1. Done by
Roubina Margossian
Manal Samko
Rana Ammar
Najwa Khatib
Lebanese University
2018-2019

2. Table of Contents
• DEFINITION
• DIAGNOSTIC CRITERIA AND CHARACTERISTICS
• DIAGNOSE
• SPECIALISTS
• CASE STUDY
• ABA
• RESEARCH
• REFERENCES

3. What is Autism?
Autism or autism spectrum disorder is a neurodevelopmental
disorder characterized by challenges with social skills,
repetitive behaviors, speech and nonverbal communication.

5. Autism’s most-obvious signs tend to appear between 2 and 3 years of
age. In some cases, it can be diagnosed as early as 18 months. Some
developmental delays associated with autism can be identified and
addressed even earlier.

7. • Autism is characterized by marked difficulties in behavior, social
interaction, communication and sensory sensitivities. Some of these
characteristics are common among people on the spectrum; others
are typical of the disability but not necessarily exhibited by all people
on the autism spectrum.
• Social Interaction Problems
• Communication Problems
• Behavioral Problems

8. The characteristics of Autism Spectrum
Disorder (ASD)
Social Interaction Problems
The most attention-grabbing problem in social interaction problems
is avoiding eye contact.
Communication Problems
Children with autism may have problems with speech phase. Their
language development fall far behind from their peers’.

9. • Behavior Problems
• People on the spectrum may exhibit unusual
behavior due to the difficulties they have
responding to their environment. Their behaviour
is generally an attempt by them to communicate
their feelings or to cope with a situation. Behavior
problems may occur as the result of their
heightened sensitivity to a sound or something
they may have seen or felt.
• For people on the spectrum, rigidly sticking to
routines and spending their time in repetitive
behaviors are ways for them to reduce uncertainty
and maintain the predictability of their
environment.

10. Other behaviors may include:
Unusually intense or focused interests
Stereotyped and repetitive body movements such as hand
flapping and spinning
Repetitive use of objects such as repeatedly switching lights on
and off or lining up toys
Insistence on sticking to routines such travelling the same route
home each day and doing things in exactly the same order every
time
Unusual sensory interests such as sniffing objects or staring
intently at moving objects
Sensory sensitivities including avoidance of everyday sounds and
textures such as hair dryers, vacuum

11. DSM5
The DSM-5 redefined autism, DSM 4 included 5 Pervasive Developmental
Disorders (PDDs): Autistic Disorder,
Asperger’s Disorder
Rett’s Disorder
Childhood Disintegrative Disorder
Pervasive Developmental Disorder Not
otherwise specified
In the DSM-5, they are replaced by the diagnosis of Autism Spectrum
Disorder. Additionally, the DSM-5 also reduces social-related elements of
autism into social communication impairment and repetitive/restricted
behaviors, though the labels of Asperger’s and PDD-NOS are still in common
use.

12. there is not one autism but many types, caused by different
combinations of genetic and environmental influences.
The term “spectrum” reflects the wide variation in challenges and
strengths possessed by each person with autism.

13. Autism prevalence
On March 27, 2014, the Centers for Disease Control and Prevention
(CDC) released new data on the prevalence of autism in the United
States.
1 in 68 children in the United States. This includes 1 in 42 boys and 1 in
189 girls.

14. What are the steps that should be followed to
diagnose kids with autism?
Screening
Pre diagnostic
Stage
Referral
Post diagnostic
Stage

15. How to diagnose kids with Autism?
Autism Standardized Assessments Medical Tests Laboratory Test
CARS (childhood autism
rating scale)
Hearing tests Blood test
(ADOS) autism diagnostic
observation schedule
Sight test Sometimes “DNA” test
(ADI-R) AUTIS DIAGNOSTIC
INTERVIEW REVISED
MRI
ASIEP-3.RAADS-R test EEGs
CHAT
ESAT test
CAST
IQ test
Academic Achievement test

