Volume 2, Issue 4
December, 2008
SCOPE FOR PSRP’S
McAllen AFT, 1500 Dove, McAllen, TX, 78504
Telephone—682-1143, Fax—631-0190, Cell—607-0193
Stories contributed by McAllen AFT PSRP’s
UNDERSTANDING AUTISM
Autistic Disorder
People with autistic disorder have moderate to severe impairments in communication, socialization and restrictive/repetitive behavior.
Students with Autism
Autism is a developmental disability considered the result of a neurological condition that affects brain function. According to the Autism Society of America, there are 1.5 million people living with autism in the United States. Students with autism find it difficult to relate to other people in a meaningful way. Students may show restrictive and/or repetitive patterns of behavior or body movements, and often have some degree of intellectual disability. While great strides are being made, there is no single known cause or cure, nor a known singular effective treatment for every individual with autism.
Autism is one of the educational eligibility categories for special education. Individualized Educational Program teams can deem children eligible for special education services under the category of autism.
According to the Centers for Disease Control, as many as 1 in 150 children have an autism spectrum disorder. The use of the term "spectrum disorder" implies that no two individuals with autism are alike. Autism Spectrum Disorder is defined by challenges in three areas: social, communication and restrictive/repetitive behavior. Autism Spectrum Disorders usually become evident within the first three years of life. Autism Spectrum Disorders occur four times more often in males than in females.
Common Characteristics in Students with Autism Spectrum Disorders:
Communication:
- Language is significantly delayed
- Some do not develop spoken language
- Experience difficulty with both expressive and receptive language
- Difficulty initiating or sustaining conversations
- Robotic, formal speech
- Repetitive use of language
- Difficulty with the pragmatic use of language
Socialization:
- Difficulty developing peer relationships
- Difficulty with give and take of social interactions
- Lack of spontaneous sharing of enjoyment
- Impairments in use and understanding of body language to regulate social interaction
- May not be motivated by social reciprocity or shared give-and-take
Restrictive/Repetitive Behavior:
- Preoccupations a typical in intensity or focus
- Inflexibility related to routines and rituals
- Stereotyped movements
- Preoccupations with parts of objects
- Impairments in symbolic play
Tips for Paraprofessionals
The primary role of a paraprofessional is to assist the teacher in providing a meaningful education for a child with autism. A paraprofessional can assist the student in achieving their educational outcomes through direct instruction and indirect support in the classroom. Students with autism have challenges in the areas of communication, socialization and restrictive/repetitive behavior. A paraprofessional can help mediate these challenges and encourage the student to have success in the educational environment.
It is important to highlight that paraprofessionals should be working in concert with the educational team. Clear roles should be defined for all team members. Para educators are integral members of the educational team. Clear instructional plans and schedules developed by the educator/other professionals and the paraprofessional should outline expectations for all team members. Collaboration will provide everyone the opportunity for success.
Promoting Peer Interaction
Students with autism have challenges in the areas of social skills and communication. A paraprofessional can be helpful in encouraging peer interaction and promoting success with peer relationships. Paraprofessionals in the classroom must walk a fine-line between working in proximity to the student for whom they are providing support to ensure success while encouraging the student with autism to interact with their peers and while fading into the background of the school setting.
10 Specific Strategies to Encourage Peer-to-Peer Interaction:
- Ensure that the student is in a rich social environment
- Highlight similarities between the student with autism and peers
- Redirect conversation to the student with autism
- Directly teach and practice interaction strategies in natural settings
- Use instructional strategies that promote interaction
- Teach others how to interact with the student with autism
- Make rewards for behavior social in nature (e.g., playing a preferred computer game with a peer)
- Give the student responsibilities that encourage peer interaction
- Systematically fade direct support
- Make independence a goal
Asperger's Syndrome
What is Asperger syndrome?
Asperger syndrome is an autism spectrum disorder, a group of conditions that include autism and other disorders with similar symptoms, such as problems with language and communication, and repetitive or restrictive patterns of thoughts and behavior.
People with Asperger syndrome have autism-like problems in areas of social interaction and communication, but have normal intelligence and verbal skills. Asperger syndrome is usually thought to be the mildest of the autism spectrum disorders.
Other symptoms of Asperger syndrome may include:
- Obsessive or repetitive routines and rituals
- Motor-skill problems, such as clumsy or uncoordinated movements and delays in motor skills
- Social-skill problems, especially related to communicating with others
- Sensitivity to sensory information, such as light, sound, texture, and taste
Source: National Institute of Child Health and Development & http://www.aft.org/
TURTLE PUMPKIN PIE
INGREDIENTS:
4 cups plus 2 Tbsp. caramel ice cream topping, divided
1 HONEY MAID Graham Pie Crust
1/2 cup plus 2 Tbsp. PLANTERS Pecan Pieces, divided
1 cup cold milk
2 pkg. (3.4 oz. each) JELL-O
Vanilla Flavor Instant Pudding
1 cup canned pumpkin
1 tsp. ground cinnamon
1/2 tsp. ground nutmeg
1 tub (8 oz.) COOL WHIP Whipped Topping, thawed, divided
Directions:
POUR 1/4 cup caramel topping into crust; sprinkle with 1/2 cup pecans.
BEAT milk, pudding mixes, pumpkin and spices with whisk until blended. Stir in 1-1/2 cups COOL WHIP. Spread into crust.
REFRIGERATE at least 1 hour. Top with remaining COOL WHIP, caramel topping and pecans just before serving.
Prep Time: 15 min
Total Time: 1 hr 15 min
