powerpoint presentation about autism

Understanding Autism: Online Presentations

Video Presentations

The Understanding Autism: Professional Development Curriculum is a comprehensive professional development training tool that prepares secondary school teachers to serve the autism population.

This page includes two presentations:

Part 1: Characteristics and Practices for Challenging Behavior
Part 2: Strategies for Classroom Success and Effective Use of Teacher Supports

Understanding Autism: A Guide for Secondary School Teachers

Presentation a, understanding autism: professional development curriculum.

Developed in collaboration with the Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA) , the Understanding Autism Professional Development Curriculum is built around two 75-minute presentations that school staff can adapt to meet any schedule constraints:

Characteristics and Practices for Challenging Behavior

Start Part 1

Strategies for Classroom Success and Effective use of Teacher Supports

Start Part 2

This ready-made, flexible resource supports all types of professional development – large group (e.g. staff meetings or in-services), small teams (e.g. professional learning communities and department meetings), self-study, and/or one-on-one coaching. Any school or district staff members who are familiar with autism can implement the curriculum. Each presentation includes video clips and comes with slide-by-slide notes for facilitators, handouts, and activity worksheets to help participants apply learned concepts to their own classrooms.

Part 1: Challenging Behaviors

Printable Materials

Presentation Slides
Facilitator Notes
Participant Handout
Activity Worksheet
At My School Worksheet

General Characteristics Of Autism (Video Clip 1.1)

Hidden Curriculum (Video Clip 1.2)

Repetitive Behaviors And Restricted Interests (Video Clip 1.3)

Capitalizing On Strengths (Video Clip 1.4)

Rumbling Stage Pt 1 (Video Clip 1.5)

Rumbling Stage Pt 2 (Video Clip 1.6)

Meltdown Stage Pt 1 (Video Clip 1.7)

Meltdown Stage Pt 2 (Video Clip 1.8)

Recovery Stage (Video Clip 1.9)

Part 2: Classroom Strategies

Strategies for classroom success and effective use of teacher supports, classroom supports (video clip 2.1).

Hypersensitivities (Video Clip 2.2)

Priming (Video Clip 2.3)

Examples of Academic Modifications (Video Clip 2.4)

Examples of Visual Supports (Video Clip 2.5)

Presentation B

Understanding Autism: A Guide for Secondary School Teachers provides teachers with strategies for supporting their middle and high school students with autism. We produced it in collaboration with Fairfax County (VA) Public Schools and with financial support from the American Legion Child Welfare Foundation and the Doug Flutie Jr. Foundation for Autism

Download the PDF Guide

Segment One: Characteristics (18M:34S)

At the end of this segment, viewers will be able to:

Describe how autism impacts learners
Indicate how the characteristics of autism impacts individuals in a school setting
Understand that autism manifests itself differently in individual learners

Segment Two: Integrating Supports in the Classroom (15M:28S)

Match interventions to learner strengths, skills, and interests
Describe how priming can be used in a classroom setting
Discuss the types of academic supports that a learner might need to be successful in a general education setting
Create a home base for a student with autism
Provide examples of visual supports to enhance the skills acquisition of learners with autism
Integrate reinforcement into the daily schedule of the student with autism

Segment Three: Practices for Challenging Behavior (17M:47S)

Understand that meltdown behavior is not purposeful for the learner on the spectrum
Describe the stages of a meltdown
Discuss interventions that can be used at each of the stages of a meltdown

Segment Four: Effective Use of Teacher Supports (12M:00S)

Describe how to use information from the IEP to develop an implementation plan for the learner with autism in the general education classroom
Identify the multiple ways that general and special educators can work together to support a learner with autism in the general education classroom
Discuss guidelines for supporting a paraprofessional in working with the learner with autism in the general education classroom

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Autism Awareness Presentation Template

Number of slides: 10

Autism Spectrum Disorder (ASD) is a developmental disorder that manifests through a broad range of conditions in the communication and social interaction skills of a person. Fortunately, early intervention can help individuals with autism improve their learning, thinking, and social abilities so they can have an independent and normal life. Use the Autism Spectrum Slide, Autism by Age Slide and the International Support on Autism Slide to raise awareness of autism and promote the understanding and acceptance of the Autism community in your area.

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Free Autism Awareness Presentation Template

Autism spectrum slide.

Individuals with autism may share the same developmental disorder but they are definitely different from one another. This is because autism is a spectrum and the way it affects the abilities of an autistic person can go from mild to severe. According to the severity, you can identify different levels in the Autism Spectrum Disorder. Use this slide to show your audience the levels of ASD.

Autism by Age Slide

Signs of ASD, especially in girls, can go unnoticed for years and, in mild cases, people in the spectrum are often not diagnosed at all. This happens, in part, because of the different range of ASD conditions. Make sure to include the Autism by Age Slide in your presentation to point out the signs of autism from infancy to adulthood.

International Support on Autism

You will find an amazing slide with a global map graphic which could be really useful if you run an Autism Organization. Here you will be able to locate other branches of your NGO and make this information available for the international autistic community. This slide also works as a visual map of ASD friendly schools or as a visual calendar of international events of ASD.

April is Autism Awareness Month.

In addition, The United Nations General Assembly declared the 2 of April as the World Autism Awareness Day.

Autism resources

You can also include resources to find more information about autism such as a recommended list of Autism organizations and their websites.

Autism symbols

The color blue and jigsaw puzzle pieces are two distinctive elements in the autism community that are used to support and promote awareness of autism.

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Power Point Presentations

NASET Members - Login to access the NASET POWER POINT PRESENTATIONS

ASSESSMENT IN SPECIAL EDUCATION	AUTISM
BEHAVIOR MANAGEMENT	CLASSROOM MANAGEMENT
CURRICULUM DEVELOPMENT	EARLY CHILDHOOD
EMOTIONAL AND BEHAVIORAL DISORDERS	GIFTED AND TALENTED STUDENTS
IDEA	IEPs
INCLUSION	LEARNING DISABILITIES
LEAST RESTRICTIVE ENVIRONMENT	INTELLECTUAL DISABILITY
PARENTING ISSUES	RELATED SERVICES
SPECIAL EDUCATION—AN INTRODUCTION	SPECIAL EDUCATION PROCESS
SPECIAL EDUCATION PROGRAMS	TRANSITION SERVICES
TRAUMATIC BRAIN INJURY

The table above represents PowerPoint Presentation Topics for NASET members. Each Topic may contain several PowerPoint Presentations and to view the options click on the desired topic above. As a Member of NASET you have access to all the presentations listed here.

To play and or download the Sample Presentation, simply left click on the link below. To access all these presentation plus all the other Member's Benefits -

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asse ssment in special education.

Title: Initial Evaluation and Reevaluation Total Number of Slides: 30 PowerPoint Description: Initial Evaluation and Reevaluation is a PowerPoint presentation that looks at the specific requirements of IDEA regarding the initial evaluation of a child suspected of having a disability and how the results are applied to determining the child's eligibility for special education and related services. The reevaluation process is also described.

Title: Calculating the Age of a Student for Assessment Purposes Total Number of Slides : 28 PowerPoint Description: Step-by-step explanation of how to calculate a child’s age for special education assessment. Slides offer model examples and practice problems.

Title: Eligibility Evaluation Total Number of Slides: 12 PowerPoint Description: This PowerPoint presentation is a 12-silde review of the eligibility procedures and process for students going through the assessment process for a suspected disability.

Title: Identification of High Risk Students Total Number of Slides: 35 PowerPoint Description: This PowerPoint presentation focuses on the differences between symptoms versus problems, characteristics of high risk students, avoidance behavior patterns associated with high risk students, and “energy drain” and its effect on learning.

Title: Introduction to Evaluation under IDEA Total Number of Slides: 17 PowerPoint Description: This PowerPoint presentation introduces basic principles and requirements that schools must follow for evaluation, including:

the purposes of evaluation
parent notification and consent
use of the student's native language during evaluation
the tenets of sound, valid, individualized evaluation

Title: Non-Discriminatory Evaluations under IDEA Total Number of Slides: 9 PowerPoint Description: This PowerPoint presentation addresses the 6 criteria necessary for an evaluation to be considered “nondiscriminatory” under the Individuals with Disabilities Education Act.

