The presentation provided an overview of autism spectrum disorder (ASD) for faculty at the Rhode Island School for the Deaf. It defined ASD, discussed its core characteristics including difficulties with social skills, communication, and restricted or repetitive behaviors. The presentation aimed to dispel myths about ASD and provide resources for further information. Next steps included identifying classroom needs to focus on for a future professional development session on strategies for teaching students with ASD.

1. What is Autism?
Understanding Autism Spectrum Disorder
Rose Quiqly Robin Henderson
Social Worker Special Education Teacher
Rhode Island School for the Deaf Rhode Island School for the Deaf
rquigly@rideaf.net rhenderson@rideaf.net

2. Agenda
☞Why are we here?
☞What is Autism?
☞Triad of Symptoms
☞Activity
☞Next Steps

3. Presentation Goals
• Faculty will gain a better understanding of the characteristics of ASD and its
implication to our students at RISD.
• DDA2.K2: Core associated characteristics of developmental disabilities/autism
spectrum disorders.
• Faculty will be able to distinguish typically generated myths of ASD and
understand the facts of ASD.
• DDA5.S5: Utilize students strenghts to rienforce and maintain social skills
• Faculty will recieve a list of resources for access to further information after
the Professional Development.
• DDA7.S4: Plan systematic instruction based on learner characteristics, interests
and ongoing assessment.

4. What brought us here?
• ASD Cohort Training and Coursework
• Goals of the Cohort
• District Needs Assessment

5. What this means for RISD?
• Increasing awareness
• Sharing knowledge
• Building Skills

6. Ask Questions..
Please ask questions
during the presentation.
It is important to share our
ideas and concerns.

7. Keep an open mind
• Strategies and discussions may apply to
students who are not diagnosed with
ASD.

8. What do we know about
Autism?

9. Definition of Autism
• “According to the diagonostic critieria of
the American Pshyciatric Assoication
(APA), autism occurs when a child has a
severe qualitative impairment in
reciprical social interaction and
communication skills and a restricted
range of interests.
(Buron, Wolfberg, & Gray, 2008, p. 20)

10. • It is viewed as a lifelong syndrome that
is diagnosed in early childhood and
continues through adulthood.
• School personell remain the “front lines”
in helping children with ASD reach their
potential.
(National Autism Center, 2009, p.13/32)

11. Current Facts about Autism
• It affects 1:150 children nationwide
• It can be found in all cultures
• It is more common in boys than girls
• There is currently no known cause or
cure.
(National Autism Center, 2009, p.15)

12. So...What exactly is Autism
Spectrum Disorder?
("Library Outreach for Persons on the Autism Spectrum," n.d.)

13. • Of the 5 disorders, two of the disorders
are rare: Rett’s Disorder and Childhood
Disintergrative Disorder. You are not
likely to see cases in school.
• The other three (Autistic Disorder,
Aspberger’s Disorder, and PDD-NOS)
are common. You are likely to have
come across a child with one of the
above mentioned disorders.
(National Autism Center, 2009, p.13)

14. Triad of Symptoms
• Social Differences
• Repetitive Behaviors or obsessive
interests
• Communication Differences

15. Social Differences
• Myth: Children with autism do not
want to socialize with others.
• Rude, spoiled or viewed as choosing to
not socialize with their peers.

16. • Social codes are often
undecispharable to a child
with Autism.
• These social codes must be
directly taught
What are some examples of social codes?
(Aspy, Grossman, & Mesibov, 2012, p. 13)

17. What do you think?
• Perspective taking
• Mindblindness
• Activity

18. Common Social Differences
• Perspective taking: Difficulty recognizing the
feelings and thoughts of others
• Poor eye contact
• Difficulty maintiaining space
• Lacks tact
• Difficulty joining an activity
• Difficulty understanding non-verbal
communication
(Aspy, Grossman, & Mesibov, 2012, p. 14)

19. Communication Differences
• Myth: Individuals with ASD have
severely impaired language ability and
are most likely non-verbal

20. • Individuals with ASD have a range of
language abilities. While some are non-
verbal, many have some form of verbal
communication
• Individuals with ASD often have deficits in
the social aspect of language, Pragmatics.
• Pragmatic skills need to be explicitly taught.

