ࡱ> .0+,-)` ڮbjbj 8X{{DLLL8MN7OO"OOOPPP$h?PPPPPOOIUIUIUP OOIUPIUIU~z8OO `R߃)LQXrD07 RDt IUPPPIUPPP7PPPP=ZEZE Virginia Commonwealth University Autism Center for Excellence (VCU-ACE) Autism Spectrum Disorders for Paraprofessionals Module 1 Slide 1: Characteristics of Autism Spectrum Disorders Dawn Hendricks, Ph.D. Director of Training Slide 2: Introduction In this presentation, we will focus on the following: What are the three core characteristics of ASD? What are the communication characteristics in a student with ASD? What are the social skills characteristics in a student with ASD? What are the restricted, repetitive and stereotyped patterns of behavior in a student with ASD? What are the secondary characteristics of ASD? How does ASD affect learning? For a student to be identified with an autism spectrum disorder, they will have certain characteristics. The characteristics of all individuals who have an autism spectrum disorder are impairments in communication, impairments in social skills, and the presence of restricted and repetitive behaviors. While every person will have these characteristics, how they look will vary from student to student. That is why we call it autism spectrum! In addition to these three primary characteristics, the person with autism will likely have other traits too. We call these secondary characteristics. We call them secondary characteristics, because they are not part of the formal definition of autism, but they are common in people who have this disability. In this presentation we will focus on the following. What are the three core characteristics of autism spectrum disorder? What are the communication characteristics of autism spectrum disorder? What are the social skills characteristics of autism spectrum disorder? What are the restricted, repetitive and stereotyped patterns of behavior associated with autism spectrum disorder? What are the secondary characteristics of autism spectrum disorder? How does autism spectrum disorder affect learning? Slide 3: What is communication? We begin communicating with the world around us from the time that we are born. Even though most of us can talk, we still use all those other ways to communicate. As our communication advances, we use it for different reasons. We will use communication to get something we want. We will use communication to ask questions or get information that we want to know. We will use communication to tell someone we dont want something. We will use communication to get help. We will use communication to have a conversation with a person. Lets begin our discussion with communication. We begin communicating with the world around us from the time that we are born. As babies we use gestures, facial expressions, sounds, and even crying to get our message across to others. We may smile at our mommy to let her know we like the tickles. We may say Da to get daddy to pick us up. We may cry to tell our mommy we want something to eat. As we get older our communication becomes more advanced. As we grow, it typically develops into talking. Over time our talking becomes more and more advanced. We start by saying a single word. We move to saying two words at a time. Eventually we are saying short phrases such as want juice, please or long sentences such as Mom took Timmy to the grocery store to pick up dinner. With our communication, even though most of us can talk, we still use other ways to communicate. We still use gestures. For example, I might point to a colorful bird I see in a tree. We still use facial expressions. I might scowl when my two year old throws his cereal on the floor. We still use sounds. When someone scares me, I might yell, Ah! We may still even cry, or do other things to show we are upset. As our communication advances, we use it for different reasons. We will use communication to get something we want. We will use communication to ask questions or get information that we want to know. We will use communication to tell someone we dont want something. We will use communication to get help. We will use communication to have a conversation with a person. There are a lot of reasons why we communicate! Slide 4: What is expressive and receptive communication? When we use communication to relay a message to someone else, we call this expressive communication. Receptive communication is understanding a message someone else is trying to get across. In order for us to effectively communicate, we must have both expressive and receptive skills. When we use communication to relay a message to someone else, we call this expressive communication. Tapping a person on the shoulder, because you want their attention, asking what time is it, or telling a friend what you did over the weekend are all examples of expressive communication. There is another part of communication. It is called receptive communication. Receptive communication is understanding a message someone else is trying to get across. Receptive communication involves understanding vocabulary. For example, knowing what the word airplane means, knowing what the word fly means, or knowing what the word red means. Receptive communication helps us follow directions. For example, I understand what to do when I hear, clap