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Autism Presentation-3

Uploaded by

api-245940221
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Understanding Autism and the role of the school counselor

Steven Coop, Kate Knochel and Mike Lambert Coun 527: Counseling Individuals with Diverse Needs

Opening Activity
What is it like to have Autism?
Please Break up into groups of five

Activity Reflection

What was that experience like? What part of that activity made it the most difficult to concentrate on the information being read to you? How much information from that excerpt did you take in?

http://www.youtube.com/watch?v=XcWx8UVhzpQ&feature=related

Temple Grandin: Thinking in Pictures

Autism: A Definition

Autism is a complex developmental disability that typically appears during the first three years of life and affects a persons ability to communicate and interact with others. Autism is defined by a certain set of behaviors and is a "spectrum disorder" that affects individuals differently and to varying degrees. There is no known single cause of autism, but increased awareness and funding can help families today.
Source: http://www.autism-society.org/about-autism/

DSM IV-TR diagnostic criteria


Autism Spectrum Disorder (ASD) does not have a single set of criteria in the DSM. It consists of the following 5 disorders: 1) Autistic Disorder 2) Asperger's Disorder 3) Rett's Disorder 4) Childhood Disintegrative Disorder 5) Pervasive Developmental Disorder NOS

Autism Rates in US Schools (1992-2008)

Prevalence
Approximately 1 in 88 children 1 in 54 boys 1 in 252 girls Occurs in all racial, social and socioeconomic groups
Source:Autism and Developmental Disabilities Monitoring Network (2008)

Personal and social development

Challenges with social interaction across the autism spectrum "Theory of mind"-difficulty understanding irony and sarcasm Struggle with the back and forth of conversations Lack eye contact Some autistic students are non-verbal

Post School outcomes according to the National Longitudinal Transition Study (2009)

79.7% of individual with autism attend some sort of post secondary school (vocational, 2yr, 4yr) 42.5% received a degree, license or certificate from a post secondary institution. 37.9% received a degree, license or diploma from a 4yr university. 79.5% Worked for pay other than around the house.

How this affects development

Gives off negative messages to peers. Making friends can be challenging. Peer relationships are important to any child's social development and identity. School counselors can help improve social skills by using evidence based practices and helping other students understand austism.

Video Clip

Triggers? What do you see? How does this make you feel?
http://www.youtube.com/watch?v=vNZVV4Ciccg

The role of school counselor


Elementary: Provide classroom support in terms of social skills training Help educate other students about autism Help create structure and routines for student High School: Help plan for post secondary transitions Help provide structure and plan for high school Provide advice for classes and programs that support goals.

Best practices, interventions things to keep in mind

Communicate with parents Manage the classroom environment appropriately Be aware of teaching styles Keep to the same routine Safe place/safe person Always use visuals Handwriting accommodations

Best practices, interventions, things to keep in mind

Homework/ assignment considerations and accommodations Test accommodations Organizational skills Weave in special interest Social skills!!!! Encourage and teach self advocacy

Managing challenging behavior


Identify the behavior, where and when it occurs? What happens before it and how people react? It's important to understand that some challenging behavior may not be harmful to the student and/or others. Decide if the behavior is truly a problem. Does it interfere with learning of the student or others? Does it result in diminished peer interaction?

Try

to find the reason or motivation behind the behavior. It can help to include the parents in this discussion. Perhaps slightly changing the environment can aid in eliminating the behavior.

Identify and describe alternative behavior to the student.

Reward positive and appropriate behavior.

Lesson and activities for students with autism

Lesson #3 - Similarities and Differences - Example Lesson Lesson #5 - Developing a Code of Conduct Lesson #6 - Knowledge Breeds Compassion: Research Project

Lesson Plan Link: http://www.gov.pe.ca/photos/original/ed_autisminc.pdf

Parting thoughts from people who live with and support Autism in America

https://rethinkingautism.com/Autistics_Speak_Video.html

Autists are the ultimate square pegs, and the problem with pounding a square peg into a round hole is not that the hammering is hard work. It's that you're destroying the peg. Paul Collins - English Professor, Portland State University - Father of a child with autism

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