AUTISM
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Definition:
Do2Learn, 2015, p. 1 Characteristics: According to Do2Learn (2015): Communication
Do2Learn, 2015, p. 1 Socialization
Do2Learn, 2015, p. 1 Restrictive, repetitive, and stereotyped behavior
Do2Learn, 2015, p. 1 Assessments to determine disability: Information retrieved from U.S. Department of Health & Human Services (2015): "Diagnosing autism spectrum disorder (ASD) can be difficult, since there is no medical test, like a blood test, to diagnose the disorders. Doctors look at the child’s behavior and development to make a diagnosis. ASD can sometimes be detected at 18 months or younger. By age 2, a diagnosis by an experienced professional can be considered very reliable.[1] However, many children do not receive a final diagnosis until much older. This delay means that children with an ASD might not get the help they need. Diagnosing an ASD takes two steps:
All children should be screened for developmental delays and disabilities during regular well-child doctor visits at:
If your child’s doctor does not routinely check your child with this type of developmental screening test, ask that it be done. If the doctor sees any signs of a problem, a comprehensive diagnostic evaluation is needed. Comprehensive Diagnostic EvaluationThe second step of diagnosis is a comprehensive evaluation. This thorough review may include looking at the child’s behavior and development and interviewing the parents. It may also include a hearing and vision screening, genetic testing, neurological testing, and other medical testing. In some cases, the primary care doctor might choose to refer the child and family to a specialist for further assessment and diagnosis. Specialists who can do this type of evaluation include:
U.S. Department of Health & Human Services, 2015, p. 1 Teaching Strategies: These strategies are all found on Do2Learn (2015) under Emotional Disturbance. Communication
(Do2Learn, 2015, p. 1) Socialization
(Do2Learn, 2015, p. 1) Restrictive, repetitive, and stereotyped behavior
Do2Learn, 2015, p. 1 Daily Living
Do2Learn, 2015, p. 1 Academics and Organization
Do2Learn, 2015, p. 1 Scenario: There are numerous strategies that I use on a regular basis in my learning support/ autistic support classroom. The main strategy that I incorporate is describing the daily schedule if there is an ever-so-slight change in the schedule. Changes range from assemblies to festival fun days to fire drills to early dismissals. Students do not do well with change if they are unaware that change is happening. Naturally, I try to prepare them in this social setting of school to teach that changes are normal and part of a routine in and of themselves, but to a 7 or 8-year-old with autism, it does not come easily to adapt. I provide the schedule for the day on the front board with times, pictures, colors, and names of subjects. Each child has a visual schedule for reference. Students also have a "specials" schedule, as their art, music, technology, library, and physical education classes rotate each day. When there is a fire drill and I have notice, I make my students aware about 5 minutes beforehand so that they can have a heads up before a loud sound comes over the loud speaker. We discuss what to do in the situation, where to meet, and how to walk to our meeting spot. A schedule change has the ability to mess up their day entirely, but discussing changes such as an assembly can prepare them for success at the event. If they know an assembly is taking place at 10:30 a.m. and that we will have a normal schedule beforehand, they are still equipped to handle the assembly. After the assembly depending on the time, we may have missed a subject or two, and I explain why that happens and that it "was just a glitch in the schedule." Children are more "flexible" when they know what to expect. Websites:
Professional Organization
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