Autism and Sensory Processing Issues Presented by: Heather Stolp Autism Specialist SWWC
Overview of Autism Spectrum Disorder • An Autism Spectrum Disorder (ASD) is a brain-based or neurobiological disorder of development. • ASD causes differences in the way the brain processes • ASD affects understanding and use of language to interact and communicate with people. • ASD is best considered as a disability on a continuum from mild to severe and impacts every individual differently
Medical vs. Educational Classification Medical Diagnosis: Based on a set of clinical criteria found in the DSM-5. Used in a private or clinical setting. May be determined by a team or an individual. Educational Classification: Based on the federal law (IDEA) and specific behavior criteria. Used only in the public school systems. Must be determined by a team through a comprehensive evaluation that includes a teacher licensed in ASD and/or a school psychologist plus other related services as appropriate.
Diagnosis and Eligibility are not synonymous terms and there are different criteria used in each field. There are legal requirements, different purposes and different practices in the Medical and Educational communities. MDE developed the ASD criteria to be broader than the DSM diagnostic criteria, so as to allow access to special education services for children with milder and atypical symptoms, who are educationally disabled by their social and communication deficits. *Note: a clinical/medical diagnosis does not automatically guarantee that a child will receive special education services in the public school. A child must meet MDE criteria and show EDUCATIONAL need in order to receive special educational services. Conversely, a child does not need a clinical diagnosis to receive services in the public schools. Schools conduct their own evaluations to determine eligibility and identify needs.
MN School Criteria The following are the core features of an Autism Spectrum Disorder (student must exhibit patterns of behavior in two of the core areas, one of which must be social interaction): 1. Core Area 1 - Qualitative impairment in social interaction (two or more characteristics): ___ limited use of facial expressions towards others; ___ gross impairment in ability to make friends; ___ appears to prefer isolated or solitary activities; ___ misinterprets others’ behaviors and social cues; ___ significant vulnerability and safety issues due to social naiveté; ___ does not show or bring things to others to indicate interest in activity; ___ limited joint attention; ___ difficulty relating to people; ___ other:
2. Core Area 2 - Qualitative impairment in communication (one or more indicators): ___ not using finger to point or request; ___ absence or delay of spoken language; ___ inability to initiate or maintain conversation; ___ odd production of speech (intonation, rhythm, rate); ___ showing lack of spontaneous imitations or lack of varied imaginative play; ___ limited understanding of nonverbal communication skills (gestures, facial expressions, tone of voice) ___ using others’ hand or body as a tool; ___ repetitive, idiosyncratic language; ___ other
3. Core Area 3 - Restricted, repetitive or stereotyped patters of behavior, interests, activities (one or more indicators): ___ repetitive hand or finger mannerisms; ___ rigid, rule-bound thinking; ___ lack of true imaginative play vs. reenactment; ___ insistence on following routines or rituals; ___ demonstrating distress or resistance to change; ___ overreaction or under-reaction to sensory stimuli; ___ intense, focused preoccupation with a limited range, interests, or conversation topics; ___ other:
• There is no single cause or cure for autism, however the symptoms are treatable. • Autism is a lifelong disorder, but early diagnosis and intervention can lead to significantly improved outcomes for children.
Children with an autism spectrum disorder may have difficulty with social interactions such as: • Not engage with other children • Lacks cooperative play • Difficulty taking turns • Unable to take others perspective • Withdrawals • Unaware of social norms/rules • Poor eye contact • Difficulty joining others
Children with an autism spectrum disorder may have impairments in communication such as: • Late to develop speech or does not talk at all • Limited joint attention • Lacks imitation or imaginative play • Flat/limited tone and facial expressions • Limited or odd gestures • Difficulty understanding non verbal expressions • Echoes others speech • Poor conversation ability • Stands too close • Interrupts others • Talks too much about their own interest
Children with an autism spectrum disorder may have restrictive or repetitive patterns of behavior such as: • Repetitive or rigid play • Dependent on routines • Odd or restricted interests • Very concrete thinking • Lacks imagination • Preoccupation with unusual objects • Overly focused on facts • Overly sensitive • Sensory stimulating behaviors
Children with an autism spectrum disorder may have: • Strong visual abilities • Good memory for information • Poor attention, planning, and organization skills • Difficulty with comprehension • Highly active or impulsive behaviors • Inattention/distractibility • Obsessive thinking patterns • Intense fear and/or anxiety • Meltdowns-difficulty regulating their emotions • Acting out behaviors such as running away • Difficulty with coordination, handwriting, motor and planning skills. • Possible tics or other movement disorders.
Spectrums within the spectrum Social Interactions Awkward Pass for Typical Communication Non Speaking Typical Sensory Under responsive Over responsive Intelligence Low IQ Average High IQ Motor Skills Agile Awkward Adaptive Functioning Low Variable High in Areas
Autism and Sensory Sensory processing disorders affect 5-16% of the general population and 90% of individuals with an Autism Spectrum Disorder.
• Using our senses to make sense of the world around us. • Sensations give us information about the environment and ourselves as well us help us understand the world and how to act within it. • Our interpretation of sensation is individual. As a result, reactions to a given sensation (behavior) can be very different among people even when they are experiencing the same information. • Sensory inputs evoke physiological changes in the body.
• The typically developing central nervous system involves ongoing, dynamic interplay and comparison of information from all sensory systems. • The outcomes of this process are seen in the responses we make to given situations and reflect multiple contributing factors.
• We learn about the world through our senses • Sensory processing is the neurobiological process by which we transform sensory information into meaningful messages. • The process of converting sensory information/sensations into meaningful messages often occurs automatically for most of us. • If there are unusual connections or faulty wiring in an individual’s nervous system, they are unable to take in sensory information in a typical way. Therefore, they may have difficulty with learning and behaviors due to the lack of accurate and reliable information about their bodies and the environment.
• Sensory processing deficits fall on a continuum from minor sensory annoyances to sensory jumble, white outs, and extreme pain. • White outs occur when there is so much input coming into a person through their senses that they simple feel like things are so jumbled as if they are watching static on a tv. • Some behaviors of students with sensory processing disorder could potentially be attributed to a low level of constant pain. • Sensory processing disorders affect 5-16% of the general population and 90% of individuals with an autism spectrum disorder.
Think about a child’s behavior. All behavior has a purpose. What is their purpose? Is that child trying to get your attention? Trying to communicate something to you? Are they overstimulated? Is there another sensory issue?
For instance: A student is having a meltdown in your classroom. You could ask yourself… Is the student overstimulated by the bright lights/noise/all the people? Did you change your routine and do something in a different order? Is the chair that they always sit in being occupied by another student? Are they trying to communicate that they want something? Do they need to use the bathroom? Do they want to leave? Are they in pain or not feeling well?
• If your child is overly sensitive to touch, movements, sights or sounds, you may notice behaviors such as irritability or withdrawal when touched; strict avoidance of certain clothes or foods solely on the basis of texture; and/or a fearful reaction to ordinary activities such as bathing and brushing teeth. • A child who is under reactive to sensory stimuli will usually seek out sensory experiences. They may constantly have their hands all over you or seem oblivious or unaware of pain. • Some children fluctuate between being under responsive to over responsive.
• Tactile/Touch • Vestibular/Balance • Proprioception/Body Awareness • Visual/Sight • Auditory/Hearing • Gustatory/Taste • Olfactory/Smell
Recommend
More recommend