16. Interventions that can be done with
parents and childrenInformation
session
Family
support

17. Interventions that can be done with
parents and children

18. Behavior Programs
These programs address social skills,
attention, sleep, play, anxiety, parent,
interaction, and challenge behaviors.
Some programs also help with children’s
overall development.
Lovaas Model and Early Start
Denver Model mostly focus on
working with children
Pivotal Response Training and
Hanen More Than Words
focus on teaching parents how
to help their children
Coping Cat and Facing Your
Fears are programs that use
cognitive therapy to manage
anxiety
Lovaas Model and Early Start
Denver Model mostly focus on
working with children
Social skills program
Engagement and Regulation
(JASPER) help children that have
problems with cooperative play

19. Education and learning Program
These programs are offered in schools or
other learning centers. They focus on
learning and reasoning skills and “whole
life” approaches
Treatment and Education of Autistic
and Communication related
Handicapped Children (TEACHH)
approach
Use visual tools and
other classroom
arrangement
Other programs use
ABA strategies

20. Medications
Antipsychot
ics:
Risperdal
Abilify
Serotonin-
reputake
inhibitors
(antidepressa
nts)

21. Medications
Stimulants
and other
hyperactivi
ty
medicines
Chelation is
used to
remove
heavy
metals from
the body
Secretin is
used for
digestion
problems

22. Other Treatments and Therapies
Speech and language therapy
Music therapy
Occupational therapy
Vitamin and mineral supplements
Massage therapy
The Picture Exchange
Communication System
Responsive Prelinguistic
Milieu Teaching
Sleep education and training

23. Who are the specialists that might be involved
in the diagnosis?
Psychiatrist Pediatrician Psychologist

24. Who are the specialists that might be involved
in the diagnosis?
Speech
Pathologist
Neurologist Audiologist
Occupational
Therapist

25. CASE STUDY
Jessy, 18 years old.
Has a twin brother
Diagnosed with Autism, Bipolar Disorder and Depression( SSRI anti-
depressant)
Now, she is doing Occupational Therapy.
Started using ABA therapy since she was diagnosed at 2. (more than 50
hours).
Shadow teachers.
Eye contact and overall posture, daily routines(getting dressed, washing
hair, brushing teeth) , money, period.
Academically: read, write, make sentences and requests, use computer
and do simple mathematical operations or word problems, big/small
numbers, addition, subtraction, multiplication.

26. Teaching curriculum addresses all skill areas in deficit, including:
speech and language;
Academics
Communication;
Play and social skills;
Cause-effect relationships;
and self-help and independent living skills.
Breaking down tasks into manageable components.

27. ABA (Applied Behavioural Analysis)
Applied behavior analysis is the process of systematically
applying interventions based upon the principles of learning theory to
improve socially significant behaviors to a meaningful degree, and to
demonstrate that the interventions employed are responsible for the
improvement in behavior.

28. ABA programs can help:
Increase language and communication skills
Improve attention, focus, social skills, memory, and academics
Decrease problem behaviors

29. Defining behavior
It’s the interaction of the part of an organism with it’s environment
resulting in some change in that environment.

30. Why does ABA focus on behaviors?
Observable
Measurable
They can be described
Their change can be seen

31. Observing behavior
A (Antecedent)
B (Behavior)
C (Consequences)

32. ABC
Antecedents
1.Circle time to sing the
days of the week.
2.The teacher gave
math worksheets for
solving
Behavior
1.Johnny kicked his
friend.
2.William started
crying
Consequence
1.The teacher asked
him to go outside of
the class.
2.The teacher came
over

33. Basics of ABA
Behaviors are learned, and can be unlearned
A behavior is learned when it’s reinforced
A behavior is taken away when it’s replaced

34. Motivation
Motivation is essential in ABA
It should follow the natural interests (for example: activities, toys, food
and attention)
Once we know what they are motivated for, we can use it
as reinforcement.

35. Reinforcement/ Punishment
Reinforcement: A change in the environment that immediately follows a
behavior so it maintains or increase the frequency of that behavior.
Punishment: A change in the environment that immediately follows a
behavior so it eliminates or decrease the frequency of that behavior.

36. Antecedent Intervention
What is a Behavior Intervention Plan?
A Behavior Intervention Plan, also called Behavior Support Plan or a
Behavior Reduce Plan, is developed to guide parents, teachers, and
other professionals on how to:
Decrease problem behaviors
Teach or increase replacement behaviors in all

37. Consequence Intervention
Consequence interventions focus on modifying the environment and
contingencies that occur after the behavior to increase or decrease
behavior.

