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Autism Module
Restricted Patterns of Behavior, Interests, & Activities
| Question | Answer |
|---|---|
| Autism Characteristics | Impairment in social interaction, impairment in communication, and presence of restricted, repetitive, and stereotyped patterns of behavior, interests, and activities. |
| 1/4 Traits in order to be diagnosed with Autism | Encompassingpreoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus |
| 1/4 Traits in order to be diagnosed with Autism | Apparently inflexible adherence to specific, nonfunctional routines or rituals |
| 1/4 Traits in order to be diagnosed with Autism | Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements) |
| 1/4 Traits in order to be diagnosed with Autism | Persistent preoccupation with parts of objects |
| T/F. An interest can become an obsession and interfere with the ability to have friends and talk to other people. | True |
| Special Interests | The amount of time and energy spent learning about it, the time spent sharing with others, the vast amount of information gathered, or the refusal to talk, read, or write about anything other than the special interest. |
| T/F. Their ability to interact socially may make it difficult to share their interest in a way that helps them form friendships. | True |
| Savant | A special skill or talent that becomes a special interest. (Ex. playing or singing songs by ear) |
| Rituals | A pattern of behavior regularly performed in a specific sequence with no obvious function |
| T/F. People with ASD can be very loose and always want to do things in different ways at the same time. | False. People with ASD can be very rigid and always want to do things the same way at the same time. (Ex. love watching videos and movies because they are predictable and are always the same) |
| T/F. If the ritual cannot be carried out, anxiety and anger may set in very quickly. | True. A student with ASD sees this as a threat to his or her routine and has difficulty transitioning to the unexpected activity. |
| Self-Stimulation | Repetitive behaviors may include motor movements and/or verbal repetitions, such as words, phrases, or lines from songs. These behaviors can happen in any situation at any time. Involve any of the five senses, as well as movement. |
| Some Examples of Self-Stimulation | Arm flapping, Pacing, Jumping, Repeatedly making faces, Hand flapping, Finger flicking, Clapping, Twirling, Blinking, Mouthing objects, Feeling a surface, especially with a texture, Staring at moving objects, Unusual postures, Rocking, Banging a surface |
| Self-Injury Behaviors | Motor movements such as biting the wrist, head banging, or hitting themselves repeatedly. |
| Repetitive Movements | May include the use of objects. (Ex. spinning the wheels of a toy car or tearing paper). These behaviors may focus only on a part of an object as well. |
| Verbal Repetitions | May repeat a sound, a word, or a phrase with no consideration for meaning. (Ex. sing a television theme song). They may also ask the same question over and over or repeat information. (Ex. Telephone numbers, important dates). |
| One Possible Reason for Repetitive Patterns of Behaviors, Interests, and Activities | Restricted behaviors and interests may develop from attempts to overcome difficulties with communication and social interaction. |
| One Possible Reason for Repetitive Patterns of Behaviors, Interests, and Activities | Trying to relieve anxiety and stress by using behaviors and interests as a coping mechanism. Persons with autism may use these activities to calm themselves or to block out something that is bothering them . |
| One Possible Reason for Repetitive Patterns of Behaviors, Interests, and Activities | The movements are exciting. In some cases, their sensory systems are underresponsive, so they themselves need a high degree of movement and input to wake up their bodies and minds. |
| One Possible Reason for Repetitive Patterns of Behaviors, Interests, and Activities | Get tired of working and resort to behaviors and interests that provide an escape from demands, allowing them to relax and find pleasure in their selection. |
| One Possible Reason for Repetitive Patterns of Behaviors, Interests, and Activities | does not find people or the environment interesting. The behaviors or interests allow them to occupy themselves with something they enjoy. |
| 1/2 Things to Remember About People with Autism | Individuals with autism have no control over their interests anymore than a non-autistic individual does. |
| 1/2 Things to Remember About People with Autism | The interests and behaviors are one of the main characteristics of autism, so they are not choosing to behave in this manner. "It is a symptom of their disorder" |
| Neurotypicals | Persons not on the spectrum that are generally aware of the socially acceptable ways to calm down, so even though rocking back and forth or spinning might work to quiet them down they won't do those activities in front of others. |
| One Way to Use These Repetitive Behaviors In A Positive Way | Making sure that the behavior is either harmful or not. Setting up a structure for an interest or behavior uses the individual's strength for routine by defining a time, place, and duration for it. |
| One Way to Use These Repetitive Behaviors In A Positive Way | Using the interest as a reward has great potential. Choosing the interest or behavior that fits with the person and activity is crucial. Make sure there is a plan for the reward and that everyone is using it consistently. |
| When The Behaviors Are Associated With Anxiety or Stress | When dealing with a behavior or interest that appears to be associated with anxiety or stress, each situation needs to be analyzed. Needs to learn how to calm their body through relaxation practices, built into the day to help relieve the stress. |
| Vocation (Part 1) | Using an interest that the person can transition in and out of easily and one the individual will not lose interest in. Making the connection from the interest to a future job may take input and support from all those involved in the person's life. |
| Vocation (Part 2) | Using special interests for social practice. The person with ASD or someone in his or her life can find an environment where the interest is valued and explored. |
| Family Support With Vocation and Needs of a Person With Autism | Offer the supports the individual with autism needs to be successful in the experience and help others learn about and be sensitive to the needs of the individual, if appropriate. |
Created by:
aaaronia
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