ASD 101

Introduction to
ASD:
What is ASD?
Early indicators of ASD
Individual Differences in ASD
Supporting the Sensory System
What is ASD?

Autism spectrum disorder is a condition related to brain

development that impacts how a person perceives and socializes
with others, causing problems in social interaction and
communication (“social communication”). The disorder also includes
limited and repetitive patterns of behavior.

www.mayoclinic.org
 DSM-5:

ASD is characterized by
persistent impairments in:
Restrictive,
Social
Repetitive
Communication
Behaviors
 Diving deeper into these domains…
Restrictive Interests & Repetitive
Social Communication: Behaviors:

• Repetitive body
Social and emotional Non-verbal movements, use of
interaction communication
objects, or speech
• Insistence on sameness
• Highly focused interests
Relationships with
• Reactivity to sensory
others input
 Social
Joint attention
gnize
Reco
Behavioral Social
(e.g., p
develo
retend
pment feelin
gs

play) Peer relationships Communication

Characteri Preoccupation
with one part of Preoccu
pation
Nonverbal communication (e.g.,

stics of
object with spe eye gaze)
le cific
Inflexib interest ge
tu al s e u s e o f langua
s/ ri iv
routine Repetit

Autism
Spoken language
Repeated body Conversation
s
movements
Restricted Interests & Repetitive
Behaviors
Components of Communication

Receptive

Non-verbal
Language

Messages
Facial expressions
Expressive
Body language
Social use
(pragmatics)
Communication

• Takes at least two

• Sender and receiver

• Verbal or non-verbal behaviour

• Body language
• Eye gaze

• Send intentional or unintentional messages

• Crying, laughing, facial expressions, body language

• Students with Autism

• Non-verbal to highly verbal
The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a
trademark of Mayer-Johnson LLC
 Individual Differences:
Intelligence
Executive Functions
Detail Processing

Theory of Mind
Sensory and Motor Processing
 Intelligence:

Crystallized Knowledge
Reasoning
Short-term Memory

Visual Processing
Brain
Auditory
/C/A/T/ Processing

Long-term Memory / Retrieval

Processing Speed
Executive Functions
Initiation

Sustaining Planning /
Attention Organization

Executiv
e Workin
Shifting Function g
Attention /
Flexibility s Memor
y

Inhibition /
Self-monitoring
Emotional
Regulation
 Detail Processing
• Theory = students with ASD focus on details rather
than big picture
• Impacts academic achievement and social interactions
• Example:

“At first there are “Then there is “Then all of the “The clown has
2 huge yellow only 1 huge huge dots are the most dots at
dots.” yellow dot.” gone.” the end.”
Theory of Mind
is the ability
to…
• Take the perspective of other
people
• Understand that others have
thoughts and beliefs different
from themselves
 We process information from the environment in
several ways:
o r y
a l Au d it
is u
V
Sensory Taste
Smell
Processing Touch
l a r c eptio n
stib u P ro p rio
Ve
 • Intensity of light, contrast,
Visual changing light conditions, “busy”
/ visually competitive classroom

The Auditory
• Loudness, frequency, rhythm,
variable (changes), “busy” /

Sensory Taste
competitive sounds

System Smell
&
• Strong or mild intensity,
sweet/sour, pungent/flowery

The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with
permission. Boardmaker® is a trademark of Mayer-Johnson LLC
 The Sensory System
• Light or firm touch, pain, temperature, long
Touch or short duration, large or small surface area,
variable (soft, scratchy, sticky)

• Change of head position, change of speed or

Vestibular direction, rotary movement (spinning),
repetitive movement (swinging)

• Movements that pull on the muscles, deep

Proprioception pressure, movements that demand constant
change in the muscles (walking, lifting)

The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with
permission. Boardmaker® is a trademark of Mayer-Johnson LLC
Supporting
Sensory Differences
at School
•When system is over-reactive
(“hyper”),

•Decrease sensory stimulation.

•Provide a quiet environment for

student to go that has reduced
sensory input (e.g., lighting, noise,
scents).
Supporting Sensory
Differences at School
•When system is under-reactive (“hypo”),

•Provide sensory experiences.

•Provide more intensity in sensory experiences and extra

sensory input opportunities (i.e. have them hand out
workbooks, give them am textured cushion to use; provide
movement breaks).