2.  Explore the differences and shared
characteristics between Autism and Asperger‟s
Syndrome
 Investigate a range of evidence based strategies
and interventions that can be deployed in the
support of people with autistic spectrum
disorders.
 Become aware of the Autism Act

3.  In 1911 Autism was first used to describe a key
symptom of schizophrenia – social withdrawal.
Autism means selfism.
 In the 1940‟s Kanner observed that some
patients did not exhibit all the symptoms of
schizophrenia – “infantile autism”
 Also in the 1940‟s Hans Asperger noted that
unlike schizophrenic patients children with
autism did not show disintegration of
personality – they are not psychotic instead
they show a lesser or greater degree of autism.

4.  Autism is on a continuum
 1981 Wing used the phrase „Asperger‟s
Syndrome‟ to describe a distinct subgroup of
autism

5.  IQ can be anywhere on the scale
 There is language delay
 Significant difficulties connecting socially
 Perceptual difficulties – over sensitive to sound
and touch
 Likely to be under sensitive to pain and
temperature.

6.  Easily overloaded by stimulation
 Can display self calming behaviours –
rocking, flapping, spinning
 Autism may run through the male gene.

7.  The Act places a duty on the Government to
produce an Autism Strategy for Adults with
Autism living in England by March 2010
 A second duty was to produce statutory
guidance for Local Authorities and Health
bodies on implementing the Autism Statagy by
the end of 2011

8.  Males much more likely to be affected 12:1
 1 in every 330 children
 Affects people in the average to upper ability
range
 A neurological condition that affects brain
development

9.  Impairment of language and communication
 Impaired social interaction
 Rigidly of thought and behaviour
(imagination)
 Motor clumsiness (in some cases)

10.  Difference in IQ – In Autism the person is
likely to have additional learning difficulties
where in AS they are likely to above average IQ
 Language delay – In Autism there is language
delay (not using words by 2) In AS language
develops normally.
 Both share communication
difficulties, repetitive behaviour and narrow
interests.

11.  The key is to be as straight forward as possible
and to use visual prompts/clues to aid
understanding.
 Visual processing and thinking are normal for
ASD
 People on the spectrum do not use verbal
strategies to memorise information and seldom
use any verbal strategies

12.  Teach appropriate opening comments
 Use video taped conversations
 Use comic strip conversations to teach skills
related to specific problems
 Pause between instructions and check for
understanding

13.  Limit discussions and questions that persevere
too long
 Set firm expectations and allow opportunities
for the student to pursue their interests.

14.  Provide clear expectations and rules for
behaviour
 Use social stories
 Educate peers about how to respond to this
disability in social interaction
 Teach students how to monitor their own
behaviour
 Model and Practice appropriate personal space

15.  Prepare students for change as far in advance
as possible.
 Set up a routine then sabotage it!

16.  The Act places a duty on the Government to
produce an Autism Strategy for Adults with
Autism living in England by March 2010
 A second duty was to produce statutory
guidance for local Authorities and Health
bodies on implementing the Autism Strategy.
 The Autism Strategy is not enshrined in law –
No legal duty!

17.  1. Training of front line public sector staff who
provide services to people with Autism
 2. Identification and diagnosis of autism in
adults, leading to a needs assessment
 3. Planning in relation to the provision of
services to people with autism as they move
from being children to adults
 4. Local planning and leadership in relation to
the provision of services for adults with autism.

18.  Use graphic organisers
 Break tasks down
 Check for understanding
 Avoid verbal overload
 Provide an exit strategy in times of stress –
time out/quiet place