Definition/Diagnosis:The term Autism Spectrum Disorders (ASD) denotes a collection of five developmental disorders. These five disorders exist on a spectrum, meaning they appear in a plethora of ways, combinations, and to different severities (National Institute of Mental Health, 2016). Autism Spectrum Disorders used to "fit" under the blanket term Autism, but the most current DSM-5 [Diagnostic and Statisitical Manual of Mental Disorders] constructed and compiled by the American Psychological Association has since expanded the definitions of these disorders (Bryant, Bryant, and Smith, 2016). The new model helps to conceptualize the five developmental disorders in a more dynamic way, better for making individual diagnoses. Autism Spectrum Disorders are on the rise for reasons currently unknown (Bryant, Bryant, and Smith, 2016).
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(Garcin, 2013)
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Symptoms/Signs:
Students with ASD "have impairments in communication, impairments in social skills, and restricted and repetitive behavioral patterns or range of interests" (Bryant, Bryant, and Smith, 2016, p. 100). Students with ASD vary widely in ability. Students with Autism Spectrum disorders struggle with verbal and nonverbal communication and have difficulties starting and holding conversations with peers and teachers. These students often show intense focus when interested in topics and an avoidance of eye contact. Students with ASD can also be twice exceptional, which means they occupy the ASD spectrum, but also exhibit qualities recognized in Talented & Gifted students. For instance, a student who is twice exceptional might show strong memorization skills, but be unable to read their peers' facial expressions for social cues. Some symptoms/signs of ASD include:
*hir = gender neutral pronoun)
- repeating words and phrases, known as echolalia
- easily upset by schedule or routine changes, transitions
- speaking one-sidedly in conversation, usually about topic of hir* extreme interest
- developing language at a delayed pace and use words out of context
- lack of facial expressions
- failure to start and respond to social interactions
- repetitive movements and handling of objects
- closed and intense interests
- hyporeactivity to new stimuli
*hir = gender neutral pronoun)
Accommodations:
While no blanket accomodations exist for all ASD students, a few helpful strategies include emotional recognition activities and visual learning opportunities. Students with ASD need help making connections with peers and others. They require assistance in recognizing their own feelings and the feelings of others (manifested in people's facial expressions). The "Are You AWARE of How You Are Feeling Now?" graphic can help students with ASD know how others around them feel and, thus, how they should respond to peers in social situations. The graphic can also help students with ASD recognize their own feelings, which may be crucial in asking for and receiving assistance in moments of stress and anxiety. Teachers should recognize what students with ASD find interesting and use students' interests to ease students' stress, engage students in class and social situations, and motivate students to learn material.
Students with ASD usually have strong visual learning capabilities. Teachers should use students' strengths to offset students' weaknesses. Teachers can support students with ASD as they read if they use comic books. Comic books help students with ASD process and comprehend facial expressions and body gestures (Macpherson, 2013). Teachers can act out the expressions students read and break down expressions and gestures into pieces (i.e. What does Character A's body language mean? What about Character B's eyes?). Comics are also valuable to students with ASD and their teachers because they compartmentalize language. Students with ASD often develop language at a slower pace and this segmentation can help students focus on bits of text at a time so they better comprehend what they read.
Students with ASD usually have strong visual learning capabilities. Teachers should use students' strengths to offset students' weaknesses. Teachers can support students with ASD as they read if they use comic books. Comic books help students with ASD process and comprehend facial expressions and body gestures (Macpherson, 2013). Teachers can act out the expressions students read and break down expressions and gestures into pieces (i.e. What does Character A's body language mean? What about Character B's eyes?). Comics are also valuable to students with ASD and their teachers because they compartmentalize language. Students with ASD often develop language at a slower pace and this segmentation can help students focus on bits of text at a time so they better comprehend what they read.
(Gillespie, 2016)
For more reading: |
References:
Are you AWARE of how you are feeling right now? [online image]. Retrieved December 14, 2016 from http://www.autismtopics.org/t9%20autism%20emotions.html
Bryant, D.P., Bryant, B.R., Smith, D.D. (2016). Teaching students with special needs in the classroom. Los Angeles, CA: SAGE.
Garcin, N. (2013). Autism Spectrum Disorders [online image]. Retrieved December 14, 2016 from http://www.lavalfamilies.ca/articles.asp?a=116
Gillespie, Claire. (2016). If your kid's not hooked on comic books, here's how to fix that [online image]. Retrieved December 14, 2016 from http://www.sheknows.com/parenting/slideshow/6139/comic-books-for-kids/star-wars-jedi-academy
Macpherson, E. (2013). 6 Ways comics can help a child with Aspergers. Retrieved from https://www.weareteachers.com/6-ways-comic-books-can-help-a-child-with-aspergers/
National Institute of Mental Health. (2016). Autism Spectrum Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml