Excelling with Students with Autism Spectrum Disorder .


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Getting AHEAD with Students with Autism Spectrum Disorder. Utah AHEAD Conference University of Utah May 21, 2010. Presenters. Michael Brooks Accessibility Center Brigham Young University Edward Martinelli Accessibility Services Utah Valley University Julie Preece Academic Support
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Excelling with Students with Autism Spectrum Disorder Utah AHEAD Conference University of Utah May 21, 2010

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Presenters Michael Brooks Accessibility Center Brigham Young University Edward Martinelli Accessibility Services Utah Valley University Julie Preece Academic Support Brigham Young University Ronald Chapman Student Life Brigham Young University Norman Roberts Campus Life Brigham Young University J

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Before we start… What is your point of view? What has been your experience working with understudies with extreme introvertedness range issue? What are your worries when working with understudies with these disarranges? J

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Presentation Overview Presentation reason—Setting Limits Disability Law and Autism Spectrum Disorders Looking at the numbers Cases, discourses, and proposals: Autism Spectrum Disorders Autism Asperger\'s Disorde r Nonverbal Learning Disorders Concluding remarks J

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Presentation Purpose—Setting Limits Enhance familiarity with best advisement hones; not get ready mental administration suppliers. Extreme introvertedness range issue are unpredictable; an intensive audit of all issue is past the extent of one workshop. Clutters may shift in their signs and manifestations from individual to-individual. Acknowledgment, Reconnaissance, Respect , and Referral (4R\'s) help a greater part of understudies encountering mental concerns. J

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Autism Spectrum Disorders & the Law Any condition can be a qualifying condition the length of it is a physical or mental impedance that significantly constrains a noteworthy life movement Substantially restrains is to be considered generously ADA Amendments Act has given a non-comprehensive rundown of real life exercises, including: Communicating & Concentrating Two issues seen in PDDs M

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A Few Numbers Psychological Disorders among Higher Education Students N

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College Students and Mental Health National College Health Assessment American College Health Association Fall 2009 N=34,208 N

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Proportion of College Students Reporting Following Conditions: ADD 5.1% Chronic Illness 4.1% Psychiatric Condition 3.7% Learning Disability 3.5% Partially Sighted/Blind 1.7% Deaf/Hard of Hearing 1.6% Mobility/Dexterity Disability 1.0% Speech or Language Disorder 0.9% Other Disability 2.1% N

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Proportion of College Students Reporting Following Conditions: ADD 5.1% Chronic Illness 4.1% Psychiatric Condition 3.7% Learning Disability 3.5% Partially Sighted/Blind 1.7% Deaf/Hard of Hearing 1.6% Mobility/Dexterity Disability 1.0% Speech or Language Disorder 0.9% Other Disability 2.1% N

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Within the most recent 12 months, analyzed or treated by expert for : Anxiety 9.4% ADD/HD 3.4% Bipolar 1.3% Depression 9.2% OCD 2.1% Panic attacks 4.6% Phobia 1.0% Schizophrenia 0.4% N

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Autism Spectrum: The Numbers? Pervasiveness differs generally from study to ponder because of "disparate demonstrative criteria" Tends to be around: 2 for each 10,000 for Asperger\'s issue 10 for each 10,000 for Autism Male-to-female proportion is evaluated to be 4:1 E

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Autism Spectrum Disorders The Ripple from the 1990s E

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What is Autism Spectrum Disorder? Deep rooted formative handicap. Manifestations generally obvious inside the initial 36 months of life. However , for advanced people, indications may not be obvious until some other time in life. Disorder, i.e., a condition characterized by the presence of a gathering of characteristics.  Susan J. Moreno, MAAP Services for the Autism Spectrum http://www.aspergersyndrome.org/Articles/What-is-extreme introvertedness .aspx E

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The Psychology Student Video 1 Student with High Functioning Autism E

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Comments & Observations E

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Autism Spectrum Disorders: Characteristics Range of challenges in verbal/nonverbal correspondence: not talking at all not able to decipher non-verbal communication Unable to take part serenely in two-way discussion Rigidity in perspectives, incorporating trouble with: learning theoretical ideas summing up data enduring changes in schedules and/or situations Difficulty with complementary social collaboration. seeming to need social segregation encountering social cumbersomeness in accomplishing and keeping up progressing connections Susan J. Moreno, MAAP Services for the Autism Spectrum http://www.aspergersyndrome.org/Articles/What-is-a mental imbalance .aspx E