Title: Overview of Assessment in Special Education Total Number of Slides: 49 PowerPoint Description: This PowerPoint presentation gives a comprehensive overview of the basic points of assessment in special education. Topics covered include: definition of assessment, multidisciplinary teams, comprehensive assessment batteries, methods of assessment, observations, portfolios, and types of tests used in assessment (norm-referenced and criterion referenced).

Title: Scoring Terminology Used in Assessment Total Number of Slides: 18 PowerPoint Description: This PowerPoint presentation describes scoring terminology common to evaluations and reports in special education. These include such terms as: basal, ceiling, raw scores, standard scores, percentiles, stanines, age equivalents, and grade equivalents.

Title: Statistics Used in the Assessment of Children for Special Education Total Number of Slides: 18 PowerPoint Description: This PowerPoint presentation explains statistics often used in the assessment of children for a suspected disability. Topics covered include: definition of statistics, mean, median, mode, range, standard deviation, normal curve. Practice problems and many examples are offered.

Title: Step-by-Step Guide to Writing a Comprehensive Report in Special Education Total Number of Slides: 66 Description: This PowerPoint presentation provides a detailed description of how to write an educational report in special education. Each section of a report is discussed, along with model examples given. After all sections are covered, a model report is explained in a step-by-step fashion.

Title: Wechsler Individualized Achievement Test-2 (WIAT-2): An Overview Total Number of Slides: 43 PowerPoint Description: This PowerPoint presentation explains the various components of the WIAT-2. The WIAT-2 is one of the most frequently used academic achievement tests used in schools today. The 43 slides cover the format of the test, key points regarding administration, and all subtests.

AUTIS M

Title: Autism: An Overview Total Number of Slides: 50 PowerPoint Description: This PowerPoint presentation covers a basic overview of autism. Categories include: definition of autism, autism, as defined under DSM-IV, causes of autism, general characteristics of children with autism, and the various types of autism (Aspergers, Childhood Disintegrative Disorder, and Retts Syndrome).

Title: Teaching Students with Autism-Step-by-Step Total Number of Slides: 124 PowerPoint Description: This 124 slide PowerPoint presentation gives an in-depth view of the various methods, styles, and effective teaching techniques when educating children with autism. The presentation takes a step-by-step approach to help the reader with practical tools for the classroom.

BEHAVIOR MANAGEMENT

Title: Overview of Disruptive Behavior Problems Description: This presentation addresses a variety of disruptive behavior disorders frequently observed special education programs. The presentation also discusses the management of behavior disorders in the classroom. Number of Slides: 44

CLASSROOM MANAGEMENT

Title: Effective Classroom Strategies Total Number of Slides: 20 PowerPoint Description: This PowerPoint presentation was created by the State of Utah. It covers effective classroom management strategies for social and academic behavior.

CURRICULUM DEVELOPMENT

Title: 9 Ways to Adapt Curriculum Description: This presentation addresses a variety of methods used to adapt curriculum for students with special needs. This presentation is suitable for Resource Room, Inclusion, Self Contained and Regular Education teachers. It will provide you with the tools to increase a student’s ability to succeed and accomplish taks in school. Number of Slides: 18

Title: Factors Effecting Curriculum Performance Description: This presentation addresses the eight factors that may interfere in a student’s ability to succeed while performing in school. It touches on the various types of stress and experiences that may reduce a student’s capacity to concentrate and perform the various areas in the curriculum. Number of Slides: 79

EARLY CHILDHOOD

Title: Child Find Total Number of Slides: 10 PowerPoint Description: This PowerPoint presentation was created by the State of Utah. It is a brief overview of childfind, what “Find” means, how we find children at risk, and educational implications.

Title: IFSP—The Individualized Family Service Plan Total Number of Slides: 43 PowerPoint Description: This PowerPoint presentation covers the basic principles of an IFSP. Topics covered include: How the IFSP differs from the IEP, definition of IFSP, writing effective IFSPs, intervention strategies, and components of an IFSP as required by federal law.

EMOTIONAL AND BEHAVIORAL DISORDERS

Title: Emotional Disturbance - An Overview Total Number of Slides: 62 PowerPoint Description: This PowerPoint presentation focuses on students with emotional and behavioral disorders. Topics covered include: IDEA definition of ED, incidence, characteristics, academic symptoms, classroom management, and types of behavioral disorders seen in students classified as students with an emotional disturbance.

Title: Emotional Disturbance and the Least Restrictive Environment Total Number of Slides: 14 PowerPoint Description: This PowerPoint presentation focuses on the various types of educational placements where students with emotional and behavioral disorders are educated. These placements include the general education classroom, resource room, self-contained classroom, separate schools/alternative schools, residential facilities, and hospitals. Each placement is explained along with the associated prevalence rates

Title: Emotional Disturbance and Prevalence Rates Total Number of Slides: 14 PowerPoint Description: This PowerPoint presentation addresses just how common emotional and behavioral disorders are in students throughout the United States. It discusses why ED is considered one of the “Big 4”, as well as gender discrepancies, the differemce between internalizing and externalizing behaviors, and age discrepancies.

Title: Emotional Disturbance - Understanding the Definition under IDEA Total Number of Slides: 23 PowerPoint Description: This PowerPoint presentation focuses exclusively on the federal law’s definition of emotional disturbance. Under IDEA, the definition of emotional disturbance is very detailed. It is also highly controversial. These slides will address each part of the definition, as well as address the controversy surrounding who is a child with an emotional disturbance and who is not.

GIFTED AND TALENTED STUDENTS

Title: Teaching Gifted and Talented Students Total Number of Slides: 31 Powerpoint Description: This PowerPoint presentation gives a broad overview of what constitutes the gifted child. Topics covered include: definition of giftedness, prevalence rates of gifted students, the difference between bright children and gifted children, characteristics of gifted children, and effective teaching strategies when educating gifted children in the classroom.

Title: Understanding the Major Principles under IDEA Total Number of Slides: 32 PowerPoint Description: This PowerPoint presentation focuses on the 7 major principles of IDEA. These principles are covered under the following topic categories: informed consent, zero reject, free appropriate public school education, nondiscriminatory evaluation, least restrictive environment, IEP development, and due process.

Title: Parent Involvement under IDEA Total Number of Slides: 23 PowerPoint Description: This PowerPoint presentation was created by the State of Utah. It addresses the following areas: definition of a “parent”, local education agency’s responsibilities to parents, notice of meetings, parental consent, signatures, and parent roles and responsibilities.

IEPs

Title: Components of an IEP Total Number of Slides: 7 PowerPoint Description: This PowerPoint presentation gives a brief overview of the requirements of an IEP under IDEA. Each slide explains one or more of the components that must be in a student's IEP under IDEA.

Title: Understanding IEPs Total Number of Slides: 34 PowerPoint Description: This PowerPoint presentation covers PowerPoint Description: This PowerPoint presentation covers an Overview of the IEP, Required Components of the IEP, Responsibility for IEP Development, Time Frame for Development IEP, Placement Decisions and the IEP, IEP Meetings, and Parent Participation.

Title: The IEP Process Total Number of Slides: 11 PowerPoint Description: This PowerPoint presentation was created by the State of Utah. It is a short synopsis of the IEP process.

Title: Recognizing Measurable Objectives Total Number of Slides: 8 PowerPoint Description: This PowerPoint presentation was created by the State of Utah. Upon completion, the reader should be able to identify the three parts of a measurable goal and label goals that are and are not measurable.

INCLUSION

Title: Effective Co-Teaching Communication Skills Total Number of Slides: 39 PowerPoint Description: This PowerPoint presentation focuses on what it takes for teachers to collaborate effectively when co-teaching in the classroom. It addresses: (1) Characteristics of Effective Interpersonal Feedback in Inclusion Classrooms (2) Co-Teaching Communication Conflicts; and (3) Personality Styles that Create Conflict between Co-Teachers.

