Autism Spectrum Disorder- ASD - Michigan District, LCMS 自闭症谱系障碍的自闭症-密歇根区，LCMS.ppt

* * * * * * * As educators, we get off track when our interventions respond to the autism students behaviors. More and more students with autism are being successfully included with non-disabled students. In these settings, most of challenge are not in the academic areas, its at social times (lunch and playground). Schools must adjust administrative procedures to provide support the students need in that setting.  * * * * * * * * * The key question to ask when planning an activity or giving an instruction is: how can this information be presented in a simple visual format? Choose visual aids on the basis of an understanding of the student and her or his abilities and responses. * * * * * Same rules apply for visual distractions * * Literature * Autism Spectrum Disorder- ASD Karyn Anspach Lutheran Special Education Ministries What is ASD?? Individuals with Autism Spectrum Disorder have an impairment in their ability to: Understand and use non-verbal and verbal communication Understand social behavior Think and behave flexibly Made-up of subgroups Well-known subgroups include Autism Aspergers Many have a mixture of features from different subgroups COMMON FEATURES OF AUTISM SPECTRUM DISORDERS Although these features may be common in ASD, not every child will demonstrate these features: Generally, well developed gross and fine motor skills Unique mechanical ability Special or unusual interests Rote Memory skills - detailed lists, dates, schedules, scenes from movies, songs, etc. Cognitive Impairment Unusual response to sensory stimuli Distractible or high activity level Unusual mood swings Self-injurious behaviors Insistence on sameness Limited food preference Sleep disturbances Lack of danger awareness Depression Seizures Various levels of anxiety Current Facts About ASD Incidence / prevalence is 1:150 children are being identified Michigan is 4th in the nation with the highest number of students diagn