Autism Track

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Each of these workshops and trainings is available upon request. Please contact the Anne Carlsen Center for more information.

Autism Spectrum Disorder: This presentation provides a broad overview of the umbrella term, Autism Spectrum Disorder (ASD), with current information based on evidence-based practices.

ASD has come to the forefront in recent years as each year more and more individuals deal with this disorder. ASD affected 1 in 150 births in 2005, as the disorder has shown an annual growth rate between 10 and 17 percent in recent years.

This module defines and describes autism, as well as investigates typical traits and intervention strategies for individuals with ASD. Early identification of characteristics of autism has proven to reduce the cost of lifelong care by as much as 2/3 with proper diagnosis and intervention. Autism can be detected as early as 18 months, but is normally diagnosed at 4 years.

Asperger’s Syndrome, the most recent addition to the ASD category, will also be discussed. Asperger’s Syndrome, which is ten times more likely to be found in males, has had established criteria in the last 12 years.

A variety of handouts and multimedia presentations, including videos and PowerPoint presentations, will help to educate participants in this module, which can serve as a foundation of knowledge for future modules.
Diet and Nutrition:This module helps create a foundation of knowledge for diet and nutrition issues that relate to individuals with Autism Spectrum Disorder (ASD). Information presented also gives insight as to where to go to find future information.

This presentation, which lasts about two and a half hours, will help define what is known and not known about current autism-related dietary and nutritional issues. Alternative and traditional approaches will be examined, along with complementary approaches such as vitamins and supplements, looking at the possible side effects of each.

For instance, natural alternatives to sugar will be discussed. Many of these sweeteners have been linked to cancer, but past and on-going research is proving and disproving this in the various substances. Also, the different alternatives to sugar have differing levels of sweetness, making for a variety of eating experiences.

The DASH (Dietary Approaches to Stop Hypertension) will also be discussed. DASH has been used to lower blood pressure and has gained popularity as a healthy eating program. The diet places an emphasis on whole grains, fruits, vegetables, low-fat dairy, and fats found in fish, nuts and vegetable oils.
Introduction to Assistive Technology:The Introduction to Assistive Technology module will introduce participants to current technologies and other potential tools that can benefit individuals with Autism Spectrum Disorder (ASD) and help them overcome obstacles.

Some of these benefits include assistance with reading, writing, memory, walking, sitting, seeing, hearing and communication in the classroom, as well as in the home.

This class will help participants learn and understand current and new technologies. It will also help show which of these technologies may best fit the person in your care. However, each of these technologies may vary depending on the individual and can be tailored specifically to individual situations.

Some technologies or devices may need to be designed or customized to accompany therapies, interventions or other services. Participants in this workshop will learn about these and other low- to high-tech services provided through assistive technology.

These technology enhancements need to be to be implemented with a wide variety of inputs including parent(s), assistive technology specialists, special and general education teachers, and the student. All of the decisions made about implementation of technology or devices must center on the student. The goal, after all, is to provide learning opportunities within a general curriculum.
Introduction to Family Support, Helping Families Navigate Through the System:The Introduction of this module is a starting point for families to learn categories of eligibility and to find the way through the systems of special education. The first step, after finding a case manager, is identifying various support systems for assistance.

These systems will often be used in order to receive expertise and care for a person with autism and can range from medical to educational assistance. As individuals age, systems such as psychosocial, habilatative/rehabilative, vocational and financial services may be used. Certain indicators will also be discussed to help participants decide if someone is at risk for autism.

Many services also benefit parents or guardians of people with autism. Taking care of yourself is just as important as taking care of someone with autism and parents or guardians may want to ask for help, talk with someone, join a support group, or keep a journal to help cope with some of the stresses that are associated with care for individuals with Autism Spectrum Disorder (ASD).

The presentation will cover some services available in North Dakota and is not recommending one over the other. It is recommended, though, that services be individualized.
Literacy in Children with ASD:This module will be an introduction to literacy currently seen in the world of children with ASD. The presentation will include a history, a present state, and future of literacy, as well as strategies for students with Autism Spectrum Disorder (ASD).

These strategies, such as using visuals, reading aloud, writing down conversations, and offering multiple texts, exist almost exclusively for use in the classroom.

For instructors, it is important to remember that simply using visual accompaniment may not be the answer to helping an individual with autism learn. Writing words on a chalkboard or inkboard may also provide the spark for learning. Using natural learning opportunities, such as writing a poem or joke of the day, or drawing pictures, may be helpful.