Title: Step-by-Step to Understanding Inclusion Total Number of Slides: 28 PowerPoint Description: This PowerPoint presentation takes a step-by-step approach to understanding the necessary components on setting up and teaching in an inclusion classroom. It covers practical topics, especially regarding communication among various professionals and parents in order to make inclusion work.

Title: Highly Qualified Teachers Total Number of Slides: 23 PowerPoint Description: Highly Qualified Teachers is a powerpoint presentation that takes an indepth look at a new element in IDEA: its definition of "highly qualified teacher." State educational agencies (SEAs), local educational agencies (LEAs), parents, and community members have many questions and concerns about the requirements for highly qualified teachers. State and local agencies must develop ways to recruit and retain teachers with those qualifications, as well as encourage existing employees meet the requirements and become highly qualified. Parents and community members want the assurance that their children are receiving instruction from appropriately trained teachers. HQT is seen as integral in helping States to meet their requirements for adequate yearly progress (AYP) under the No Child Left Behind Act and, above all, to improve results for our children with and without disabilities.

INTELLECTUAL DISABILITY

Title: Learners with INTELLECTUAL DISABILITY Total Number of Slides: 45 PowerPoint Description: This PowerPoint presentation provides a general overview of individuals with INTELLECTUAL DISABILITY. Topic areas covered include:

Levels of Intensities and Supports
Degrees of ID
Causes of ID
Classroom Management Strategies

LEARNING DISABILITIES

Title: Early Intervening Services and Response to Intervention Total Number of Slides: 34 PowerPoint Description: Early Intervening Services and Response to Intervention is a great way to learn about and train others on these two new elements in IDEA. Early Intervening Services (EIS) are for K-12 students with academic or behavioral difficulties who are not yet identified as having a disability. Response to Intervention (RTI) is a new approach to identifying whether a student has a specific learning disability.

Title: Eligibility for Specific Learning Disabilities Total Number of Slides: 22 PowerPoint Description: This PowerPoint presentation was created by the State of Utah. It focuses on the proposed regulations for the definition of a learning disability

Title: Identification of Children with Specific Learning Disabilities Total Number of Slides: 33 PowerPoint Description: Identification of Children with Specific Learning Disabilities looks closely at the process by which schools identify that a children has a specific learning disability (LD).

Title: Specific Learning Disabilities - An Overview Total Number of Slides: 61 PowerPoint Description: This PowerPoint presentation provides a comprehensive overview of students with learning disabilities. It addresses: the definition of LD, characteristics of students with learning disabilities, and educational implications of students with learning disabilities.

Title: Teaching Children with Learning Disa bilities Total Number of Slides: 38 PowerPoint Description: This PowerPoint presentation presents a detailed description of learning disabilities. Topics covered include: Introduction and Definition under IDEA, Prevalence, Characteristics of Students with LD, and Teaching Strategies for Students with LD.

LEAST RESTRICTIVE ENVIRONMENT

Title: What is the Least Restrictive Environment Total Number of Slides: 10 PowerPoint Description: This brief PowerPoint presentation explains the concept of the least restrictive environment, as defined by federal law (IDEA). The majority of slides focus on possible LRE educational placements. These placements include the general education classroom, resource room, self-contained classroom, separate schools/alternative schools, residential facilities, and hospitals.

Title: Resource Rooms Total Number of Slides: 38 PowerPoint Description: This PowerPoint presentation takes a step-by-step approach to understanding the necessary steps to setting up and understanding basic principles of teaching in a resource room. It covers practical topics including teaching, assessment, measuring objectives, and measuring progress.

PARENTING ISSUES

Title: How to Hold Successful Parent Conferences Total Number of Slides: 18 slides Power Point Description: This presentation will take you through the 3 stages necessary for a successful parent conference. These conferences play a pivotal role in a student’s success in school and allow the teacher and parents to comfortably work together.

Title: Parent Involvement in Special Education Total Number of Slides: 23 PowerPoint Description: This PowerPoint presentation presents an overview of related services in special education. When children are identified for special education, various related services are available to them to help meet their needs. These slides focus on the different types of related services and who is eligible to receive them.

RELATED SERVICES

Title: Overview of Related Services Total Number of Slides: 23 PowerPoint Description: This PowerPoint presentation presents an overview of related services in special education. When children are identified for special education, various related services are available to them to help meet their needs. These slides focus on the different types of related services and who is eligible to receive them.

SPECIAL EDUCATION—AN INTRODUCTION

Title: Definition of Special Education Total Number of Slides: 11 PowerPoint Description: This PowerPoint presentation starts with an explanation of the definition of special education under IDEA. Then, the categories of IDEA are listed for the reader to get an overview of students with disabilities.

Title: History of Special Education Total Number of Slides: 20 PowerPoint Description: This PowerPoint presentation covers the history of special education from 1948 to the present. It starts with a look at how schools denied children with disabilities many rights to an education. Slides take the reader from Brown v. the Board of Education, the 1960s and civil rights cases, and into the 1970s for our first federal law for children in special education, The Education for All handicapped children’s Act, P.L. 94-142 (later reauthorized in 1990 to IDEA).

Title: Prevalence of Students in Special Education Total Number of Slides: 8 PowerPoint Description: This PowerPoint presentation provides a brief synopsis of the prevalence of students in special education. It examines the “big 4” disabilities under IDEA, as well as looks at prevalence rates of all disability categories.

Title: Top 10 Basics of Special Education Total Number of Slides: 11 PowerPoint Description: The Top 10 Basics of Special Education is a powerpoint presentation that welcomes everyone to IDEA. With these training materials, you can learn about and give trainings that include a quick overview to the 10 major steps in special education (three of which are evaluation, eligibility, and writing the IEP).

SPECIAL EDUCATION PROCESS

Title: Annual Review Description: This slide presentation takes you through the steps required to be fully prepared when attending and presenting at an Annual Review meeting. The presentation will provide you with a list and explanation of the various materials that you will need to bring to this meeting. Number of Slides: 22

Title: Triennial Process Description: This presentation will prepare you for your role in the triennial process. It will inform you of the materials and responsibilities required for special educators and provide you with a practical list to follow so that you will be as prepared as possible. Number of Slides: 11

Title: The IEP Process Total Number of Slides: 11 PowerPoint Description: This PowerPoint presentation was created by the State of Utah. It is a synopsis of the IEP process.

Title: Prior Written Notice for Meetings Total Number of Slides: 13 PowerPoint Description: This PowerPoint presentation was created by the State of Utah. It is a synopsis of the two distinct types of notice, notice of meetings and prior written notice. The contents of each and its significance is addressed.

Title: Roles and Responsibilities of the Special Education Teacher Total Number of Slides: 11 PowerPoint Description: This PowerPoint presentation provides nine different examples of the various roles that a special education teacher can have both in and outside of the school.

Title: Special Education Process—Part I Total Number of Slides: 11 PowerPoint Description: This PowerPoint presentation provides an overview of the first part of the special education process. It focuses on the identification of a suspected disability, with an emphasis on child study teams and pre-referral strategies.

Title: Special Education Process—Part II Total Number of Slides: 66 PowerPoint Description: This PowerPoint presentation provides a very detailed description of the steps involved in the special education process. Once a child is referred for assessment for a suspected disability, there are many steps that are required to take place, as defined by federal law (IDEA). This presentation takes the reader through the steps of evaluation, diagnosis, committee meetings, and classification of a child for special education services.

SPECIAL EDUCATION PROGRAMS

Title: Introduction to Resources Room Description: This presentation provides you with an overview of the resource room as a special education program. The presentation covers the roles and responsibilities of the special education teacher in the resource room. Number of Slides: 38

TRANSITION SERVICES

Title: Transition Services: From School to Post-School Activities Total Number of Slides: 35 PowerPoint Description: This PowerPoint was created by the State of Utah. It describes what constitutes transition services, the different options for students when transitioning from school to post-school activities, and the different types of diplomas students in special education can receive upon being graduated from high school.