your hands. Receptive communication helps us to understand what other people say to us or the questions they ask. In order for us to effectively communicate, we must have both expressive and receptive communication skills. Slide 5: What are the communication characteristics in a student with ASD? Students with ASD will have challenges in the area of communication. Communication is impacted a lot. Communication is impacted a little. Students with ASD will have challenges in the area of communication. They will have challenges in the areas of both expressive and receptive communication. Again remember, it is a spectrum so how the person communicates will look very different from student to student. Some will be impacted a lot while others will be impacted much less. Slide 6: What are the expressive communication characteristics in a student with ASD? For those students with ASD who are impacted a lot, their communication is very limited. May not talk at all. May use few words. May use short phrases or sentences. Often do not use gestures and facial expressions. These students will benefit from using an augmentative and alternative communication (AAC) device. Lets first look at expressive communication. For those students with ASD who are impacted a lot, their communication is very limited. Many of these students may not talk at all. Some of the students who do talk may only use one or two words, while others may use phrases or short sentences. These students often do not use gestures and facial expressions to communicate like you and I would do. On the other hand, some students may be really good at using gestures or other ways to communicate since they cant talk. For example, Janie pulls her mother to the pantry anytime she is hungry. Ty cries when he wants something to eat or drink. These students are often very limited in not only how they communicate but also in what they can communicate. Do you remember how we talked earlier about all the different reasons why we communicate? Imagine for a moment you could only request two or three different items. What if you couldnt ask for whipped cream on your Cappuccino? What if you couldnt ask a question? What if you couldnt tell your best friend about the new car you just bought? For these students learning to communicate is a priority! We will work on teaching these students with limited communication abilities to talk, however, these students will benefit from using an augmentative and alternative communication (AAC) device. An AAC device is something that helps the person to communicate. It is an alternative to talking or may augment talking. For example, Ty uses an AAC system to request cookie, chips, ball, bathroom and outside. There are many different types of AAC systems. These include the Picture Exchange Communication System, sign language, or using some type of voice output communication aid (VOCA). A VOCA is a device that talks for the person. We will talk more about these ACC devices later in the course. Slide 7: What are the expressive communication characteristics in a student with ASD who has more abilities? For those who are more in the middle of the spectrum we may see students who can speak in sentences and can talk about a variety of topics For those who are more in the middle of the spectrum, we may see students who can speak in sentences and can talk about a variety of topics. They are better at using gestures and facial expressions too. Now, many of you may be thinking of a student who can talk really well and has a lot of language. These students are often considered to have Aspergers syndrome. The student may have a big vocabulary. Perhaps he can talk at great length about a specific topic. You may have first thought; this student can talk so he must not have autism. For this student, even though he or she can talk extensively, there are still deficits in communication. For example, he may only talk about one topic. This may be a topic that is very near and dear to him! I know a person who loves buses and can discuss in detail the bus routes, stations, and stops in his home city. However, he has a tremendous difficulty talking about baseball or football or other things more appropriate for a nine year old boy! This student with more communication abilities will have difficulty with conversations and understanding how to take turns in conversations. When Trevon talks to a peer he talks on and on without stopping for a breath. He never lets his classmate talk! Additionally, this student may not know how close to stand to a person or to make eye contact when talking. Trevon also stands very close to the classmate and looks at the floor while he is having a conversation. Slide 8: Video (I write books) The student has set up a presentation of planets on his bed. Notice his voice and how formal it is. Notice how passionate he is about the planets. He does not listen well or take turns without prompting. In this video, you will see an elementary aged student with Asperger's Syndrome. He is at home. Notice he has set up a presentation of the planets on his bed and is providing a lecture about the planets. I am sure that you can agree; this is not typical for a child his age! As you watch the video, notice