The idea of literacy has changed over the years, but a common thread does still exist. Literacy helps to broaden a person’s world, and for someone who is illiterate, isolation may be very real and they may be excluded from many meaningful experiences.

The challenge then becomes acknowledging that someone with ASD is not incapable of learning, but instead finding the ways in which they do learn and building on those skills
Positive Behavioral Supports:In the Positive Behavioral Supports (PBS) module, participants will be presented a description of a child with Autism Spectrum Disorder (ASD) and will then work through the PBS planning stages. The presentation begins with a description of basic information such as age, sex, environment, etc. and is interactive with the audience.

In this pro-active, problem-solving module, participants will identify, describe and observe behaviors and will then assist a team in determining which behaviors need to be targeted and their assessment. The five steps of the PBS process are goal setting and team building, functional behavior assessment, Hypothesis development, behavior support plan-development and implementation, and support plan evaluation and monitoring.

Understanding the purpose of behaviors is the core component of this exercise. A child with autism does not process information “normally” and learning that child’s response helps learn what is trying to be conveyed. Once there is understanding, attempts can be made to use a positive approach on teaching a new way of dealing with a situation.

The value-based strategy of PBS evolved from three previous approaches. Aspects of Applied Behavior Analysis, Normalization/Social Role Valorization/Inclusion, and Person Centered Approach have been refined and play a role in what we know today as PBS. PBS approaches behavior related to ASD to not be something done out of defiance and adapts to a person’s environment while taking into account needs and capitalizing on strengths.
Sensory Issues in Children with ASD:This module is an introduction to sensory processing and Sensory Processing Disorder (SPD). The presentation will include basic information defining sensory issues and treatments, and how they affect children.

There is often a wide array of challenges facing children with Autism Spectrum Disorder (ASD), and as a caregiver it is important to learn ways of accommodating people as they learn to overcome these challenges. These challenges could include, but are certainly not limited to, social interaction, motor skill development, and focusing and attending in order to learn.

A person with SPD may over-respond to sensations and find sensory inputs from physical contact, light, sound or food unbearable. A person with SDP may experience motor clumsiness, behavioral problems, anxiety, depression and school behavior, and are often misdiagnosed as having Attention Deficit Hyperactivity Disorder (ADHD).

One in every 20 children experiences symptoms of SPD that, when left unchecked, can affect their ability to interact in every-day situations. Benefits of treatment can include an enhanced ability to transition between daily activities, improved ability to pay attention, decreased fear and discomfort, and an increased ability of the central nervous system to use information more effectively.
Enhancing Social Relationships in Children with ASD:This module reviews the definition of Autism Spectrum Disorder (ASD) and introduces to a variety of methods currently being used to help deficit social skills displayed by children with ASD.

The presentation will describe a variety of social therapy models and help participants identify why children with autism may have issues in these areas. It will also help participants understand the difference between research-based and other practices, as currently there is no identified scientifically-validated cure.

Development is different in each child, but some typical markers for children (6-12 months) with autism include infrequent eye contact, failure to respond to a name, not smiling as a response to smiling, social and emotional passiveness, and a fixation on objects.

Humans are social creatures by nature and person-to-person communication has been proven to be a basic need. This can be achieved in children with ASD by avoiding stimulating environments, not pushing children to socialize until they are ready and providing safe, calm and controlled group settings for teaching new skills.
Visual Support:This module will discuss the basics of visual supports. Visual supports are defined as schedules, transition times and basic communication, and have shown to be critical because 80-90 percent of early learning is based on visual input.

Visual support kits play an important role in learning for children with Autism Spectrum Disorder (ASD). Pictures and symbols can be pointed to in connection with activities such as placing an object in a bowl. This learning through natural settings can eliminate the need to set time aside for specifically learning what the symbols mean. Keeping a consistent schedule has also proven to be one effective way to create a comfortable learning setting.

It is important to teach individuals with autism the same method of communication they will be expected to utilize in other settings. As an example, a book of pictures should also be added to as a person learns, instead of initially being filled with a large selection of choices. Power cards, which are small, portable cards, show specific activities that a person with ASD can carry with them to help them deal with specific issues.

Participants will be given the opportunity to develop a kit to take home with them following the presentation. Materials will be provided to help build this kit.