Title: Overview of Transition Services Total Number of Slides: 27 PowerPoint Description: This PowerPoint presentation provides an overview of transition services for students upon graduating high school. Vocational skills, legal rights, recreational options, post secondary schooling, medical issues and other issues related to transition services are addressed.

TRAUMATIC BRAIN INJURY

Title: Traumatic Brain Injury in the United States Total Number of Slides: 19 Description: This PowerPoint presentation was created by the Center for Disease Control (CDC) in 2005. Topics covered include: emergency department visits, hospitalizations, and deaths from various types of traumatic brain injuries.

Title: Understanding Traumatic Brain Injury Total Number of Slides: 25 PowerPoint Description: This PowerPoint presentation provides an overview of Traumatic Brain Injury (TBI). Topics covered include: definition of TBI under IDEA, areas affected by TBI, prevalence of TBI, signs and symptoms of TBI, characteristics of students with TBI, and educational implications of TBI.

Video Lectures

Autism Awareness Pack

Autism Awareness | Autism PDF | Autism PPT

1 Autism Awareness Cover Page
2 Autism PDF Slide 2: Introduction
3 Autism Powerpoint Slide 3: What is Autism?
4 Autism PPT Slide 4: Autism Types
5 Autism Awareness Slide 5: Autism Vs Asperger’s
6 Autism PDF Slide 6: What Causes Autism
7 Autism Powerpoint Slide 7: Autism Myths
8 Autism PPT Slide 8: Signs of Autism
9.1 Autism in Girls Vs Autism in Boys:
9.2 Personality Traits of a Female with Autism:
10 Autism PDF Slide 10: The Good Side of Autism
12 Autism Powerpoint Slide 11: Stimming
13.1 Social Skills for Autistic Children
14 Autism Awareness Slide 13: Autism Risk Awareness
15.1 Watch your Language: What to say/ what not to say
16.1 Sensory Meltdown
17.1 Learning Difficulties
18.1 Mental problems
18.2 Behavioral Problems
18.3 Attention Deficit Hyperactivity Disorder (ADD/ADHD)
19.1 Communication Passports

Welcome to this Autism Awareness page. This is a short handout on Autism for people who need a quick overview of what Autism is all about . While this page explains each slide in detail, the same information in also available in the form of Autism PDF and Powerpoint slides. Click below to download the necessary format

Autism Awareness Cover Page

Download All images from Album

Autism Powerpoint

Autism PDF Slide 2: Introduction

Although there are differences between people with Autism there are also similarities, especially surrounding the triggers that can cause them stress and anxiety.

Autism Powerpoint Slide 3: What is Autism?

Social Skills : usually delayed. Difficulty in reading social situations and acting appropriately.
Communication Skills : includes both verbal and non-verbal skills. Language delay – usually late talkers. Find it difficult to verbally express emotions.
Ritualistic Behaviours : repetitive behaviours similar to OCD (often manifested through counting or sorting objects). Restrict everyday life and experiences.

Autism PPT Slide 4: Autism Types

Recent changes to the criteria for the diagnosis of Autism . This can be found in the DSM V (Diagnostic & Statistical Manual of Mental Health Disorders V).

The terms Asperger’s Syndrome, Pervasive Development Disorder and Autism are now replaced by Autism I, Autism II and Autism III. For all the key categories, refer to our page on key types of Autism . Some concerns around Autism types are that:

The diagnosis process has become too simplistic. (Diagnosis is now made within the areas of Social Communication and Ritualistic Behaviours).
Asperger’s Syndrome as a term no longer exists.

The categories do not go far enough to give descriptors about an individuals sensitivity, resilience or scope of symptoms.

Autism Awareness Slide 5: Autism Vs Asperger’s

Autism: A spectrum of neuropsychiatric disorders characterized by deficits in Social interaction and Communication and unusual and repetitive behaviour. Some but not all people with Autism are non- verbal.

Asperger’s Syndrome : Also known as Asperger’s disorder, is one in a group of neurodevelopmental disorders that have effects on a person’s behaviour, use of language and communication and pattern of social interactions.

Research (2014) has indicated that current incidences of Autism is 1 in 68 children (for every 5 children diagnosed 4 will be male and 1 female). The increase cannot be completely explained by the change in the DSM V criteria.

Autism PDF Slide 6: What Causes Autism

Symptoms of Autism often appear gradually so theories about the build up of toxic metals and pollutants in combination with other factors such as genetics, heredity and neurology may offer the most realistic explanation. Below are some of the possible causes of Autism:

PCB (Polychlorinated Biphenyls) found in old electrical equipment and also found in fluorescent lighting.
Inability to detoxify metals such as mercury and lead
Lower than average presence of Vitamin E.
Pesticides and other pollutants

Autism Powerpoint Slide 7: Autism Myths

Also refer to ADHD Myths and facts .

Autism PPT Slide 8: Signs of Autism

Limited or inappropriate social interactions (finding it difficult to break the social code or act inappropriately in formal settings).
‘Robotic’ or repetitive speech (sometimes they may even have an accent that is not indigenous to where they Difficulties with nonverbal communication (gestures, expressions, etc.) but have average to above average verbal skills
Tendency to discuss self . They will monopolise conversations which will be about self or their current favourite topic and generally appear aloof.
Inability to understand social/emotional issues or nonliteral phrases. They will find it hard to appreciate jokes.
Lack of eye contact or reciprocal conversation . Lack of eye contact may be because they are concentrating.
Obsession with specific, often unusual, topics . They will be able to share information about their favourite topic which could be weather, time tables or dinosaurs.
Awkward movements and/or mannerisms . Could be mistaken for dyspraxia.

Note that generally Autistic people do not like to be touched by others, they tend to avoid hugs. Their personal space is a far bigger then the average person. Please check out our online Autism test center for more details.

Autism Awareness Slide 9: Autism and Females

Some of the symptoms are so subtle that parents and teachers may not be able to pick up on the clues. Previously Autism signs and symptoms in girls have also been incorrectly diagnosed as personality disorders.

Autism in Girls Vs Autism in Boys:

Girls with autism tend to be withdrawn rather than aggressive when they are frustrated. In the classroom or during social occasions this behaviour is not immediately obvious as being a problem.
Females tend to have the ability to express their emotions in a calmer way.
Females are generally more supported by their neurotypical friends who help them cope with difficult social situations. Peer support masks some of the issues that parents and teachers would have generally recognised.

Personality Traits of a Female with Autism:

Obsessive tendencies (animals, dolls and other female orientated interests). Neurotypical girls will play with dolls and re-enact social situations, the Asperger girl may collect dolls but not re-enact social situation or play dolls with their peers.
Fascination with particular subjects which will result in them age related behaviours. A preteen with Asperger’s may still be fascinated with stuffed animals or cartoons.
They have a tendency to mimic neurotypical children, but will use phrases and gestures inappropriately.
They get bored with people of their own age and will show little empathy with their friends and their worries.
Generally girls are more passive than boys who have Autism.

Autism PDF Slide 10: The Good Side of Autism

Also, children with ADHD / ADD or oppositional defiant disorder ( ODD ) tend to not to display such personality traits.

Autism Powerpoint Slide 11: Stimming

Stimming should not be confused with Tourette’s Syndrome or Tics.
Stimming is a defined as a repetitive body movement that is self-stimulatory and can be as simple as a sideways gaze or as obvious as running in circles or jumping and clapping.
Stimming can affect any part of the body.
Some Stims may involve repetitive throat clearing, hand flapping, repeating the same word or sound because of the tickling sensation that it gives in the mouth. Echolalia in autism is also another form of stimming.
Stimming can also involve chewing on clothes or rocking back and forth repeatedly.
The difference between stimming and mimicking an action or behaviour is the amount of times that it is repeated.
Treatment of Stims will depend on the cause of a Stim.

Autism PPT Slide 12: Autism & Visual Learning

Visual – what we see and how we interpret it
Auditory – what we hear and how we interpret it
Tactile – what we feel and how we interpret it

Or, in some cases, children with Autism may use a combination of strategies.