the sound of his voice and how formal it is. Also notice how passionate he is about the planets! His mother attempts to talk to him, but he does not listen well and does not take turns without some prompting. Slide 9: Planets Video Child says: Planets and you get this yellow thing. Mom says: Lets see it, can you show me all the planets? Child says: Which sun? Okay, wheres my Saturn? Its on this planet so its on the rings on Saturn. OK. Maybe the other planets are like the sun. Mercury is close to the sun so its very hot. Mom says: Can I ask a question? Child says: And then the planet Neptune is far from the sun. So, its a very. Mom says: Cold Child says: Cold. The planet Neptune is very cold! The planet Neptune is very cold Mom says: Can I ask a question? Is the sun a planet? Child says: The sun is a star. Child says: Mercury is small but Jupiter is really really really.. Mom says: Big! Child says: Thats right, Jupiter is the biggest planet. So, Saturns really have the rings Mom says: Big rings! Child says: You're right, it has the big rings and Mercury is close to the sun so its very hot. In the Earth, okay is where you live. Earth has oceans and mountains and lots of.. Mom says: People? Child says: No! Mom says: Oh! Oceans? Oh wait! You said that. Trees? Child says: Yes! Child says: Earth is the perfect place for me. Plus the planet Mercury is close to the sun so its very hot, but the planet Neptune is far from the sun so its very.. Mom says: Cold! Child says: Brr! The planet is very cold. Thank you for telling me about the planets mom! Mom says: [mom laughs] No thank you CJ, youre the one who told me about the planets! Can you say bye? Child says: Bye! Slide 10: What are the receptive communication characteristics in a student with ASD? Students who are more impacted may understand very little. Limited knowledge of vocabulary Difficulty following directions For students who are more able, they will probably understand vocabulary and common directions. They may have trouble understanding things that are not familiar. These students will have difficulty understanding communication that is not concrete. We talked about how the expressive communication may look for a student. Now, lets talk about the receptive communication. Students who are more impacted may understand very little. They may not have knowledge of common vocabulary. For example, they may not know what a shoe, a bed or a car is. They will have difficulty following directions including simple one-step directions such as get your lunch or go to the bathroom. For students who are more able, they will probably understand vocabulary and common directions. However, may have trouble understanding things that are not familiar. For example, Trevons teacher told him to, Go to Mr. Allens room and get a stapler. While Trevon looked at the teacher and smiled as he left the room, he didnt understand this new direction and returned without a stapler. Additionally, these students will have difficulty understanding communication that is not concrete. This includes understanding figurative language, jokes, sarcasm, or teasing. Trevon was once told, Its raining cats and dogs! He went to the window and looked for the animals. He was disappointed when he didnt see any! Slide 11: Think about it! It is time for your first Think about it! activity. When you do a Think about it! activity at any point during the course, you will briefly pause the presentation briefly and answer the questions outlined. Some of the Think about it! activities may require you to read a short case study or to view a video while others will simply ask a question. The Think about it! activities are designed to help you use the content you learn through the course. Be sure to do each one! I would like for you to view the two videos. As you view them, pay attention to the communication abilities and characteristics. Slide 12: Video 1 Comment: In this video, an elementary age boy with autism is sitting at a table with another student. Initially, the student has his head on the table, but within a couple seconds raises his head and looks at the other student. The teacher is not visible in the video, but she is in the background. Student says: "It's ok. Its ok. It's ok. Its ok. It's ok. Its ok" [He then makes a coughing sound.] "Heh heh heh heh hehheh" Teacher says: Teacher says his name very softly and tells him to be quiet. She says, "Who brushes their teeth once a day?" Slide 13: Video 2 Dawn: Hey you know I just saw a movie the other day? Student: Really? Whats it called? Dawn: Well I saw it on TV: I didnt go to the theatre. Do you ever watch movies on TV? Student: Yes. Dawn: I saw a movie called Million Dollar Baby Student: Oh? [Student is talking but the words are not understandable.] Dawn: Have you seen it? Student: No, I dont like that one! Dawn: You know, I did go to the movie theatre and saw a movie. Student: Really? Thats great. Slide 14: Think About it! What expressive communication characteristics did you observe? What receptive communication characteristics did you observe? How were these students similar? How were these students different? Now that you have viewed the videos, think about the following questions. Video 1, what expressive