Autism

Presentation Complete.

Power point below:

Group: Hannah Copeskey, Zirchonion, Loretha

Culture: Autism

The Reason why we picked this topic: We know some information about this disorder, yet not enough to fully understand or know what to do if had a student who had autism. This way, we are all more aware and can help teach them in the best way we can to fulfill their needs.

We all are looking up information, and then coming together to help layout our presentation. We will also try and figure out ways to engage the class in our teaching about Autism.

This is just some information and websites for our group to use on autism:

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Types of ASDs


 * ASD Fact Sheet**

[|Download and print this fact sheet] [|Order free materials]

There are three different types of ASDs:
 * ** Autistic Disorder ** (also called “classic” autism) This is what most people think of when hearing the word “autism.” People with autistic disorder usually have significant language delays, social and communication challenges, and unusual behaviors and interests. Many people with autistic disorder also have intellectual disability.
 * ** Asperger Syndrome **  People with Asperger syndrome usually have some milder symptoms of autistic disorder. They might have social challenges and unusual behaviors and interests. However, they typically do not have problems with language or intellectual disability.
 * ** Pervasive Developmental Disorder – Not Otherwise Specified ** (PDD-NOS; also called “atypical autism”) People who meet some of the criteria for autistic disorder or Asperger syndrome, but not all, may be diagnosed with PDD-NOS. People with PDD-NOS usually have fewer and milder symptoms than those with autistic disorder. The symptoms might cause only social and communication challenges.

Signs and Symptoms

ASDs begin before the age of 3 and last throughout a person's life, although symptoms may improve over time. Some children with an ASD show hints of future problems within the first few months of life. In others, symptoms might not show up until 24 months or later. Some children with an ASD seem to develop normally until around 18 to 24 months of age and then they stop gaining new skills, or they lose the skills they once had. A person with an ASD might: Have unusual reactions to the way things sound, smell, taste, look, or feel
 * Not respond to their name by 12 months
 * Not point at objects to show interest (point at an airplane flying over) by 14 months
 * Not play "pretend" games (pretend to "feed" a doll) by 18 months
 * Avoid eye contact and want to be alone
 * Have trouble understanding other people's feelings or talking about their own feelings
 * Have delayed speech and language skills
 * Repeat words or phrases over and over (echolalia)
 * Give unrelated answers to questions
 * Get upset by minor changes
 * Have obsessive interests
 * Flap their hands, rock their body, or spin in circles

What are autism spectrum disorders? Autism spectrum disorders (ASDs) are a group of developmental disabilities caused by a problem with the brain. Scientists do not know yet exactly what causes this problem. ASDs can impact a person’s functioning at different levels, from very mildly to severely. There is usually nothing about how a person with an ASD looks that sets them apart from other people, but they may communicate, interact, behave, and learn in ways that are different from most people. The thinking and learning abilities of people with ASDs can vary – from gifted to severely challenged. Autistic disorder is the most commonly known type of ASD, but there are others, including “pervasive developmental disorder-not otherwise specified” (PDD-NOS) and Asperger Syndrome. What are some of the signs of ASDs? People with ASDs may have problems with social, emotional, and communication skills. They might repeat certain behaviors and might not want change in their daily activities. Many people with ASDs also have different ways of learning, paying attention, or reacting to things. ASDs begin during early childhood and last throughout a person’s life. A child or adult with an ASD might: ■ not play “pretend” games (pretend to “feed” a doll) ■ not point at objects to show interest (point at an airplane flying over) ■ not look at objects when another person points at them ■ have trouble relating to others or not have an interest in other people at all ■ avoid eye contact and want to be alone ■ have trouble understanding other people’s feelings or talking about their own feelings ■ prefer not to be held or cuddled or might cuddle only when they want to ■ appear to be unaware when other people talk to them but respond to other sounds ■ be very interested in people, but not know how to talk, play, or relate to them ■ repeat or echo words or phrases said to them, or repeat words or phrases in place of normal language (echolalia) ■ have trouble expressing their needs using typical words or motions ■ repeat actions over and over again ■ have trouble adapting when a routine changes ■ have unusual reactions to the way things smell, taste, look, feel, or sound ■ lose skills they once had (for instance, stop saying words they were using) What can I do if I think my child has an ASD? Talk with your child’s doctor or nurse. If you or your doctor think there could be a problem, ask for a referral to see a developmental pediatrician or other specialist, or you can contact your local early intervention agency (for children under 3) or public school (for children 3 and older). To find out who to speak to in your area, you can contact the National Information Center for Children and Youth with Disabilities (NICHCY) by logging onto www.nichcy.org or call 1-800-695-0285. In addition, the Centers for Disease Control and Prevention (CDC) has links to information for families on their Autism Information Center Web page ( www.cdc.gov/ncbddd/dd/aic/resources ). Right now, the main research-based treatment for ASDs is intensive structured teaching of skills, often called behavioral intervention. It is very important to begin this intervention as early as possible in order to help your child reach his or her full potential. Acting early can make a real difference! 1-800-CDC-INFO www.cdc.gov/actearly Learn the Signs. Act Early.

