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Maricarmen Saleta Miren Oca
Educational Support Specialist Director
UM-NSU CARD Ocaquatics Swim School
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Clinical Characteristics
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Autism Spectrum Disorders:
What We Know
Autism Spectrum Disorders (ASDs) are neurological disorders that
can cause significant social, communication and behavioral
challenges.
ASDs are "spectrum disorders." That means ASDs affect each
person in different ways, and can range from very mild to severe.
Diagnosis is based on observed behavior and social history
Lifelong disability
Outcomes are better with early identification and
intensive intervention
No known cause/No known cure
Often occurs along with other disabilities
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Prevalence: How Common is ASD?
1 in 88 children has been identified with an ASD
ASDs are reported to occur in all racial, ethnic,
and socioeconomic groups.
5 times more common among boys (1 in 54)
than among girls (1 in 252).
Reasons for the increase:
• Changes in diagnostic criteria
• Increased public awareness
• US Dept of Education added autism as
diagnostic category in 1991
• Laws promoting early intervention services
• Research continuing to explore more
reasons for increase in ASD
*CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network
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The Autism Spectrum “Umbrella”:
Pervasive Developmental Disorders
5 separate diagnoses
Autistic Childhood
Disintegrative
Disorder
Disorder
Asperger’s Rett’s
Disorder Disorder
PDD-NOS
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RED FLAGS
No big smiles or other warm, joyful expressions by six
months or thereafter
No back-and-forth sharing of sounds, smiles,
or other facial expressions by 9 months
or thereafter
No babbling by 12 months
No back-and-forth gestures,
such as pointing, showing,
reaching, or waving by 12 months
Greenspan, S.I., Prizant, B.M., Wetherby, A, and First Signs, Inc. http://www.first signs.org/healthydev/milestones.htm
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RED FLAGS
No words by 16 months
No two-word meaningful phrases (without
imitating or repeating) by 24 months
Any loss of speech or babbling or social skills
at any age
Some children and older individuals
repeatedly flap their arms or walk on their
toes. Some suddenly freeze in a position.
Sometimes they may be disruptive and
physically aggressive
Greenspan, S.I., Prizant, B.M., Wetherby, A, and First Signs, Inc. http://www.first signs.org/healthydev/milestones.htm
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Main Areas Affected
Restricted &
Social Communication/ Repetitive
Interaction Play Behaviors
Challenges
Sensory Processing
Motor Skills
Attention
Organization
Motivation
Learning
Co-Morbid Conditions (anxiety, depression,
seizures, mental retardation)
*Affected individuals will vary in the number and severity of specific symptoms exhibited
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Teaching Strategies
Reinforcement
Prompting
Modeling
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Positive Reinforcement
“When a behavior is
followed immediately
by the presentation
of a stimulus and, as
a result, occurs more
often in the future”
(Cooper, Heron, Howard, 1987)
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Prompting
Stimuli used to increase the
likelihood that a
correct response will be
emitted.
Special cues before or
during the performance of
a behavior in order to direct
attention to an activity and
help the behavior to occur.
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Types of Prompts
Physical Prompts
Modeling
Gestural Prompts
Verbal Prompts
Visual Prompts
(pictures, words)
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Visual Prompts
Anything that we see
that:
Enhances the
communication process
Helps us gain
information
Improves organization
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Why use visuals?
Children with autism learn visually
Reduces anxiety and fears
Enhances comprehension
Helps reduced inappropriate behaviors
Helps them to predict what is coming
Teaches independence
Helps with attention and learning
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Introductory Books
Called Social Stories-Created by
Carol Gray
Short stories to visually convey
expectations
Use for self-help, changes in
routine, behavior, etc.
Introduce to a new event or
activity
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An Introductory Book for our Swimming Lessons
Welcome to Ocaquatics Swim School!
The mission of Ocaquatics Swim School is to teach families to love swimming and
to become safer, more comfortable and responsible around the water.
This introductory book will help your child come more relaxed, excited, and
prepared for his/her swimming lessons.
The Schedule goes as follow:
Welcome and warm-up Arms/Rainbows and Rollovers
Kicking Backstroke kicks
Arms/Rainbows Backstroke arms/rainbows
Back floating Jumps
Rollovers Playtime/ Rings
Please print this book at least a week before the lessons starts and read it with
him/her everyday.
We can’t wait to have FUN in the water!
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Positive Behavior Support
Environmental Design
Boundaries
Visual Supports
Schedules
Choice boards
Show them what to do (task strips)
Clarify Expectations
First /Then (verbal or visual)
Timer, count down (verbal or visual)
Be prepared ( know your goals, have
materials ready)
CATCH THEM BEING GOOD!!!!!!!!!!
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Schedules-Choice Boards Why?
Give information on
What is going to happen
When it’s going to happen
Increase
Independence
Structure of the environment
Predictability
Decrease
Fear and anxiety
Surprises
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Responses to Challenging Behaviors
Ignoring
Redirecting
Removal from current
activity or remove desired
item
Reinforce appropriate
behaviors
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Pilot Swimming Program
24 Children (Autism and other disabilities) split into 3
groups
10 Week program. Swimmers came once per week.
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Pilot Swimming Program
4 Ocaquatics staff in the
water. 1 Ocaquatics staff
member on deck. 1 from
UM-NSU CARD. 2-3 from
Beyond Expectations
School in and out of the
water for support.
Before the program
started, UM-NSU CARD
provided training for
Ocaquatics staff
members.
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Waiting for a Turn
WAIT BOARD
Preferred toy
Squeeze ball
Ring to STOP ring to GO
STOP sing
Give verbal cues
(one or two words)
Peers (buddy system)
Bobs
First-Then
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Bubbles
Model
Prompt
Peers (buddy system)
Straw for blowing
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How Many Laps
Numbers on board
Instructional Tools
Ducks
First-Then
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Kicking
Model
Prompt
Doll
Peers (buddy system)
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Back and Front Floating
Model
Prompt
Doll
Peers (buddy system)
Sensory-Squeeze
forehead
“Shuuu” sound
Mirror
Kickboard
Float under mat
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Front and Back Arms
Model
Prompt
Doll
Peers (buddy system)
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Jumps and Diving
Model
Prompt
Instructional Tools
Peers (buddy system)
Hoola Hoop
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