In a classroom setting if students are listening to the teacher/tutor and there are no visual examples of what they are saying then Visual Learners will only take on 20% of what is said. If the students are trying to take notes at the same time then that rate drops even further.

People who have dyslexia are best at learning new skills when they can see a demonstration. They may be able to relate to written instructions later but as they are visual learners they need to see ‘things in action’ so to speak. This is the same for people with Autism.

Social Skills for Autistic Children

The majority of people learn social skills by watching other people. Some of the time we learn behaviours ‘by accident’. For people with Autism they can learn social skills by observation but they will need some support that will explain actions and reactions to situations. They need support to be able to understand and then apply that information to other situations. They also need to know that not every situation is the same so there needs to be a certain amount of adaptability which people with high functioning find difficult.

Autism Awareness Slide 13: Autism Risk Awareness

They will get very upset with any changes to timetable or routines if they are not told about it

Misread social situations. E.g. in relationships not understanding the subtle clues when they are being annoying.
Lack common sense and has little or no understanding of personal safety . E.g. difficulty understanding consequences of actions.
Can be distracted by strong interests. E.g. to the point where they may not eat or sleep as they are so engrossed with reading a book or playing a computer game.
Dislike getting messy. They will tend to avoid tactile activities such as food preparation or painting. They can get very distressed if they do get messy. And likewise if they have a strong preference to wearing particular clothes they will get upset if those clothes get dirty and they need to wear something else. (parents usually buy several identical sets clothes to avoid this anxiety)
If they get anxious or annoyed, they find it difficult to express their feelings so will appear to be very irritable and verbally abusive. If the situation escalates they can become physically destructive.

These are generalised risks and may not apply to everyone with Asperger’s syndrome, the important thing is at this stage to acknowledge the level of risk and understand that there are support tactics that can be applied.

Autism PDF Slide 14: Autism Support Strategy

Changes – Advance warning of changes to schedules will reduce stress and help to plan alternative routes and scenarios.
Misread social situations – Respond well to boundaries when they know what they are. The boundaries need to be explained in simple terms that do not speak down to them.
Crystal Clear Instructions – so as there is no misinterpretation or confusion.
Mentor – They will benefit from a mentor to talk to when they become upset or anxious.
Safe Place – somewhere that has been agreed prior to experiencing any difficulty.
Cards or a Scribe – They may also benefit from having someone to scribe for them to express their feelings or focus their ideas. If the person you are dealing with is very anxious for whatever reason they are going to find it very difficult to communicate verbally so ideally you should some form of cards that they can point to that helps them express their feelings without getting more stressed and anxious.

Watch your Language: What to say/ what not to say

Remember that what you say will have a literal interpretation. Phrases to avoid:

‘Walk on ahead’ could be interpreted as ‘Walk on your head’;
Has the cat got your tongue?
Keep your eye on the ball
You’ll have to pull your socks up
Looks can Kill
You are pulling my leg

And a common phrase that could really upset an autistic child is ‘Have you got a frog in your throat?” Be prepared for a major melt down! Choose your words carefully.

Remember that visualisation strategies are not really useful. Ideally you will know something about the person, such what they feel comfortable with or how they prefer people to explain things to them.

Autism Powerpoint Slide 15: Autism Sensory Overload

Vestibular : The sense of balance, movement and being able to know where you are within the space you occupy.
Proprioceptive : The sense of being aware of your posture and how to self-correct.
Interceptive : The sense of the internal body and regulation.

An example of Hypo-sensitivity is when a child spins for ages and they walk away with no apparent ill effects such as appearing dizzy. This could be regarded as thrill seeking behaviour.

An example of Hyper-sensitivity is when a child will only drink out of a cup made of a particular material, or a particular colour and sometimes the cup may have to be a particular temperature otherwise they will not even attempt to drink out of it. For more details, please refer to Sensory Integration Disorder symptoms .

Sensory Meltdown

Autistic children often resort to sensory overload. This should not be mistaken for a tantrum. A tantrum is when a child or person cannot get their own way or gets the toy, object or attention that they crave. A sensory Meltdown is when there is far too much sensory stimulus and no way to get out of the situation.

The level and type of sensory stimulus for one person may be painful and uncomfortable for another person. This situation can occur when out shopping, when they shop is overcrowded or the music is too loud or there is an odour that the person finds horrible. (One person’s expensive fragrance is another person’s cat litter tray!)

An inability to cope or withdraw from any sensory discomfort can be disastrous. Ideally a person (child or adult) needs a quiet safe place where they can go to take some time out and compose themselves. They should not be punished for being unable to cope.

Autism PPT Slide 16: Autism & Learning

Autism does not occur in isolation. It rarely occurs independently of other difficulties such as Learning or Mental Health Difficulties

Learning Difficulties

School can be a challenging environment at the best of times but if a child is having difficulties such as anxiety, depression then any stressful event can cause the child to overthink the situation and react to a fight or flight stimulus which can then result in emotional trauma that in turn causes problems with concentration.

Most people, who have Autism, also have Learning difficulties , such as Dyslexia, Dyspraxia, ADHD, and/or Tourette’s syndrome. For some people there may be more than one Learning difficulty to cope with. If this is the case then it is usual to focus on the Disability that causes the most difficulty or most concern.

In other cases the disability may not be apparent at first as they may have found ways to disguise their difficulty. It is important to support the child rather than the label. In most schools there are support guidelines that can be adapted to help all children who are struggling, not just children with Autism and/or Learning Disabilities.

Because a child has a Learning Disability does not mean that their social and emotional needs are any less the children who surround them at school. Consider how difficult it is for the child with Dyslexia to decode some of the words in written instructions especially when they see how the other children are helping each other,

If the child is above average intelligence, having a learning disability can be doubly difficult. Most people with Dyslexia are average or above average intelligence and the same is the case with Asperger’s syndrome. This is further confounded if the child suffers with anxiety. This will result in poor self-esteem and low confidence levels.

Learning difficulties can lead to low self-esteem, isolation and ultimately behavior problems. If a child has a good support system that allows them to learn to express themselves, deal with their frustrations and see disappointments as challenges rather than an accepted ending they will have the chance to taste success.

Generally children with Learning Disabilities have difficulties with expressing their feelings, which will cause frustration and in some cases anger. They also have difficulty taking on strategies to enable themselves to calm down. Good social and emotional skills are a worthy indicator of success for both children and adults. If a child or adult can develop socially and emotionally, it can compensate for a lack of academic skills

Early interventions can help children with Autism become more independent, confident and self-reliant in many social situations. This does not mean that the interventions can ‘cure’; it means that the child will have a template in which they can expand their knowledge and apply their learning to many different situations.

Autism Awareness Slide 17: Autism & Mental Health

Mental problems.

Anxiety and Depression may be the most common disorders that are associated with Autism. 38% of adults with autism have depression. In general terms people with Autism are very vulnerable to mental health problems especially in late adolescence and early adulthood.

One of the main causes of mental health problems can be related the difficulty with communication difficulties especially with expressing feelings, anxiety or distress. Most clinicians have little knowledge or understanding of developmental disorders so talking therapies such as CBT to alleviate anxiety and depression are not successful.

It is difficult to diagnose depression and anxiety as people with autism as they have impaired non-verbal communication and expression that may not be visible.

Sleep Difficulties : Many people with Autism, especially high functioning Autism, may experience problems with sleep. This is because they find it hard to block out thoughts and calm themselves down ready to sleep. In cases like this they are often prescribed the hormone Melatonin. It is not a sleeping tablet it is a hormone that occurs naturally in the body to send signals to the neurotransmitters that relay messages to the brain that it is time to sleep. There are no side effects to Melatonin. Use of special weighted blankets can also aid falling to sleep, staying asleep and waking refreshed.

Lack of sleep can cause stress in the body, which can heighten sensitivities to anxieties.

Bipolar Disorder : This is more noticeable in adults than young children as the symptoms are rarely picked up in babies and toddlers.