communication characteristics did you observe? What receptive communication characteristics did you observe? Video 2, what expressive communication characteristics did you observe? What receptive communication characteristics did you observe? How were these students similar? How were they different? Pause the presentation briefly and answer each of these questions. Slide 15: Think about it! In the first video: Student repeats ok over and over again. The student is upset and needs comfort or reassurance. He has limited words to express it or calm himself down. He demonstrates some limited receptive communication ability. In the second video: Student has good expressive and receptive communication. He has a communication exchange. He uses gestures and makes facial expressions. In the first video, you can see evidence of limited expressive language as the student repeats, "I'm OK" over and over again. Clearly the student is upset and needs some sort of comforting or reassurance. However, he has limited words to be able to express it and be able to calm himself down. As far as receptive language, if you listen closely, you can hear the instructor say his name and tell him to be quiet. At which time, he looks in her direction and stops speaking. This demonstrates some receptive communication abilities as he was able to follow this simple direction. However, I think it is clear from this video that this is a student that has limited expressive and receptive language abilities. Now for the second video, you will notice that the student has a good command of both expressive and receptive communication. He is able to have a communication exchange with the person speaking to him in this video. He uses gestures and makes facial expressions as he talks and listens. Slide 16: What are social skills? When I say the words social skills what comes to mind? Sharing Turn taking Making friends Social skills are really very complex. When I say the words social skills, what comes to mind? Some of the areas you might have listed are sharing, taking turns, and making friends. These are all definitely part of social skills. However, there is a lot more involved in this area. Social skills are really very complex. There are many different pieces and parts. In the table on the next slide, you will see a list of social skills and some examples. Slide 17: Social Skills Sharing Example One: Doug saw that Tonya forgot her lunch. He shared his sandwich with her. Example Two: Elise found out she got on A on her test. She shared this information with her mother. Taking turns Example One: Tod was talking to his friend and took turns in the conversation. Example Two: Alaina took turns playing on the computer. Making friends Example One: Mia says hello to the girl swinging beside of her on the playground. Example Two: Emma introduced Mike to her new neighbor, and they shook hands. Playing Example One: Liza and Kate made up pretend stories and acted them out with dolls. Example Two: Culin and Josh plowed through the dirt with their toy tractors. Understanding emotions Example One: Jeremy lost his favorite toy and told his mother how sad he was. Example Two: Melinda saw her little brothers face and knew he was scared. Understanding how other people feel Example One: Jack saw his friend trip and fall and asked if he was okay. Example Two: Jeremys mom knew he was upset, because he lost his toy and gave him a hug. Following social rules Example One: Danielle raises her hand in class. Example Two: Mia doesnt like the shirt Sasha wore today but doesnt say anything to her. Slide 18: What are the social skill characteristics in a student with ASD? Students with ASD will have challenges in the area of social skills. Social skills are impacted more. Social skills are impacted a little less. Students with ASD will have challenges in the area of social skills. Again, remember, it is a spectrum so every student will be different in their social abilities. However, with social skills everyone who has autism will be impacted significantly in this area. Look at the visual above. Notice how it says social skills are impacted more or impacted a little less. That is because all students will struggle in this area; even those with Aspergers syndrome. Some students may seem to be unaware or unable to follow many social rules at all. For example, Ty is not able to take turns playing a game. He does not know how to share. He does not have friends, and he doesn't play appropriately with toys. Other students have many social skills. Some may have a lot of play skills. Some may seem to have friends at school. Some may even follow rules very nicely. However, just as we talked about with communication, these students do indeed have challenges with social skills. For example, these students may have difficulty taking turns and playing a game. They may not be able to make new friends. When they play, they may only play one activity, or, have to play a game their way. These students may appear to be rude. They may appear to be hard headed or stubborn. It is important to remember these students are not purposefully trying to be impolite. Instead, they do not understand the social rules that most of use as we interact with