanted to share some of the experiences I have had with Autism.”,[object Object],http://www.google.com/Top/Health/Mental_Health/Disorders/Neurodevelopmental/Autism_Spectrum/Support_Groups/ -a list of Autism Spectrum disorders support groups,[object Object]
Summary and Conclusion,[object Object],Having a child with autism in your class is not something to grieve, but a chance for you to truly make a difference in a child’s life.  You could be the supporter of the next Einstein or Temple Grandin.  That child may surprise you with their unique way of seeing things or their special abilities.  Being different is sometimes a very good thing.,[object Object],That child needs us to help them function in this society that may not understand their unique abilities or point of view.  It is up to US to make the difference in that child’s life.  Let’s not let them down!,[object Object]
APA Citations,[object Object],Three Books:,[object Object],Baldwin, C. (2003). Health matters:autism. Chicago, IL: Heinemann Library.,[object Object],Bardhan-Quallen, S. (2005). Understanding diseases and disorders:autism. Thomson & Gale.,[object Object],Bronson, Po. (2005). Why do i love these people. New York, NY: Random House, Inc.,[object Object],Lennard-Brown, S. (2004). Health issues: autism. Chicago, IL: Raintree,[object Object],Larrivee, B. (2009). Authentic classroom management creating a learning community and building reflective practice. Columbus, Ohio: Pearson.,[object Object],Ogston, P.L, Mackintosh, V.H., & Myers, B.J. (2011). Hope and worry in mothers of children with an autism spectrum disorder or down syndrome. Manuscript submitted for publication, Department of Psychology, Virginia Commonwealth University, Richmond, VA. Retrieved from http://firstsearch.oclc.org.proxy1.cl.msu.edu/WebZ/FSPage?pagetype=return_frameset:sessionid=fsapp7-46504-gq8epubm-fqkpoq:entitypagenum=4:0:entityframedurl=http%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.rasd.2011.01.020:entityframedtitle=ERIC:entityframedtimeout=30:entityopenTitle=:entityopenAuthor=:entityopenNumber,[object Object]
APA Citations continued…,[object Object],Journals:,[object Object],Humphrey, EK. (2011, May/June). Laughter leads to insight. Scientific American Mind, 5.,[object Object],Dye, M. (2011, May/June). Why johnny can't name his colors. Scientific American Mind, 48. ,[object Object],Savage, TV. (1999). Teaching self control through management and discipline. Needham Heights, MA: Allyn & Bacon.,[object Object],Stix, G. (2011, March). The neuroscience of true grit. Scientific American, 29-33. ,[object Object],Weaver, J. (2011, May/June). Might makes right. Scientific American, 10. ,[object Object]
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