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[] P.O. Box 35448 Syracuse, NY 13235-5448 **jisincla@syr.edu** [|**http://www.ani.ac**] || [|**Association for Science in Autism Treatment**] P.O. Box 188 Crosswicks, NJ 08515-0188 **info@asatonline.org** [|**http://www.asatonline.org**] ||  || 4340 East-West Highway Suite 350 Bethesda, MD 20814 [|**http://www.autism-society.org**] Tel: 301-657-0881 800-3AUTISM (328-8476) Fax: 301-657-0869 || [|**Autism Speaks, Inc.**] 2 Park Avenue 11th Floor New York, NY 10016 **contactus@autismspeaks.org** [|**http://www.autismspeaks.org**] Tel: 212-252-8584 California: 310-230-3568 Fax: 212-252-8676 ||  || 800 Celebration Avenue Suite 225 Celebration, FL 34747 **betty@birthdefects.org** [|**http://www.birthdefects.org**] Tel: 407-566-8304 Fax: 407-566-8341 || [|**MAAP Services for Autism, Asperger Syndrome, and PDD**] P.O. Box 524 Crown Point, IN 46308 **info@aspergersyndrome.org** [|**http://www.aspergersyndrome.org/**] Tel: 219-662-1311 Fax: 219-662-1315 ||  || U.S. Dept. of Education, Office of Special Education Programs 1825 Connecticut Avenue NW, Suite 700 Washington, DC 20009 **nichcy@aed.org** [|**http://www.nichcy.org**] Tel: 800-695-0285 202-884-8200 Fax: 202-884-8441 || [|**National Institute of Child Health and Human Development (NICHD)**] National Institutes of Health, DHHS 31 Center Drive, Rm. 2A32 MSC 2425 Bethesda, MD 20892-2425 [|**http://www.nichd.nih.gov**] Tel: 301-496-5133 Fax: 301-496-7101 ||  || 1 Communication Avenue Bethesda, MD 20892-3456 **nidcdinfo@nidcd.nih.gov** [|**http://www.nidcd.nih.gov**] Tel: 800-241-1044 800-241-1055 (TTD/TTY) || [|**National Institute of Environmental Health Sciences (NIEHS)**] National Institutes of Health, DHHS 111 T.W. Alexander Drive Research Triangle Park, NC 27709 **webcenter@niehs.nih.gov** [|**http://www.niehs.nih.gov**] Tel: 919-541-3345 ||  || National Institutes of Health, DHHS 6001 Executive Blvd. Rm. 8184, MSC 9663 Bethesda, MD 20892-9663 **nimhinfo@nih.gov** [|**http://www.nimh.nih.gov**] Tel: 301-443-4513/866-415-8051 301-443-8431 (TTY) Fax: 301-443-4279 || [|**Autism National Committee (AUTCOM)**] P.O. Box 429 Forest Knolls, CA 94933 [|**http://www.autcom.org**] ||  ||
 * [|**Autism Network International (ANI)**]
 * [|**Autism Network International (ANI)**]
 * [|**Autism Society of America**]
 * [|**Birth Defect Research for Children, Inc.**]
 * [|**National Dissemination Center for Children with Disabilities**]
 * [|**National Institute on Deafness and Other Communication Disorders Information Clearinghouse**]
 * [|**National Institute of Mental Health (NIMH)**]


 * What is Autism? **

Autistic disorder (sometimes called autism or classical ASD) is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Autistic children have difficulties with social interaction, display problems with verbal and nonverbal communication, and exhibit repetitive behaviors or narrow, obsessive interests. These behaviors can range in impact from mild to disabling. Autism varies widely in its severity and symptoms and may go unrecognized, especially in mildly affected children or when more debilitating handicaps mask it. Scientists aren’t certain what causes autism, but it’s likely that both genetics and environment play a role.