other people. This makes it very hard for them to have friends and to get along well with others. The impact of these social skills deficits may set up the student with autism spectrum to be subject to bullying or to social isolation. Slide 19: Examples of some social deficits in students with ASD The table below outlines examples of some social skill deficits in students with autism spectrum disorder. Sharing Example One: Mika grabbed the toy out of Merediths hand while she was playing with it. Example Two: Emilio pours all the goldfish crackers on the table and then pushes others when they ask him for some. Taking turns Example One Xavier was talking to his peer about NASCAR. He talked and talked without stopping to let the classmate talk. Example Two: Alex pushes away anyone who tries to get close to the computer while he is playing on it. Making friends Example One Amelia walks up to a group of girls, looks down at the sidewalk, and says nothing. Example Two: Jeremy yells hello loudly in Sams face when he walks into the classroom. Playing Example One: Crystal tells everyone what to say and do while playing cops and robbers. Example Two: Jonathon sits and spins the tires of the toy truck instead of racing it down the ramp. Understanding emotions Example One: Zack doesnt understand what it means when his father frowns and shakes his finger at him and he will typically laugh when this happens. Example Two: Mandy gets angry when any little thing goes wrong. Understanding how other people feel Example One: Xavier doesnt understand why his classmates dont want to talk about NASCAR. Example Two: Nan took the basketball away from David when he was playing with it. She didnt give it back when he started to cry. Following social rules Example One: Dara yells out in class and doesnt raise her hand. Example Two: Nick walks into the cafeteria and goes to the front of the line and orders his food. Slide 20: Restricted, repetitive, and stereotyped patterns of behavior The third characteristic that is present in ASD is restrictive, repetitive and stereotyped patterns of behavior. Restrictive patterns of behavior = limited patterns of behavior Restrictive patterns of behavior present themselves in the following ways: an intense interest in a topic or an item a preoccupation with parts of objects strict adherence to routines or unusual rituals The third characteristic that is present in autism spectrum disorders is restrictive, repetitive and stereotyped patterns of behavior. This is a mouthful. Lets break this down so it is more understandable. The first piece of this is restrictive patterns of behavior. What is meant by the word restrictive? Well, it means limited. As we use this with those with ASD, it means they have limited patterns of behavior. Restrictive patterns or limited patters of behavior present themselves in the following ways. One, it could be an intense interest in a topic or in an item. For example, perhaps someone is really interested in Dinosaurs. Two, it could be a preoccupation with parts of objects, for example, really liking the tires on a toy car. And finally, it can mean strict adherence to routines or unusual rituals. Slide 21: Repetitive patterns of behavior Repetitive patterns of behavior = the student does a behavior over and over Repetitive patterns can include the following: making noises repeatedly, saying words or phrases again and again, repeating movie lines, making body movements continually. The next piece is repetitive patterns of behavior. What is meant by the word repetitive? It means the student does a behavior over and over. Repetitive patterns can include the following: making noises repeatedly, saying words or phrases again and again, repeating movie lines, making body movements continually. Slide 22: Repetitive patterns of behavior As you watch the video listen to the repetitive vocalizations that the student engages in while having snack. Description of the video: In this video, there is a young boy eating an Oreo cookie. He is seated at his desk with several cookies in front of him. There is also a timer on the desk. His teacher comes over and marks on a card that is on the student's desk. She says, "One" "Very good." She leaves. Once she walks away, the boy begins to talk, but the words are not understandable. He continues to talk for approximately 19 seconds. The timer goes off and the teacher returns. She moves the timer in front of the child to show him and pushes the cookies to the back of the desk. She restarts the timer and places it back on his desk. Slide 23: Stereotyped patterns of behavior Stereotyped patterns of behavior = unusual behaviors Stereotyped behaviors may involve: The way the person talks. The way the person walks. The mannerisms or body movements. The final piece is stereotyped patterns of behavior. What is meant by the word stereotyped? It means the student does unusual behaviors. Stereotyped patterns can include a lot of different behaviors. For example they may involve the way the person talks. For example, some students may have an unusual voice or may phrase things in a way that sounds bizarre. I worded with a six year old one time who sounded like a little professor when he talked. He used big words