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Autism Disorder (DSM-IV) A. A sum of 6 (or more) things from (1), (2), & (3), with no less than two from (1), and one each from (2) & (3): ( 1) subjective hindrance in social collaboration, as showed by no less than two of the accompanying: ( a) stamped impedance in the utilization of different nonverbal practices, for example, eye-to-eye stare, outward appearance, body stances, and motions to direct social association (b) inability to create peer connections fitting to formative level (c) an absence of unconstrained trying to share happiness, interests, or accomplishments with other individuals (e.g., by an absence of appearing, bringing, or calling attention to objects of interest) (d) absence of social or passionate correspondence E

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Autism Disorder (DMS-IV) (2) qualitative disabilities in correspondence as showed by no less than one of the accompanying: ( a) delay in, or complete absence of, the improvement of talked dialect (not joined by an endeavor to repay through option methods of correspondence, for example, motion or emulate) ( b) in people with sufficient discourse, checked debilitation in the capacity to start or support a discussion with others ( c) stereotyped and tedious utilization of dialect or eccentric dialect ( d) lack of fluctuated, unconstrained pretend play or social imitative play proper to formative level E

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Autism Disorder (DMS-IV) (3) restricted redundant and stereotyped examples of conduct, interests, and exercises, as showed by no less than one of the accompanying: ( a) encompassing distraction with one or more stereotyped and limited examples of interest that is strange either in force or center ( b) apparently rigid adherence to particular, nonfunctional schedules or customs ( c) stereotyped and monotonous engine quirks (e.g., hand or finger fluttering or bending, or complex entire body developments) ( d) persistent distraction with parts of items E

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Autism Disorder (DSM-IV) B. Delays or anomalous working in no less than one of the accompanying ranges, with onset preceding age 3 years: social cooperation, dialect as utilized as a part of social correspondence, or typical or innovative play. C. The unsettling influence is worse represented by Rett\'s Disorder or Childhood Disintegrative Disorder. E

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Autism Spectrum Disorders (DSM-V ) Must Meet criteria 1, 2, & 3: 1. Clinically noteworthy, tireless shortages in social correspondence and collaborations 2. Confined, redundant examples of conduct, interests, and exercises 3. Side effects must be available in early youth E

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Autism Spectrum Disorders (DSM-V ) Must Meet criteria 1, 2, & 3: 1. Clinically huge, persevering deficiencies in social correspondence and cooperations, as show by the greater part of the accompanying: a. Stamped deficiencies in nonverbal and verbal correspondence utilized for social association: b. Absence of social correspondence; c. Inability to create and keep up associate connections suitable to formative level E

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Autism Spectrum Disorders (DSM-V ) Must Meet criteria 1, 2, & 3: 2 . Confined, tedious examples of conduct, interests, and exercises, as showed by no less than TWO of the accompanying: a. Stereotyped engine or verbal practices, or unordinary tactile practices b. Over the top adherence to schedules and ritualized examples of conduct c. Confined , focused interests 3. Side effects must be available in early youth ( however may not turn out to be completely show until social requests surpass constrained limits ) E

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Asperger\'s Disorder Continuing Along the Autism Spectrum J

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Features of Asperger\'s Disorder Social collaboration debilitation Repetitive or stereotyped conduct designs No huge general deferral in dialect No noteworthy postponement in psychological or self improvement aptitudes   J

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The Collision of Intellect Video 2 Asperger\'s Disorder J

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Observations & Comments J

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Asperger\'s Disorder, ala DSM-IV Qualitative impedance in social cooperation Restricted dreary and stereotyped examples of conduct, interests, and exercises No huge general postponement in dialect No critical postponement in subjective advancement or in the improvement of age-fitting self improvement abilities, versatile conduct eye-to-eye stare, outward appearance, body stance, and motions to control social connection peer connections unconstrained looking to share happiness, interest or accomplishments with other individuals absence of social or passionate correspondence distraction with one or more confined examples of interest clearly unbendable adherence to particular, nonfunctional schedules or customs monotonous engine characteristics (e.g. hand or finger fluttering or contorting, or complex entire body developments) persevering distraction with parts of items J

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Daily Life Planning: Students with Asperger\'s & High Functioning Autism Meal arranges Laundry Budgeting Campus ID Dorm rules Fire drills Communal bathrooms Transportation Campus maps Security work force Finding restrooms Using wake up timer Mail Library utilization Lecture lobbies Dorm exercises Health administrations Emergencies Illness self-care Physical activity http://ezinearticles.com/?College-and-the-Autistic-Student&id=523157 J

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Possible Accommodations Private apartment 1-on-1 help with time administration & spending Note-taker

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