 * Is there any treatment? **

There is no cure for autism. Therapies and behavioral interventions are designed to remedy specific symptoms and can bring about substantial improvement. The ideal treatment plan coordinates therapies and interventions that meet the specific needs of individual children. Treatment options include educational/bahavioral interventions, medications, and other therapies. Most professionals agree that the earlier the intervention, the better.


 * What is the prognosis? **

For many children, autism symptoms improve with treatment and with age. Some children with autism grow up to lead normal or near-normal lives. Children whose language skills regress early in life, usually before the age of 3, appear to be at risk of developing epilepsy or seizure-like brain activity. During adolescence, some children with autism may become depressed or experience behavioral problems. Parents of these children should be ready to adjust treatment for their child as needed. People with an ASD usually continue to need services and support as they get older but many are able to work successfully and live independently or within a supportive environment.


 * What research is being done? **

The National Institute of Neurological Disorders and Stroke (NINDS) conducts research in its laboratories at the National Institutes of Health (NIH) and also supports additional research through grants to major medical institutions across the country. As part of the Children’s Health Act of 2000, the NINDS and three sister institutes have formed the NIH Autism Coordinating Committee to expand, intensify, and coordinate NIH’s autism research. More information about the Autism Coordinating Committee is available at [|**http://www.nimh.nih.gov/research-funding/scientific-meetings/recurring-meetings/iacc/nih-initiatives/nih-autism-coordinating-committee.shtml**]. Eight dedicated research centers across the country have been established as “Centers of Excellence in Autism Research” to bring together researchers and the resources they need. The Centers are conducting basic and clinical research, including investigations into causes, diagnosis, early detection, prevention, and treatment of autism.

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 * NIH Patient Recruitment for Autism Clinical Trials **
 * ** [|At NIH Clinical Center] **
 * ** [|Throughout the U.S. and Worldwide] **
 * ** [|NINDS Clinical Research Collaboration Trials] **

Autism is a physical condition linked to abnormal biology and chemistry in the brain. The exact causes of these abnormalities remain unknown, but this is a very active area of research. There are probably a combination of factors that lead to autism. Genetic factors seem to be important. For example, identical twins are much more likely than fraternal twins or siblings to both have autism. Similarly, language abnormalities are more common in relatives of autistic children. Chromosomal abnormalities and other nervous system (neurological) problems are also more common in families with autism. A number of other possible causes have been suspected, but not proven. They involve:
 * Causes **
 * Diet
 * Digestive tract changes
 * Mercury poisoning
 * The body's inability to properly use vitamins and minerals
 * Vaccine sensitivity