21. Common Communication Differences
• Interperets words or conversations
literally
(Aspy, Grossman, & Mesibov, 2012, p. 15)

22. Common Communication Differences
• difficulty with rules of conversation (interrupts, poor eye contact,
difficulty maintaining conversation, may leave abruptly)
• difficulty joining, starting and/or ending a conversation
• difficulty asking for help
• gives false impression of understanding more than he/she actually
does
• difficulty talking about other’s interests
• difficulty following instructions
(Aspy, Grossman, & Mesibov, 2012, p. 13)

23. Restricted Patterns of Behavior, Interests and
Activities

24. Restricted Patterns of Behavior, Interests and
Activities
• Expresses strong interest in specific topic or toy.
• Extremely well developed memory skills regarding dates and
events that occurred.
• Rigid ideas about routine
• Atypical body movements (walking on toes, rocking, ritualized
playground routines)
• Sensory challenges (under or oversensitive to temperature,
smell, texture)
• Visually examines toys or objects in their environment.
(Aspy, Grossman, & Mesibov, 2012, p. 13)

25. Triad of Symptoms
• Social differences, Communication
differences and Restricted Patterns of
Behavior are all characteristics of ASD
• The degree of the deficit varies with
each individual.

26. Other associated disorders:
Other associated disorders:
•Medical conditions
☞Epilepsy
•Psychiatric Conditions:
☞Mood Disorders (e.g., depression, bipolar disorder, dysthymia)
☞Anxiety Disorders
☞Attention-Deficit/Hyperactivity Disorder (ADHD)
☞Obsessive Compulsive Disorder (OCD)
☞Tourette Syndrome/Tic Disorders
☞Oppositional Defiant Disorder (ODD)
•Learning Differences:
☞Learning Disabilities
☞Poor reading comprehension
☞Specific learning disability in written expression
✺ see complete list of associated conditions and sources in handout
(Aspy, Grossman, & Mesibov, 2012, p. 22)

27. • With a diagnosis of deafness, a child is
already considered to be under special
education. An additional diagnosis is
not always pursued.

28. Now what?
Communication Social Differences
Differences
Restricted Patterns of Behavior

29. Ask yourself....
• “What is it about the situation that
comes naturally to everyone else but is
missing for this person?”
• “What is it that has not occurred to me
“That is the seemingly obvious.
to teach?”
That is the thing to teach.”
(Aspy, Grossman, & Mesibov, 2012, p. 290)

30. “The teacher who does not understand that it is
necessary to teach autisitc children seemingly obviouse
things will feel impatient and irritated.”
-Hans Asperger.

31. What can we do?
There are evidence based practices that have
been identified to address the various needs that
an individual on the spectrum may present.

32. Commonly used classroom strategies:
First/then visual

33. Countdowns
Classroom Timers are available free online.

34. Agendas/Schedules

35. Social Stories

36. Next steps.....

37. Increase your awareness

38. Where in the world is
Mary P??

39. Increase your awareness
• http://www.autisminternetmodules.org/
AIM modules are a way to provide parents and professionals with the up-to-date
information they need to help individuals with ASD achieve their highest potential.
• http://jillkuzma.wordpress.com/
Jill Kuzman is a SLP who provides services for students with ASD around social skills. She
gives free lessons, classroom activities, IEP goal writing and resources for teachers.
• http://socialthinking.com/books-products/superflex-curriculum
Superflex curriculum, activities and products
• http://www.teacch.com/
• http://www.nea.org/home/15151.htm
• http://www.autism-society.org/

40. Next steps.....
Let’s identify some
classroom needs to
focus on for the next PD
opportunity
“Make and Take Session”

41. Resources
References
Aspy, R., Grossman, B. G., & Mesibov, G. B. (2012). Designing comprehensive interventions
for high-functioning individuals with autism spectrum disorders: The Ziggurat model.
Shawnee Mission, Kan., KS: AAPC Pub.
Buron, K. D., Wolfberg, P. J., & Gray, C. (2008). Learners on the autism spectrum: Preparing
highly qualified educators. Shawnee Mission, Kan., KS: Autism Asperger Pub.
Library Outreach for Persons on the Autism Spectrum. (n.d.). Library Outreach for Persons
on the Autism Spectrum. Retrieved from
https://sites.google.com/site/asdlibraryoutreach/
National Autism Center. (2009). Evidence Based Practices and Autism in the Schools.
National Autism Center. Retrieved October 11, 2012.