and was very articulate! It can involve the way the person walks. For example, the student may walk on his toes. And it can involve the mannerisms or body movements. For example, the student may tap the desk before he sits down, or may hold his hands above his head when he speaks. Slide 24: Stereotyped patterns: Video Leapster Notice the child's odd body movements. Movements include sounds of the toy. Notice the behavior does not serve a functional purpose. Here you will see a video example of a stereotyped pattern of behavior. The child in this video is engaging in some odd body movements at a store. The movements include the sounds of the toy he is using. Notice how the behavior doesnt appear to serve a functional purpose. Description of the video: A young boy is sitting on the floor in front of the Leapster, which is on a shelf in a toy store. He gets up to kneeling, then standing and hits the switch on the toy display to turn on the device. The toy makes a ringing sound every time the child pushes the start button. Once he activates the toy, he then sits back on the floor and spins in a seated position. This behavior continues as he stands up and down, spinning on the floor, as well as running around in front of the display. The adult with him says, "OK, one more time." [The child ignores her.] She says again, "One more time, then all finished." [The child ignores her.] Adult says, "OK, That's the Last time, last time. All finished." [The child ignores her.] "All finished. Let's Go." Her hand is visible in the video as she physically interrupts to move him away from the display. Adult says, "Good boy." Slide 25: Patterns of behavior due to the sensory system People with ASD may have a different response to sensory input and may show different behaviors because of how the process sensory stimulation. All of our systems are all really important and help us to be safe and navigate around our world. Some students may be hyper-sensitive to sensory stimulation meaning they are Highly Sensitive Some students may be hypo-sensitive meaning they are Under Sensitive There is one other area we need to discuss regarding patterns of behavior. People with ASD may have a different response to sensory input and may show different behaviors because of how the process sensory stimulation. Lets break this down so we better understand it. We all have seven sensory systems. Now, I imagine most of you can name five of them. They include sight, hearing, smell, touch, and taste. The other two systems provide us feedback about where our body is in space and helps us with our motor skills and balance. The proprioceptive and vestibular systems help us to do this like run, jump, write with a pencil, hold a fork and all sorts of other motor activities. All of our systems are all really important and help us to be safe and navigate around our world. A student with ASD may have difficulty with all or some of the sensory systems. Some students may be hyper-sensitive to sensory stimulation. That means they are highly sensitive to the sensory stimulation. As you can imagine, if you are really sensitive to sensory stimulation, you may show some unusual behaviors! Slide 26: Lets look at some examples. Highly sensitive examples: Xavier is really bothered by loud noises. Dara doesnt like the texture of pasta. Nick has difficulty with bright lights. Nan runs into her peers during gym class. Under sensitive examples: Xavier is under sensitive to movement. Alex is under sensitive to noises. Many has an under sensitive sense of taste. Lets look at some examples. Xavier is really bothered by loud noises. Anytime the door slams he screams and runs to the bathroom. Dara doesnt like the texture of pasta in her mouth and refuses to eat it. Nick has difficulty with bright lights. He will cover his eyes which causes him to bump into people and things. Nan runs into her peers during gym class and is constantly falling down. Some students may be hypo-sensitive meaning they are Under Sensitive. This will also result in some unusual behaviors. Lets look at examples. Xavier is under sensitive to movement. Movement doesnt bother him at all. He often spins in circles over and over and over again. Alex is under sensitive to noises. When his mom calls his name he doesnt look at her. Mandy has an under sensitive sense of taste and mouths inedible objects to satisfy a sensory need. The special education teacher and/or an occupational therapist can help you identify sensory impairments and develop interventions to assist the student with ASD. Slide 27: Key Points! Its important to realize that individuals with autism do not engage in these behaviors to be obstinate or difficult. Reasons why students engage in these behaviors: they get something out of engaging in the behavior communicate that they want your attention communicate that they dont want to engage in an activity engaging in the behavior helps them to calm down or to self-regulate the behavior is fun. As you learned about patterns of behavior, did you think of any students who do any of these: hand flapping, body rocking, spinning, head banging, or might have resistance to change, challenging behavior and preoccupation with parts of objects? It is important to