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Autism (understanding (Causes (genetic differences or other malfunctions…

- - - - An inability to relate typically to other people and situations
      - Delayed speech and language development, failure to use developed language for communication purposes, and other speech and language abnormalities, such as extreme literalness
      - Typical physical growth and development
      - An obsessive insistence on environmental sameness
      - An extreme fascination and preoccupation with objects
      - Stereotypic or repetitive behavior and other forms of self-stimulation
- - - - Intervention prior to age 3
      - Twenty to 45 hours of intervention per week
      - Active family involvement
      - Highly trained staff providing services to children with autism and their families
      - Ongoing assessment of children’s progress
      - A systematically implemented curriculum
      - A highly supportive teaching and learning environment
      - A focus on communication goals and other developmental areas
      - Plans to help students apply skills they learn in a variety of settings and to maintain their skills over time
      - Individualized interventions for each student
      - Plans to assist the young child and family transition from early childhood services to school-age programs
  - - - Social isolation, often self-imposed
      - Repetitive behavior and obsessions with specific objects or topics
      - Focus on a narrow range of topics and inability to recognize that others may not share those interests
      - Difficulty in transitioning from one activity to another in a timely manner
      - Inability to recognize the feelings of classmates
- - - - Situation: The first step is to have the student identify (or help the student identify) the who, what, where, and when components of the event that occurred.
      - Options: Next, the student brainstorms, with help as needed, options for responding to the situation. All student responses are recorded, whether they seem appropriate or not.
      - Consequences: For each option listed, the student identifies at least one consequence. This sometimes is the most difficult part of the process.
      - Choices: The student rates the option as positive or negative, based on the consequences of each.
      - Strategies: After choosing an option, the teacher assists the student to form a plan for using that option the next time the situation arises.
      - Simulation: This step is designed to provide practice for the student, who could draw the strategy being implemented, role play it, or imagine using it.