AUTISM SPECTRUM DISORDER AND BEHAVIOUR

Why are they acting that way?

Amanda Schulkowsky B.Ed./B.Sc.
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We don't see things as they are, we see them as we are.

Anais Nin

Whats the difference between all the labels of Autism Spectrum Disorders?
High Functioning Autism (HFA) Asperger Syndrome PDD/PDD-NOS Kanner Autism Mixed Autism (Co-morbid with Mental Delays, OCD, etc.)

Mild/More Able (High Functioning)

Moderately Functioning

Severe/Less Able (Low Functioning)

New DSM V Autism Spectrum Disorder

The revised diagnosis represents a new, more accurate, and medically and scientifically useful way of diagnosing individuals with autism-related disordersA single umbrella disorder will improve the diagnosis of ASD without limiting the sensitivity of the criteria, or substantially changing the number of children being diagnosed

(American Psychiatric Association, 2013)

DSM-V Criteria
A. Persistent deficits in social communication and social interaction 1. Deficits in social-emotional reciprocity 2. Deficits in nonverbal communicative behaviors used for social interaction 3. Deficits in developing and maintaining relationships B. Restricted, repetitive patterns of behavior, interests, or activities 1. Stereotyped or repetitive speech, motor movements, or use of objects 2. Excessive adherence to routines, ritualized patterns of verbal or nonverbal behavior, or excessive resistance to change 3. Highly restricted, fixated interests that are abnormal in intensity or focus 4. Hyper-or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment; C. Symptoms must be present in early childhood D. Symptoms together limit and impair everyday functioning
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Causes of ASD

No one knows for sure but a few things have been narrowed down
Genetic Environmental

It is neurological the child is born with impairments within the brain

Researchers have confirmed this through neuroimaging, autopsies, and manipulating the brain of animal models
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Carly Fleischmann on The Doctors http://www.youtube.com/watch?v=ZBpLGE_Rl1 w&NR=1&feature=fvwp

Characteristics of Autism

Problems with communication Problems with social interaction Restricted Interests/Routines Sensory Issues
The above challenges can lead to problems with behaviour!

Communication
Receptive

Language: Can the student understand you Expressive: What can the student tell you Social: Can the student communicate in an understandable way Students with ASD have various forms of difficulties with communication in each of these areas
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Communication Impairments

Students strengths can be very deceiving Problems with social conversations in different contexts Trouble with complex and long directions Verb Tenses Variations in word order Negatives Abstractions Idioms/Figure of speech Wh questions And the list continues

(Twachtman-Cullen, 2008)
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He has done this before, why isnt he doing it now?

Students with ASD may respond and appear to understand language however they could be responding to previously learned situations:
Familiar routines Environmental cues Specific words

Be careful to distinguish between actual understanding and just responding to cues.

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Communication-Behaviour

All behaviour is communication Never assume communicative competence when in fact there could be a large deficit in this area Do not mistake problems in communication with problems in behaviour

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Social Impairments

Non-verbal language is a problem

Trouble understanding face expressions, body language, tone of voice

Lack of social/emotional reciprocity

May not understand how their actions will impact others Could dominate conversation with their own interests

Problems with social understanding leads to inappropriate social expression

People without ASD have learned habitual ways of responding to social situations; however, ASD students may not have learned this
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Social - Behaviour

There are so many implicit social rules in our society that children without ASD picked up in childhood that ASD individuals did not learn ASD students can seem rude, non-empathetic, not caring, and become extremely anxious in social situations The school is a very busy and social place.can be extremely challenging for an ASD individual to navigate social situations that we take for granted
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Restricted Interests

Most children can have a wide range of interests and activities that they enjoy ASD individuals can have a peculiar and very narrow range of interests Can lead to problems with motivation

E.g. A student may be motivated to complete work because he can go outside with his friends when he is finished. A student with ASD may not have the same motivation to complete work as going outside and doing activities with friends is not interesting to him.
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Routines

Many students with ASD have a preference for keeping routines and things the same Unexpected events/situations that suddenly arise often pose a problem Unknown events are anxiety provoking Vague expectations can also cause problems

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A is for Autism
1992 BBC

http://www.youtube.com/watch?v=zxt3FBVq8Jg

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Sensory Processing
Sensory processing is where the nervous system: Receives sensory information from the environment outside of the body and from inside the body Interprets the information Organizes that information into responses by filtering out unnecessary information from information that needs responding to
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The Senses
Most people know the five senses but we have two more hidden senses Vestibular head and body position relative to the earth. Information is provided through the inner ear. Proprioceptive involves the muscles and joints and provides information about where our bodies are relative to other things and how much effort to exert on items within our environment

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ASD Individuals have Abnormal Responses

Abnormal sensory input = abnormal motor output Sensory impairment can be:
Over-reactive (hyper-sensitive to touch, sound, visual, etc.) Under-reactive (hypo-sensitive to one or more senses) and will seek that stimulus Synesthesia where senses are short-circuited (colours are experienced as music)

(POPARD, 2006)

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Executive Function Higher Order Thinking

Doing all that it takes to accomplish a task Maintain attention and control our impulses Keep ourselves free from distraction Engage in planning and problem solving Be flexible and change plans Transition to new situations, activities, and perspectives Self-monitor

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What Does Impaired EF Look Like?

Distractibility Inflexibility/Rigid Emotionally Reactive Impulsivity Transition difficulty Learning may not transfer Student perceived to be lazy Student perceived to be non-compliant Unable to put himself in your shoes and think about your feelings, desires, wishes
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Please remember that your ASD student has all these going on.

Confused socially Low communication skills and limited understanding Over and under sensitive to a variety of stimuli Difficulty understanding others perspectives Difficulty processing information including non-verbal information

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Problem Behaviour and the ASD student

Stress Communication Behaviour

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References

American Psychiatric Association. (2013). DSM-5 Development. Retrieved from www.dsm5.org POPARD. (2006). Getting to know your student [PowerPoint Slides]. Introduction to autism spectrum disorders course, Delta, BC. The DRS. (2012). What Everyone Should Know About Autism. Retrieved from http://www.youtube.com/watch?v=ZBpLGE_Rl1w&NR=1&feature=fvwp Twachtman-Cullen, D. (2008). How to be a para-pro: A comprehensive training manual for paraprofessionals. Connecticut: Starfish Specialty Press. Webb, T. (1992). A is for Autism. Retrieved from http://www.youtube.com/watch?v=zxt3FBVq8Jg

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