realize that individuals with autism do not engage in these behaviors to be obstinate or difficult. Rather, they do it because they get something out of it. They get something out of engaging in the behavior. It is believed these behaviors happen for a variety of reasons. Individuals who have autism spectrum will indicate that one of the primary reasons why they engage in these behaviors is because they help them to stay calm and regulated. Think about tapping your foot. Sometimes when youre nervous or anxious, tapping your foot helps you to regulate. So these patterns of behavior can help the individual with ASD as well. Another reason is it may help them to make sense of a chaotic world. It makes something set and something stable within what they describe as a chaotic world. Other reasons might include that this behavior is fun or perhaps they engage in it to get some sort of attention. Again, there are a variety of reasons why people on the spectrum engage in these behaviors. Slide 28: Apply it! Answer the following questions. -Describe the expressive communication characteristics you have observed. -Describe the receptive communication characteristics you have observed. -Describe the social skills characteristics you have observed. -Describe the restrictive, repetitive and stereotyped patterns of behavior you have observed. -List ways these characteristics have impacted the student. How has it impacted his or her learning? How has it impacted his or her ability to interact with peers? Please get your Apply it! paper for this presentation and go to the question titled, Primary Characteristics. Pause the presentation and identify a student with ASD with whom you work. Write down the name of the student and answer the following questions. Question one: Describe the expressive communication characteristics you have observed. Question two: Describe the receptive communication characteristics you have observed. Question three: Describe the social skills characteristics you have observed. Question four: Describe the restrictive, repetitive and stereotyped patterns of behavior you have observed. Now, list ways these characteristics have impacted the student. How has it impacted his or her learning? How has it impacted his or her ability to interact with peers? Once you have answered these questions. Please be sure to share with your supervisory teacher as this is a terrific learning activity. Slide 29: Secondary characteristics of ASD There are also characteristics that are coined secondary characteristics. Secondary characteristics can impact overall functioning and learning. Executive functioning includes difficulty with attending, planning, organizing, problem solving, and impulse control. Other secondary characteristics include difficulty with imitation and motor skills. In addition to the primary characteristics of ASD there are also other characteristics that are coined secondary characteristics. These are traits that some people demonstrate but not everyone will. They can have significant impact on the overall functioning and learning of a student with ASD. Secondary characteristics include impairments include difficulty with something we call executive functioning. Executive functioning are the processes in our brain which help us to learn. Keep in mind, this does not mean the student cannot learn. But, this means the student may have challenges with processes that will help them to learn and to build new skills. Executive functioning includes difficulty with attending, planning, organizing, problem solving, and impulse control. Other secondary characteristics include difficulty with imitation skills and also with motor skills. Slide 30: Executive functioning challenges Students with ASD may have difficulty with any of the following: attending, planning, organization, problem solving, and impulse control All of these challenges can have a significant impact on the student with ASD As mentioned, students with autism may have difficulty with any of the following: attending, planning, organization, problem solving, and impulse control. All of these actions are required to be successful during the school day. When Xavier is not completing his math assignment, this may be because he has deficits in this area. Lets look at some examples. Do you know a student who has difficulty planning and completing the steps to unpack her book bag in the morning? Do you know a student who has trouble following the steps to getting dressed after gym class in the locker room? Do you know any students who cannot complete an art project that has three steps? Do you know any students who have a hard time attending to a group lecture? Do you know any students who may not be able to problem solve the steps required to track down their homework when they are unable to find it in their binder? Do you know a student who remembered he left his coat in the classroom and ran back to the class without asking the teacher for permission? These are all examples of students with deficits in the area of executive functioning. All of these challenges can have a significant impact on the student. Just imagine the impact any one of these would have on your daily life. It is important for you to