https://padlet.com/chavonuhv/oq9gepgt1wn7 This Padlet is about autism en-us 2017-07-29 02:45:03 UTC 2025-12-02 16:24:28 UTC hello@padlet.com chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179670544 2017-07-29 02:47:24 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179670544 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179670780 Autism is a developmental disability that significantly affects the ability to communicated through verbal and nonverbal means. This is usually evident by the time a child is three years of age and effects the child’s educational functioning and performance. Other indicators of autism are repetitive activities and stereotyped movements, resistance to environmental changes or changes in daily routines. The child may also have unusual responses to sensory experiences. Hand flapping is common in children with autism. ]]> 2017-07-29 02:51:33 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179670780 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179670805 As the criterion has changed to diagnose ASD, so has the increase in cases. It now includes several disorders that were once standalone diagnosis as well as comorbid disorders. “The autism spectrum comprises disorders characterized by impairments or delays in two interrelated domains: social interactions, and language and communication. A third characteristic was the presence of restricted and highly repetitive motor behaviors and unusual and perseverative psychological interests” (Eigsti, Marchena, Schuh, Kelley, 2010).
According to the Diagnostic and Statistical Manual of Mental Disorders Volume 5. Autism spectrum disorder is a new name given by the newer edition. With this name it is presented that what was diagnosed as four separate previous disorders with the DSM-IV is now one single condition. The new condition has the aforementioned name Autism spectrum disorder. So “ASD now encompasses the previous DSM-IV autistic disorder or autism, Asperger’s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified” (DSM-V, 2015[PBL1] ).  The DSM-V list autism as characterized by deficits in social communication and social interactions. It also lists restricted repetitive behaviors as indicators. Both conditions must be present for a diagnosis of ASD.]]> 2017-07-29 02:53:16 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179670805 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671526 Since there is no blood test or medical evaluation that can be done to evaluate Autism, doctors rely on observations of the child’s behavior and their developmental milestones and delays. While Autism can be diagnosed as early as 18 months or even younger, it typically is not diagnosed until around the age of 2. Even at this age, it is typical that a final diagnosis is not given until much later. This gap in times means that children with Autism are not afforded help they need until much later in life. Children are assessed for Autism during well child screenings at ages 18 and 24 months. Doctors will often observe their play with parents, ask questions, and inquire if the child is hitting their developmental milestones.  If they are not there is a cause for concern and further assessment for autism may be required. “The brains of persons with ASD differ both structurally and functionally from those without this impairment” (Ogletree, Morrow-Odem, & Wrestling, 2015).[PBL1] ]]> 2017-07-29 03:05:43 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671526 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671589 One of the greatest indicators of a possibility that autism may be present in a child is impaired, slow, or unclear speech. It is common for children with autism to have difficulty with communication. “For many children with autism spectrum disorders however- including those with high functioning ASDS- learning how to engage in spontaneous, unscripted conversation often remains maddeningly out of reach” (Muller, Cannon, Kornblum, Clark, & [PBL1] Powers, 2016). This can be the case through verbal and nonverbal communication. This can be illustrated when a child with autism struggles to use gestures such as pointing to an object. Often communication can be repetitive or rigid language where the child says things that has no meaning at all or just repeats phrases others have said over and over again.]]> 2017-07-29 03:08:45 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671589 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671690 2017-07-29 03:13:44 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671690 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671765 Students with autism are taught with a broad range of strategies but there are some evidenced based practices that are common to classroom.  These are:
*Applied Behavior Analysis
*Picture Exchange System
*Discrete Trial Training
*Floor Time 
 *Social Communication/Emotional Regulation/Transactional Support (SCERTS) 
* Verbal Behavior
* Training and Education of Autistic and Related Communication Handicapped Children 

]]> 2017-07-29 03:18:17 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671765 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671922 Autism Speaks
https://www.autismspeaks.org/
Relate to Autism
http://www.relatetoautism.com/index.php?section=1&chapter=-1
Aspergers Community
http://aspergers-community.org/
Autisable
https://autisable.com/
A special needs plan
http://aspecialneedsplan.com/
Day 2 Day Parenting
http://day2dayparenting.com/
Institute for Behavioral Training
https://www.ibehavioraltraining.com/IBT/Default.aspx
Organizaton for Autism Research
https://researchautism.org/who-we-are/mission-history/
Moms fighting autism
http://www.momsfightingautism.com/]]> 2017-07-29 03:28:30 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179671922 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672214 1. Schedule scensory activities throughout the day.
2. Stick to a structured schedule so that the child knows what to expect next.
3. Use visual support for instruction.
4. Use varied or alternate media to appeal to a difference in learning styles.
5. Give the student the opportunity for frequent breaks and allow for quiet time. 
6. Use Social Stories to teach skills and reinforce them.
7. Implement small group or one to one instruction when possible. 
8. Give students opportunities to exercise and develop social and communicative skills.
9. Allow interactions with nondisabled peers.
10. Establish and maintain frequent communication with parents. ]]> 2017-07-29 03:48:06 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672214 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672317 2017-07-29 03:55:06 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672317 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672332 2017-07-29 03:56:28 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672332 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672360 2017-07-29 04:00:08 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672360 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672387 2017-07-29 04:02:58 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672387 chavonuhv https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672432 2017-07-29 04:05:32 UTC https://padlet.com/chavonuhv/oq9gepgt1wn7/wish/179672432