Bipolar disorder is where a person has mood swings that can last for several days of extreme highs and extreme lows. We all have a range of feelings that we experience throughout the day but people with Bipolar disorder can go from barely sleeping and being extremely active for several days to being stuck in bed for several days with depression. It can be very debilitating if not treated.

General Anxiety Disorder (GAD) : This is about excessively worrying about everyday things. We all worry about things like health, money and family problems. People with GAD are extremely worriers about these things and many other things as well even when there is little or no reason to worry.

From the time that they open their eyes in the morning to the time they go to bed they worry. Throughout the day the anxiety may increase to the point where it prevents them from completing everyday tasks.

Behavioral Problems

Obsessive Compulsive Disorder (OCD) : Often the anxiety through worry is so intense that it has a major impact on the ability to live a normal life. A person may need to perform repetitive actions (e.g. checking or cleaning) and if they are unable to perform these actions they will experience a heightened sense of anxiety.

OCD needs to be put into perspective. We all need to wash our hands. We should all tidy up after ourselves. Sometimes when we are under pressure we all experience the inability to relax and put negative thought out of our minds. But in general terms these actions or thoughts do not encompass our behaviour to the point where it is obsessional.

Seizures : It is estimated that one third of people with Autism also have epilepsy which can result in seizures. In a general population the incidence of Epilepsy is 2 in every 100 people.

It is thought that the brain abnormalities that are associated with Autism are probably the major contribution to Epilepsy. Consider the differences that influences changes in the way information is transferred between neurons across the neural synapse in the Autistic brain, the explanation for the high incidence of seizures in people with Autism sounds logical

Seizures can occur at any age but those most at risk are children with Autism over the age of 13 who have a lower than average IQ (below 70). Not all children who have a seizure are diagnosed with Epilepsy. Typically a diagnosis is made after at least two seizures.

Attention Deficit Hyperactivity Disorder (ADD/ADHD)

ADHD is one of the most widespread difficulties that may start at an early age and continue on through childhood, adolescence and adulthood. In the classroom children who have only the inattentive signs of ADHD or ADD, will get overlooked. This is because they are usually not causing any disruption in the class.

For the child with Autism it is difficult to assess where the symptoms of Autism and ADHD/ADD begin and end. There may be aspects of Autism that lend itself to ADHD/ADD and vice versa.

Hyperactivity : Most children are very active but children with symptoms of hyperactivity are always on the move. They find it very difficult to sit still; they can be found constantly fiddling with objects and moving from project to project without actually completing anything.
Impulsivity : Children that are impulsive have difficulty in controlling their behavior; generally they seem to have little or no regard for other people’s personal space. They tend to ask what appears to be irrelevant questions and make tactless observations.

Aspects of behaviour are only a real concern when they are not age or ability appropriate. Again the importance here is the realization that everyone has some of these behaviours to an extent, but it becomes a real problem when it affects daily living. The categories do not go far enough to give descriptors about an individuals sensitivity, resilience or scope of symptoms. [/fusion_tagline_box]

Autism PDF Slide 18: Autism Resources

Communication passports.

These provide information about individuals in a way that promotes them as a person and not just a disability. The information includes details of the person’s likes and dislikes as well as anxiety triggers. It supplies details of how best to communicate and support that person in different contexts. It also illustrates that person’s unique qualities.

It provides important information that promotes the person as an individual not a disability.
Information should include details of the person’s likes and dislikes as well as anxiety triggers.

These Communication passports are usually easy to read and provide information from the individual as well as Carers and professionals that are working with them. They can be used to support vulnerable children and adults. The downside to the communication passports are that they take some time to complete, but their value is priceless.

There is a similar document that is used in Healthcare. It is a commonplace tool that is used in both Hospitals and Care Homes. It can be accessed by medical staff as well as Carers and Social Workers. It provides information about who to contact, who co-ordinates care for the patient, and other similar information that is found in the Communication Passport.

From the point of view of someone (child or adult) who is Autistic the information in these passports are invaluable as it will help staff become more confident with dealing with the patient and at the same time provides information about Autism. For the child or vulnerable adult this means that a hospital stay becomes less traumatic.

Autism Alert card is designed for older children and adults as a mini-information pack to enable them to communicate if they are in difficulty.

Autism Non profit Organizations

Autism Developmental Resources

Key Apps for Autism

Autism Assessment Tools

Autism Teaching Strategy

Autism News

I am Ash and I celebrate Neurodiversity! Growing up with an elder brother with severe Autism was tough – but it has also taught me essential life lessons. I don’t believe that people with Autism are necessarily or have any disorder (except in extreme cases). They are just different! And that is something to be proud of! I am passionate about helping other families who may have Autism conditions in their family. So please reach out and drop me a note. I will be glad to help 🙂

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Next post what is psychosis, you may also like, pda and autism, empathy and autism: myths, facts, and more…, can parent-led behavioural interventions find success, join the discussion one comment.

Hi I am a parent who is looking for resources that I can share on my page to educate autism awareness I also have 27 years of experience in the autism field and I am just wondering if I can post this PowerPoint on my page to help other parents or providers of children with Autism

Autism Awareness

Subject: Whole school

Age range: 11-14

Resource type: Assembly

Last updated

12 April 2022

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This is a short presentation on autism. You may also be interested in:

Autism Awareness Presentation

This resource contains an editable, 120 slide PowerPoint presentation on autism and Autism Awareness Day (2nd April) and Autism Awareness Week. I had the privilege of teaching and working with many amazing young people on the autistic spectrum for twenty years. People with autism are often misunderstood. Hopefully, this presentation will help others, both staff and pupils, to be more informed about, and more understanding of, autism.

The presentation includes sections on:

What is autism? Signs of autism Social Communication Difficulties Social Interaction Difficulties Rigid Thought Processes Sensory Issues Repetitions and Rituals Obsessions Gifts and Talents Famous people With Autism / Asperger’s

The predentation contains hyperlinks to:

A video which shows what it is like to experience sensory overload. A short video on autism. A short video about Schools’ Awareness Week by the National Autistic Society. A video produced by a young person with autism who talks about five things he thinks it is important that people know about autism and five ways we can help him.

gemma_adams

use of functioning labels, person first language please educate yourself about puzzle pieces has this been created by an autistic person?

Thank you Gemma for your feedback. I apologise if I have caused you any offence. I will amend the resource to address the issues you have drawn attention to.

I have now amended the resource to address the issues. However, I do believe that there is some debate/controversy around the use of person-first language.

Empty reply does not make any sense for the end user

Neat and clear presentation.

Thank you for taking the time to leave feedback and a rating. It is greatly appreciated.

Thank you for taking the time to leave a rating. It is greatly appreciated.

primarylessons

thanks for sharing this important resource.

Thank you for taking the time and trouble to leave a review and rating. it is much appreciated.

EnglishGCSEcouk

Really informative and useful - thanks for sharing

Thank you for taking the time and trouble to leave a review and rating - it is greatly appreciated.

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Aug 30, 2014

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Autism. Definition. A neurodevelopmental disorder that affects the way a person communicates and relates to people around them. Triad of impairments in social interaction, social communication and imagination. Autism Spectrum Disorder. Classic Autism Asperger Syndrome

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Presentation Transcript

Definition • A neurodevelopmental disorder that affects the way a person communicates and relates to people around them. • Triad of impairments in social interaction, social communication and imagination.

Autism Spectrum Disorder • Classic Autism • Asperger Syndrome generally thought to be at the milder end of this spectrum. • Childhood Disintegrative Disorder typically occurs later than autism and involves a more dramatic loss of skills. • Rett Syndrome have increasing problems with movement, coordination and communication that may affect their ability to use their hands, communicate and walk. • Pervasive Developmental Disorder individuals with this disorder share same signs and symptoms of autism but do not meet all of the criteria for diagnosis

Interesting Facts • Children grown up isolated from humans said to be raised by the animals in the woods (Heflin, L.J and Alaimo, D.(2007) • There is a story about Peter aged 12 who never learns to speak even when he was given advantage. However he loves music and would hum tunes he heard.