AUTISM AND VACCINES Many parents are worried that some vaccines are not safe and may harm their baby or young child. They may ask their doctor or nurse to wait, or even refuse to have the vaccine. However, it is important to also think about the risks of not having the vaccination. Some people believe that the small amount of mercury (called thimerosal) that is a common preservative in multidose vaccines causes autism or ADHD. However, studies have NOT shown this risk to be true. The American Academy of Pediatrics, and The Institute of Medicine (IOM) agree that no vaccine or component of any vaccine is responsible for the number of children who are currently being diagnosed with autism. They conclude that the benefits of vaccines outweigh the risks. All of the routine childhood vaccines are available in single-dose forms that do not contain added mercury. The [|Centers for Disease Control and Prevention] website provides further information. HOW MANY CHILDREN HAVE AUTISM? The exact number of children with autism is not known. A report released by the U.S. Centers for Disease Control and Prevention (CDC) suggests that autism and related disorders are more common than previously thought. It is unclear whether this is due to an increasing rate of the illness or an increased ability to diagnose the illness. Autism affects boys 3 - 4 times more often than girls. Family income, education, and lifestyle do not seem to affect the risk of autism. Some doctors believe the increased incidence in autism is due to newer definitions of autism. The term "autism" now includes a wider spectrum of children. For example, a child who is diagnosed with high-functioning autism today may have been thought to simply be odd or strange 30 years ago. Other pervasive developmental disorders include: Most parents of autistic children suspect that something is wrong by the time the child is 18 months old and seek help by the time the child is age 2. Children with autism typically have difficulties in: Some children with autism appear normal before age 1 or 2 and then suddenly "regress" and lose language or social skills they had previously gained. This is called the regressive type of autism. People with autism may: The symptoms may vary from moderate to severe. Communication problems may include: Social interaction: Response to sensory information: Play**:** Behaviors: All children should have routine developmental exams done by their pediatrician. Further testing may be needed if the doctor or parents are concerned. This is particularly true if a child fails to meet any of the following language milestones: These children might receive a hearing evaluation, blood lead test, and screening test for autism (such as the Checklist for Autism in Toddlers [CHAT] or the Autism Screening Questionnaire). A health care provider experienced in diagnosing and treating autism is usually needed to make the actual diagnosis. Because there is no biological test for autism, the diagnosis will often be based on very specific criteria from a book called the Diagnostic and Statistical Manual IV. An evaluation of autism will often include a complete physical and nervous system (neurologic) examination. It may also include a specific screening tool, such as: Children with known or suspected autism will often have genetic testing (looking for chromosome abnormalities) and may have metabolic testing. Autism includes a broad spectrum of symptoms. Therefore, a single, brief evaluation cannot predict a child's true abilities. Ideally, a team of different specialists will evaluate the child. They might evaluate: Sometimes people are reluctant to have a child diagnosed because of concerns about labeling the child. However, without a diagnosis the child may not get the necessary treatment and services. An early, intensive, appropriate treatment program will greatly improve the outlook for most young children with autism. Most programs will build on the interests of the child in a highly structured schedule of constructive activities. Visual aids are often helpful. Treatment is most successful when it is geared toward the child's particular needs. An experienced specialist or team should design the program for the individual child. A variety of therapies are available, including: Sensory integration and vision therapy are also common, but there is little research supporting their effectiveness. The best treatment plan may use a combination of techniques. APPLIED BEHAVIORAL ANALYSIS (ABA) This program is for younger children with an autism spectrum disorder. It can be effective in some cases. ABA uses a one-on-one teaching approach that reinforces the practice of various skills. The goal is to get the child close to normal developmental functioning. ABA programs are usually done in a child's home under the supervision of a behavioral psychologist. These programs can be very expensive and have not been widely adopted by school systems. Parents often must seek funding and staffing from other sources, which can be hard to find in many communities. TEACCH Another program is called the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). TEACCH was developed as a statewide program in North Carolina. It uses picture schedules and other visual cues that help the child work independently and organize and structure their environments. Though TEACCH tries to improve a child's adaptation and skills, it also accepts the problems associated with autism spectrum disorders. Unlike ABA programs, TEACCH programs do not expect children to achieve typical development with treatment. MEDICINE Medicines are often used to treat behavior or emotional problems that people with autism may have, including: Currently, only risperidone is approved to treat children ages 5 - 16 for the irritability and aggression that can occur with autism. Other medicines that may also be used include SSRIs, divalproex sodium and other mood