This video will explore: Early signs of Autism within developmental domains (social, communication and behavior) An example of a widely used early autism screener http://www.m-chat.org Why some children slip through the cracks and don’t get a diagnosis early Who the “first responders” are to autism diagnosis Thank you for watching and for being an inclusive educator!
A child who has difficulties going to bed, falling asleep, staying asleep, can make night time a horrible ordeal!
Night waking and challenges in falling asleep are common in children with Autism Spectrum Disorder (ASD). I have used the textbook A Work in Progress as a reference to share a sleep protocol to help children and their families.
The protocol consists of 4 steps:
Download the full slide deck that teaches the four step sleep protocol. There is also a visual bedtime routine picture schedule at the end of the slide deck that can be used at home.
As a teacher in higher education, I love working with teachers who are just starting out in the field. Their enthusiasm and willingness to learn is so heartening!
I put together this video lecture for them to learn more about the Autism (ASD) evaluation for our state of Oregon. I decided to publish it on my blog so parents/caretakers and others can learn more as well!
When we look at high quality interventions for students with Autism Spectrum Disorder (ASD), we want to learn the foundational SIX EBPs first! When teachers are able to intervene and use strategies with fidelity, students have better outcomes!
This is one of my new lectures that I am posting here. I hope to empower and teach new teachers and parents.
I would love to hear how you are able to incorporate these foundational interventions into your work with students!
“Masking” and Autism- Sometimes this is called “camouflaging”
On social media (twitter) I have seen multiple people who experience Autism describe the concept of “masking” and autism. At an autism conference I recently went to, a young man with autism described how he was able to “mask” his Autism and at the age of 22 has recently received a diagnosis.
What is “masking”?
•Masking is when a person who has Autism tries to blend in or go unnoticed among their neurotypical peers.
•They will fly under the radar, try to go unnoticed and copy or mirror as best as possible the social scripts of their peers.
•They work hard to be the “good student” and not bring extra attention to themselves.
•Research shows that those who have Autism level one (aka. Asperger’s) often camouflage.
•Masking happens when a person with autism is more aware of their social differences to the neurotypical world.
•Girls with autism tend to “mask” more than boys on the spectrum.
Why is masking an issue?
•Masking suppresses the natural state of the person with Autism.
•Students who mask are often misdiagnosed because they have camouflaged their symptoms. A misdiagnosis of mental health difficulties may happen.
•A feeling of social isolation may happen because they are not able to be their true selves.
•Masking can lead to loneliness, depression, self-harm, self-medication, anxiety anger and is most notably it is exhausting.
If you suspect a student is masking, talk to your educational team, a special education teacher, school counselor or other professional. Getting others involved will help support you as an educator to determine the next steps to take in helping the student.
Social Stories are another great visual support and intervention for students who experience Autism Spectrum Disorder (ASD). Visual supports are valuable in helping students structure and understand communication and social interactions.
Social Stories were developed by Carol Gray in 1995 as a way to teach children with ASD how to read the intricacies of the social environment and to teach new skills.
These techniques use a brief narrative that describes a situation, relevant social cues, and responses.
They can teach multi-step situations. Similar to “Task Analysis” a skill is broken down into smaller steps for a student to learn and understand.
There are a variety of social skills training programs available, but Social Stories can be created by anyone including teachers, parents, speech language pathologists, and they can be used with all ages of students.
Read and review the social story when the student is calm to teach the behavior or social skill. Review the social story often and reinforce positive student behavior related to skills in the social story
Social Stories are simple narratives, written in positive language that support a student’s communication in a way that makes the new skill or social environment more personal and concrete