38. Teaching Request/Mand
A mand is essentially a request. A child mands when the motivation is
high for an item, activity, or information.

39. Teaching Verbal Imitation/Echoic
Imitation is the emission of a behavior that is topographically similar
and proximate to the behavior of a model.

40. Naturalistic Teaching
Naturalistic Teaching strategy is an established treatment for
developmental disorders, particularly autism.

41. Teaching Social Skills
Social skills is any behavior involving the interaction of two beings.
Many individuals with autism and related disabilities don’t seek out
other people on their own. In other words, they need to be motivated
to initiate social interactions.

42. Discrete Trial Training
Discrete Trial Training (DTT) is one of the main strategies used in ABA
too, wherein there is a specific instruction to be followed. When the
child successfully follows instructions, the teacher will reinforce or
reward the child by saying “Very good!” and “Good Job”. But, when the
child fails to follow the instruction, the teacher will merely say, “Let’s
try again” or something similar. This method helps the child to develop
the ability to maintain a conversation and improve decision making
skills.

43. Prompting
sd-R-c
Prompts usually go hand-in-hand (we usually give about 3 seconds to respond
before intervening with a prompt)
We use prompts when teaching new skills.
Prompts are used to let the student provide a desired response.
Fading is gradually reducing the prompt.

44. True or false?
A special approach that works only on ‘autism’?
Dog training?
Robot programming?
Therapy?

45. The Effects of Applying Game-Based
Learning to Webcam Motion Sensor
Games for Autistic Students' Sensory
Integration Training
•

46. The Effects of Applying Game-Based
Learning to Webcam Motion Sensor
Games for Autistic Students' Sensory
Integration Training
•

47. The Effects of Applying Game-Based
Learning to Webcam Motion Sensor
Games for Autistic Students' Sensory
Integration Training
•

48. The Effects of Applying Game-Based
Learning to Webcam Motion Sensor
Games for Autistic Students' Sensory
Integration Training
•

49. The Effects of Applying Game-Based
Learning to Webcam Motion Sensor
Games for Autistic Students' Sensory
Integration Training
• the teacher and the participants possess positive attitude
toward applying webcam motion sensor games to sensory
integration training
Webcam motion sensor games can enhance autistic
students' learning interest
Applying the game-based learning to webcam motion sensor games can
improve the effect of autistic students' muscle training and endurance

50. References
• Six Steps of Autism Care. (2011, October). Retrieved from http://www.belfasttrust.hscni.net
• RBT Online Courses. (2014). Retrieved from www.relias.com
• 2019
• The Autism Spectrum Intervention Booklet. (2016, April). Retrieved from
http://www.amaze.org.au/uploads/2016/04/Amaze-Info-Booklet-April-2016-web.pdf
• Six Steps of Autism Care. (2011, October). Retrieved from http://www.belfasttrust.hscni.net
• Kun-Hsien, Lou, Tsai, Huei-Yin, & Shih. (2012, September 30). The Effects of Applying Game-
Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration
Training. Retrieved from https://eric.ed.gov/?id=EJ989340
• Autism Speaks. (n.d.). Retrieved from http://www.autismspeaks.org/
• Filipek, P. A., Accardo, P. J., Baranek, G. T., Cook, J. E., Dawson, G., Gordon, B., . . . Volkmar, F. R.
(1999). Journal of Autism and Developmental Disorders,29(6), 439-484.
doi:10.1023/a:1021943802493
• (n.d.). Retrieved from http://www.interactingwithautism.com/
• Autism Speaks. (n.d.). Retrieved from http://www.autismspeaks.org/

51. References
• Filipek, P. A., Accardo, P. J., Baranek, G. T., Cook, J. E., Dawson, G., Gordon, B., . . . Volkmar, F. R.
(1999). Journal of Autism and Developmental Disorders,29(6), 439-484.
doi:10.1023/a:1021943802493
• (n.d.). Retrieved from http://www.interactingwithautism.com/
• The Center for Autism and Related Disorders: Globalizing Autism Treatment and Awareness.
(n.d.). Retrieved from https://www.centerforautism.com/

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