Causes • may be attributed to a metabolic condition, viral bacterial infection or genetic basis • result of variation in conditions that occur before, during or after birth may affect brain development • imbalance of certain chemicals in the brain e.g. exposure to some toxins or chemicals during pregnancy could affect the child

Characteristics • Speech Development • Delayed • Absent • Present and later disappears • Social Interaction • Practices ego-centric play • Prefers isolation • Avoids eye-contact Skills Strengths: Drawing, music, mathematics, remembering data Weaknesses: Unable to understand content and concepts like time and weather Behavioural Problems Shows signs of hyperactivity or the opposite Obsessive interest in a particular object or event May turn aggressive and throw tantrum Stereotyped behaviours (e.g. flapping his/her hands, lining up toys) • Sensory Differences • Reacts to noises, lighting, temperatures, touch, as well as certain tastes and smells

Prevalence • With an estimated of 4 million people living in Singapore, about 24,000 individuals are diagnosed with autism • 5,472 of them are children below the age of 19 years • Approximately 216 new cases of children diagnosed with autism annually Source: Autism Resource Centre (Singapore), 2012

Assessment • INTERVENTION IN SINGAPORE • Early Detection • Occurs in an "ad-hoc" manner in healthcare facilities preschools / kindergartens. • medical checkups / vaccinations / observation in schools. • Results in delayed detection of developmental disabilities thus affect the time a child starts receiving intervention. • Use of Health Booklet • Source: MCYS Chapter 2 Early Intervention • indicates a screening gap between 18 months and 3 years which is crucial in a child's developmental years.

Assessment Admission Process to Intervention Programmes • Example 1, WeCan EIP (Autism Resource Centre Singapore): • Referral > Initial Screening > Placement • Example 2, Centre for Enabled Living (CEL): • Referral > Case Manager > Designated or preferred EIPIC centre

Assessment Intervention programmes for children with autism (Singapore) • Autism Resource Centre (WeCan Early Intervention Programme) Source: http://www.wecaneip.com/arc/web/aboutwecaneip/ Criteria: -Children 18 months to 6 years - Priority for Singapore Citizens Intervention Model: - Emphasise on work habits, self-regulation, social and communication skills. - Individualised Educational Plan (IEP) with specific goal for every child. - Aims to improve the abilities to learn and chances for improved future.

Assessment • Eden Children's Centre Source: http://www.autismsg.org/autism/index.html Criteria: Children 2 years to 6 years old Singapore Citizen / Permanent Resident Intervention Model: - "mixture of Applied Behaviour Analysis (ABA) strategies and Structured Teaching (TEACCH) principles" (Autism Association Singapore, 2009) - IEP based on Needs Assessment and an Occupational Therapy Assessment - Emphasise on Language, Social, Behavioural, Cognitive, Adaptive Living and Motor Skills

Assessment • Autism Behavioural Intervention Center for Children (BICC) Criteria - 3 to 8 years Intervention Model: - Analysis Behaviour Methods - Diagnostic report - Psychological Assessment - Screening - Therapy - Reinforce positive behaviours, expressive language and functional skills Source: http://www.autismbicc.com.sg/

Technologies • Electronic devices e.g. iPad, iPhone • Learning aids e.g. pencil grips, visual timers • and visual schedules • Lack of Assistive Technology for children with ASD in Singapore • WHY? • More Emphasis Placed on Physically Disabled • Lack of AT Suppliers • Lack of Collaboration between MOE & MCYS

Services (continued)

Local Service Providers • Autism Association of Singapore • Autism Resource Centre • Autism Partnership • Learn Different • Metacognition Learning and Development • Centre

Services • Edusave Pupils Fund • Edusave Grants • Integrated Child Care Programme • (ICCP) • School-based Achievement Awards for Special Education • Schools (SAASPED)

Issues • Social emotional Issues • Low self-esteem • Low performance level • Constant need of emotional support • Education • A non-inclusive learning environment • Inexperienced teaching staff • Examinations at Mainstream level • Social Acceptance in Mainstream Schools • Lack of awareness and understanding for autism • among school staff or society • Difficulties in establishing friendships due to lack of • communication skills and obsessive behaviours

Challenges • Inability in Expressing Themselves • Inadequate opportunities to practise their communication skills • Abnormal social interaction style • Lack of Focus & Short Attention Span • Difficulty in sitting down for long period • of time • Self-regulatory movements: Moving about in • class or playing with things • Highly attuned to slight distractions in the • environment e.g. lights, noise • Pays little attention to topics/conversations • that are not of his/her interests

Useful Links For Local Service Providers http://web.singnet.com.sg/~liewping/service%20providers.htm For Speech Therapies & Professionals http://www.shas.org.sg/ For Devices & Technology http://www.autismspeaks.org/family-services/autism-apps

Summary • Children with autism need support to function as other typically developing children in turn affect their future. • Important to detect early, start intervention early and provide the support for needs of children with autism. • Use of technologies/assistive devices facilitates the learning. • There are efforts by government, special schools and intervention programme. • However, more efforts need to be implemented to help the cost of EI (Early Intervention) programmes. • To move towards inclusion in mainstream schools, training of professionals or teachers is important. • Increase awareness on autism amongst society, school staff.

References Autism Association (Singapore). (2009). Retrieved July 21, 2012, from http://www.autismsg.org/autism/index.html Autism Resource Centre (Singapore). (2012). Retrieved July 20, 2012, from http://www.autism.org.sg/main/index.php Heflin, L.J and Alaimo, D.(2007). Students with Autism Spectrum Disorders: Effective Instructional Practices. Upper Saddle River, NJ. : Pearson Kessick, R.(2009). Autism and diet: What you need to know. Philadelphia, PA: Jessica Kingsley Publishers Healing Thresholds (2012). Connecting community and science to heal autism. Retrieved July 21, 2012 fromhttp://autism.healingthresholds.com/therapy/visual-schedules?page=1 Shanab, N. (2010). Everyday life with autism: Simple tips for parents & educators. Visual Timer. Retrieved July 20, 2012 from http://autism-tips.com/?p=276

References • Heflin, L.J and Alaimo, D.(2007). Students with Autism Spectrum Disorders: Effective Instructional Practices. Upper Saddle River, NJ. : Pearson • Mesibov, G.B., Adams, L.W., & Klinger, L.G. (1997). Autism: Understanding the disorder. New York: Plenum Press. • Tinsnips. (2009). Common characteristics of children with autism spectrum disorders. Retrieved July 20, 2012, from http://www.tinsnips.org/Media/autism/CMNCHAR.pdf • Autism Resource Centre (Singapore). (2006/2007) Retrieved July 20, 2012 from http://www.wecaneip.com/arc/web/aboutwecaneip/OurApproach_IntervModels.shtml • MCYS (2012). Retrieved July 20, 2012 from http://app1.mcys.gov.sg/Portals/0/Topic/Issues/EDGD/Chapter%202%20-%20Early%20Intervention%20for%20Children%20with%20Special%20Needs.pdf • MCYS (2012). Retrieved July 21, 2012 from http://app1.mcys.gov.sg/Portals/0/Files/EM_Chapter3.pdf (Author: MCYS Year: 2012) • Autism Community (2012). Retrieved on July 21, 2012 from http://www.autism-community.com/education/assistive-technology/ • Autism Speaks (2012). Retrieved July 21, 2012 from http://www.autismspeaks.org/family-services/autism-apps • MCYS (10 March 2012). Retrieved July 21, 2012 from http://app1.mcys.gov.sg/Portals/0/Summary/pressroom/New%20Initiatives%20to%20Better%20Support%20Persons%20with%20Disabilities.pdf ( • Lim, L. and Quah, M. (2004). Educating learners with diverse abilities. • http://www.autism.org.sg/press/2012/pr120320a-mypaper-mainstream-integration.pdf • Ministry of Education (Singapore) (2012). Retrieved 21 July, 2012 from http://www.moe.edu.sg/education/special-education/schoollist/

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Empowering adults with autism to find fulfilling jobs

Nathalie Stanish working with program participants

By Aiyana St. Hilaire 08-28-2024

The Daniel Jordan Fiddle Foundation (DJFF) Transition and Adult Programs team at the Center for Autism and Related Disabilities (CARD) held a one-week intensive program on the University of Miami’s Coral Gables campus in late July to assist adults with autism in learning a variety of pre-employment skills. These included building a resume, searching for a job, and social skills in the workplace, as well as the pros and cons of disclosing their diagnosis during the interview process or once they are employed. Participants also learned about commonly asked questions during a job interview and drafted answers to those questions with the help of program facilitators.