stabilizers, and possibly stimulants such as methylphenidate. There is no medicine that treats the underlying problem of autism. DIET Some children with autism appear to respond to a [|gluten-free] or casein-free diet. Gluten is found in foods containing wheat, rye, and barley. Casein is found in milk, cheese, and other dairy products. Not all experts agree that dietary changes will make a difference, and not all studies of this method have shown positive results. If you are considering these or other dietary changes, talk to both a doctor who specializes in the digestive system (gastroenterologist) and a registered dietitian. You want to be sure that the child is still receiving enough calories, nutrients, and a balanced diet. OTHER APPROACHES Beware that there are widely publicized treatments for autism that do not have scientific support, and reports of "miracle cures" that do not live up to expectations. If your child has autism, it may be helpful to talk with other parents of children with autism and autism specialists. Follow the progress of research in this area, which is rapidly developing. At one time, there was enormous excitement about using secretin infusions. Now, after many studies have been conducted in many laboratories, it's possible that secretin is not effective after all. However, research continues. For organizations that can provide additional information and help on autism, see [|autism resources]. Autism remains a challenging condition for children and their families, but the outlook today is much better than it was a generation ago. At that time, most people with autism were placed in institutions. Today, with the right therapy, many of the symptoms of autism can be improved, though most people will have some symptoms throughout their lives. Most people with autism are able to live with their families or in the community. The outlook depends on the severity of the autism and the level of therapy the person receives. Autism can be associated with other disorders that affect the brain, such as: Some people with autism will develop seizures. The stresses of dealing with autism can lead to social and emotional complications for family and caregivers, as well as the person with autism. Parents usually suspect that there is a developmental problem long before a diagnosis is made. Call your health care provider with any concerns about autism or if you think that your child is not developing normally. Pervasive developmental disorder - autism
 * [|Asperger syndrome] (like autism, but with normal language development)
 * [|Rett syndrome] (very different from autism, and only occurs in females)
 * [|Childhood disintegrative disorder] (rare condition where a child learns skills, then loses them by age 10)
 * Pervasive developmental disorder - not otherwise specified (PDD-NOS), also called atypical autism
 * Symptoms **
 * Pretend play
 * Social interactions
 * Verbal and nonverbal communication
 * Be overly sensitive in sight, hearing, touch, smell, or taste (for example, they may refuse to wear "itchy" clothes and become distressed if they are forced to wear the clothes)
 * Have unusual distress when routines are changed
 * Perform repeated body movements
 * Show unusual attachments to objects
 * Cannot start or maintain a social conversation
 * Communicates with gestures instead of words
 * Develops language slowly or not at all
 * Does not adjust gaze to look at objects that others are looking at
 * Does not refer to self correctly (for example, says "you want water" when the child means "I want water")
 * Does not point to direct others' attention to objects (occurs in the first 14 months of life)
 * Repeats words or memorized passages, such as commercials
 * Uses nonsense rhyming
 * Does not make friends
 * Does not play interactive games
 * Is withdrawn
 * May not respond to eye contact or smiles, or may avoid eye contact
 * May treat others as if they are objects
 * Prefers to spend time alone, rather than with others
 * Shows a lack of empathy
 * Does not startle at loud noises
 * Has heightened or low senses of sight, hearing, touch, smell, or taste
 * May find normal noises painful and hold hands over ears
 * May withdraw from physical contact because it is overstimulating or overwhelming
 * Rubs surfaces, mouths or licks objects
 * Seems to have a heightened or low response to pain
 * Doesn't imitate the actions of others
 * Prefers solitary or ritualistic play
 * Shows little pretend or imaginative play
 * "Acts up" with intense tantrums
 * Gets stuck on a single topic or task (perseveration)
 * Has a short attention span
 * Has very narrow interests
 * Is overactive or very passive
 * Shows aggression to others or self
 * Shows a strong need for sameness
 * Uses repetitive body movements
 * Exams and Tests **
 * Babbling by 12 months
 * Gesturing (pointing, waving bye-bye) by 12 months
 * Saying single words by 16 months
 * Saying two-word spontaneous phrases by 24 months (not just echoing)
 * Losing any language or social skills at any age
 * Autism Diagnostic Interview - Revised (ADI-R)
 * Autism Diagnostic Observation Schedule (ADOS)
 * Childhood Autism rating Scale (CARS)
 * Gilliam Autism Rating Scale
 * Pervasive Developmental Disorders Screening Test - Stage 3
 * Communication
 * Language
 * Motor skills
 * Speech
 * Success at school
 * Thinking abilities
 * Treatment **
 * Applied behavior analysis (ABA)
 * Medications
 * Occupational therapy
 * Physical therapy
 * Speech-language therapy
 * Aggression
 * Anxiety
 * Attention problems
 * Extreme compulsions that the child cannot stop
 * Hyperactivity
 * Impulsiveness
 * Irritability
 * Mood swings
 * Outbursts
 * Sleep difficulty
 * Tantrums
 * Support Groups **
 * Outlook (Prognosis) **
 * Possible Complications **
 * [|Fragile X syndrome]
 * [|Mental retardation]
 * [|Tuberous sclerosis]
 * When to Contact a Medical Professional **
 * Alternative Names **