understand that individuals with ASD who are displaying difficulties in these areas are not doing so, because they are lazy or unmotivated. There really is a deficit in this area and they need supports in their everyday life and in the classroom to assist them with certain tasks, including routine activities. Slide 31: Imitation Imitation is critical to learning therefore a deficit in imitation has significant implications for the student with ASD. Some students with ASD will not be able to do any imitation. Other students may be able to imitate but not be able to perform it precisely as it was performed. Still other students may imitate but may not use the act in the same way it was intended. Imitation is critical to learning therefore a deficit in imitation has significant implications for the student with ASD. We all learn by imitating. As babies, we imitate our parents words. As adults, we may imitate a phrase we heard. How would I ever do aerobics if I couldnt imitate? Imitation is part of a school classroom and is embedded in all learning activities. Even the simplest activities involve imitation. For example, John was chatting with his buddy when he notices the rest of the class lining up. He immediately ran and got in line. Why did he do this? Not because he heard the directions but because he imitated! Some students with ASD will not be able to do any imitation. Regardless of how many times Jonahs teacher writes the letter A on his desk, he is unable to write it because he cannot imitate it. Other students may be able to imitate but not be able to perform it precisely as it was modeled. Joshua has Aspergers syndrome. He is able to imitate complex actions and language. However, he has a difficult time imitating changes in voice inflection when he talks. Still other students may imitate but may not use the act in the same way it was intended. Marcus imitates the word, shoe. He says this word when he wants to go outside instead of using it to label his shoe. Slide 32: Motor skills Gross and fine motor skills can be affected in these students. Challenges with motor skills can impact many aspects of the students life. Deficits in fine motor skills can lead to significant challenges performing academic tasks and other basic daily living tasks. Catching and throwing a ball, dribbling a basketball, riding a bike, typing, or writing in cursive may seem like simple tasks, but these tasks can be extremely challenging for the student with autism. Gross and fine motor skills can be affected in these students. Challenges with motor skills can impact many aspects of the students life. Edward falls down a lot. He is not selected to play team games on the playground leaving him socially isolated from his peers. Deficits in fine motor skills can lead to significant challenges performing academic tasks including hand writing and typing and other basic daily living tasks such as getting dressed or eating. Slide 33: Apply it! Answer the following questions. -Describe any challenges with executive functioning you have observed. -Describe any challenges with imitation you have observed. -Describe any challenges with motor skills you have observed. Please get your Apply it! paper entitled for this particular module and go to the question titled: Secondary Characteristics for this presentation. Pause the presentation and think about the student you identified earlier. Write down the name again and answer the following questions. Question one: Describe any challenges with executive functioning you have observed. Question two: Describe any challenges with imitation you have observed. Question three: Describe any challenges with motor skills you have observed. Once you have finished answering these questions, you can resume the presentation. Also, be sure to share this information with your supervisory teacher as this is a good opportunity to learn more about the students you support. Slide 34: Summary There are three core characteristics that everyone on the spectrum will demonstrate. deficits in communication social interaction, and restricted repetitive and stereotypical patterns of behavior There are also secondary characteristics. The three core characteristics of ASD and secondary characteristics have a significant impact on the student. There are three core characteristics that everyone on the spectrum will demonstrate. They are deficits in communication, social interaction, and restricted, repetitive and stereotypical patterns of behavior. There are also secondary characteristics, which some students will demonstrate. The three core characteristics and secondary characteristics have a significant impact on the student. The degree to which the student is impacted varies from person to person. No two students are the same. Information for this presentation is from Virginia Commonwealth University's Autism Center for Excellence (VCU-ACE) that is funded by the Virginia State Department of Education (Grant # 881-61172-H027A100107). Virginia Commonwealth University is an equal opportunity/affirmative action institution providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran's status, political affiliation, or disability. 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