Nathalie Stanish, program manager for the DJFF Transition and Adult Programs team, has a personal connection to supporting adults with autism. She has helped her brother, who is on the autism spectrum, navigate the complexities of social service systems.

“Because of my history with my brother and the drive to want to help adolescents and adults, working with the Daniel Jordan Fiddle Foundation Transition and Adult Programs at CARD was a great fit,” Stanish said. “A lot of the resources, especially for employment, I was going through personally.”

Part of the Department of Psychology in the University of Miami College of Arts and Sciences , CARD is a state-funded resource and support center dedicated to improving the lives of children and adults with autism. Primary funding for CARD is provided by a legislative appropriation through the Florida Department of Education. This year, the Job SEEKers program hosted 10 participants, who were joined by five team members from the DJFF Transition and Adult Programs team at CARD.

For many of the participants, this program was their first opportunity to learn pre-employment skills. Every year, the organizers improve the program by continuously evaluating the best strategies to help adults with autism learn these skills.

“We tell the participants they will learn a lot, but as facilitators, we also learn a lot every year,” Stanish said.

Staff and participants in the Job SEEKers program

While teaching interpersonal skills, the Job SEEKers program provided presentations and interactive activities centered around playing to one’s strengths in attaining employment, which fostered camaraderie as participants learned about their similarities and differences.

“We want to celebrate the participants and have fun,” Stanish said. “As each day goes on, as the participants find that they are not alone, we see that growth in their connection with other participants and in their social skills.”

It is especially important for facilitators to ensure that the program participants feel empowered as they seek employment and that they feel supported by their community, Stanish added.

“Our program is not a job placement program. We’re really focusing on the introduction of these concepts, bringing awareness, and empowering participants to know what they need to improve,” she said.

On the last day of Job SEEKers, participants had two mock one-on-one interviews with a community professional. In preparation for these interviews, participants prepared what they planned to say, including whether and how to disclose their disability. After the interviews, each participant had a follow-up meeting at CARD to review their performance.

Supported by DJFF, which was founded in 2002 to support and advocate for adults with autism, as well as other organizations including The Taft Foundation and Canon Solutions America , the Job SEEKers program is part of a meaningful initiative to provide employment readiness programming for adults. Team members Diane Adreon , Nathalie Stanish , Jennifer Feinstein , Maria Henao , and Jacquelyn Moultrie and their summer social work intern Jessica Salas facilitated the program. In addition to offering the one-week program at the University, they also offered a program in July in Broward County at the CARD Branch Office in Miramar, Florida.

DJFF is dedicated to building a world where adults on the autism spectrum have the necessary accommodations to attain their “maximum potential as individuals.” Through a generous gift from the DJFF foundation, adults with autism have the support, and safety net, to succeed.

“One thing we establish with participants is that what we go over is not explicitly taught in the school system,” Stanish said. “It is very difficult to get that information once exiting the school system, and we tell the participants that it is okay to be lost, or to not understand. That is why we started this program.”

Editor’s note: To protect the privacy of the Job SEEKers program participants, the College of Arts and Sciences did not include their names in this article.

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Autism PowerPoint Presentation Template and Google Slides
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Understanding Autism Acceptance and Why It's So Important
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PDF Autism 101: Introduction to ASD
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Use our lovely template and raise awareness about autism! This template is based on a disease structure. The background of the slides display a series of organic shapes in grayish blue, creating a very modern layout. We have also added some flat illustrations of people, hands and medical stuff in blue, red and yellow.
Autism Awareness Presentation Template
The color blue and jigsaw puzzle pieces are two distinctive elements in the autism community that are used to support and promote awareness of autism. Get your presentation custom designed by us, starting at just $10 per slide. STEP 1. UPLOAD PRESENTATION.
National Association of Special Education Teachers: PowerPoint Library
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A Powerpoint Presentation on the Autism Spectrum - Free download as Powerpoint Presentation (.ppt), PDF File (.pdf), Text File (.txt) or view presentation slides online. This powerpoint presents main points about the autism spectrum. An educated public is key to children's optimal development.
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Welcome to this Autism Awareness page. This is a short handout on Autism for people who need a quick overview of what Autism is all about. While this page explains each slide in detail, the same information in also available in the form of Autism PDF and Powerpoint slides. Click below to download the necessary format.
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Presentation Transcript. Autism Spectrum Disorder • The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013) defines Autism Spectrum Disorder as: • Persistent impairment in reciprocal social communication and social interaction. • Restricted, repetitive patterns of behavior and ...
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Autism Awareness Presentation. This resource contains an editable, 120 slide PowerPoint presentation on autism and Autism Awareness Day (2nd April) and Autism Awareness Week. I had the privilege of teaching and working with many amazing young people on the autistic spectrum for twenty years. People with autism are often misunderstood.
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Presentation Transcript. Autism 101 • According to the CDC in June, 2013, 1 in 88 children are identified with an Autism Spectrum disorder • Autism is a developmental disorder, neurological in nature affecting the brain in 4 major areas - language/communication, social skills, sensory, and behavior. • ASD is diagnosed 4x more often in ...
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Presentation Transcript. Autism. Definition • A neurodevelopmental disorder that affects the way a person communicates and relates to people around them. • Triad of impairments in social interaction, social communication and imagination. Autism Spectrum Disorder • Classic Autism • Asperger Syndrome generally thought to be at the milder ...
Autism PowerPoint Presentation And Google Slides Themes
Autism Presentation Slides. Autism, or Autism Spectrum Disorder (ASD), is a neurological and developmental disorder. It is called a spectrum disorder because the symptoms and severity can vary widely among individuals. Some common characteristics of autism include difficulties with verbal and nonverbal communication, social interaction ...
Autism PowerPoint Presentation Template and Google Slides
Autism Presentation Slide. Autism is a spectrum of disorders that affects individuals differently. Five types of autism are Asperger Syndrome, Pervasive Developmental Disorder, Rett Syndrome, Childhood Disintegrative Disorder, and Autistic Disorder. Early diagnosis and intervention are critical, as they can significantly improve outcomes.
Autism Awareness and Acceptance PowerPoint (Teacher-Made)
This excellent informational PowerPoint explains what Autism is and the different ways it can affect people's lives. The objective is to educate and inform students all about Autism Awareness and Acceptance and bring awareness to the subject. The PowerPoint aims to help all children understand the term 'Autism' and how we can spread knowledge, awareness and acceptance of the condition.
An Introduction to Autism PowerPoint Presentation
Transcript. Slide 1-. An Introduction to Autism. Slide 2-. Autism is a 'hidden disability', meaning it is not easy to recognise when someone has the condition. When you see the following pattern (on a wristband, card or mobile device) it means someone has autism and wants you to know so that you can support them: Autistic people often have ...
World Autism Awareness Day
Free Google Slides theme, PowerPoint template, and Canva presentation template. April 2 is World Autism Awareness Day, which aims to promote understanding and support for people with autism. A multitude of activities are held throughout the month, so if you have already prepared your own, use this template to present them.
Empowering adults with autism to find fulfilling jobs
The Daniel Jordan Fiddle Foundation (DJFF) Transition and Adult Programs team at the Center for Autism and Related Disabilities (CARD) held a one-week intensive program on the University of Miami's Coral Gables campus in late July to assist adults with autism in learning a variety of pre-employment skills. These included building a resume, searching for a job, and social skills in the ...