Autism is known as a complex developmental disability. Experts believe that Autism presents itself during the first three years of a person's life. The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the person's communication and social interaction skills. People with autism have issues with non-verbal communication, a wide range of social interactions, and activities that include an element of play and/or banter.

Autism is a wide-spectrum disorder
Autism (or ASD) is a wide-spectrum disorder. This means that no two people with autism will have exactly the same symptoms. As well as experiencing varying combinations of symptoms, some people will have mild symptoms while others will have severe ones. Below is a list of the most commonly found characteristics identified among people with an ASD.

Social skills
The way in which a person with an ASD interacts with another individual is quite different compared to how the rest of the population behaves. If the symptoms are not severe, the person with ASD may seem socially clumsy, sometimes offensive in his/her comments, or out of synch with everyone else. If the symptoms are more severe, the person may seem not to be interested in other people at all. It is common for relatives, friends and people who interact with someone with an ASD to comment that the ASD sufferer makes very little eye contact. However, as health care professionals, teachers and others are improving their ability to detect signs of autism at an earlier age than before, eye contact among people with autism is improving. In many cases, if the symptoms are not severe, the person can be taught that eye contact is important for most people and he/she will remember to look people in the eye. A person with autism may often miss the cues we give each other when we want to catch somebody's attention. The person with ASD might not know that somebody is trying to talk to them. They may also be very interested in talking to a particular person or group of people, but does not have the same skills as others to become fully involved. To put it more simply, they lack the necessary playing and talking skills.

Empathy - Understanding and being aware of the feelings of others
A person with autism will find it much harder to understand the feelings of other people. His/her ability to instinctively empathize with others is much weaker than other people's. However, if they are frequently reminded of this, the ability to take other people's feelings into account improves tremendously. In some cases - as a result of frequent practice - empathy does improve, and some of it becomes natural rather than intellectual. Even so, empathy never comes as naturally for a person with autism as it does to others. Having a conversation with a person with autism may feel very much like a one-way trip. The person with ASD might give the impression that he is talking at people, rather than with or to them. He may love a theme, and talk about it a lot. However, there will be much less exchanging of ideas, thoughts, and feelings than there might be in a conversation with a person who does not have autism. Almost everybody on this planet prefers to talk about himself/herself more than other people; it is human nature. The person with autism will usually do so even more.


 * 1 percent of the population of children in the U.S. ages 3-17 have an autism spectrum disorder.1
 * Prevalence is estimated at 1 in 110 births.2
 * 1 to 1.5 million Americans live with an autism spectrum disorder.3
 * Fastest-growing developmental disability; 1,148% growth rate.4
 * 10 - 17 % annual growth.5
 * $60 billion annual cost.6
 * 60% of costs are in adult services.7
 * Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention.8
 * In 10 years, the annual cost will be $200-400 billion.9
 * 1 percent of the adult population of the United Kingdom have an autism spectrum disorder.10
 * The cost of autism over the lifespan is 3.2 million dollars per person.11
 * Only 56% of students with autism finish high school.12
 * The average per-pupil expenditure for educating a child with autism was estimated by SEEP to be over $18,000 in the 1999-2000 school year. This estimate was nearly three times the expenditure for a typical regular education student who did not receive special education services.13
 * The unemployment rate for people with disabilities was at 14%, compared with 9% for people without a disability. Additionally, during the same period, only 21% of all adults with disabilities participated in the labor force as compared with 69% of the non-disabled population.14

The demands of living with a person with autism are great, and families frequently experience high levels of stress. Recognizing and preparing for the challenges that are in store will make a tremendous difference to all involved, including parents, siblings, grandparents, extended family, and friends. The uniqueness of each individual with autism makes the experience of living with autism different for each family. But there are some consistent themes or issues that most families will want to be aware of to be able to provide the best support to the individual and to family members. The Autism Society has developed in-depth information on a variety of topics related to living with autism. This information is by no means exhaustive, but it should help to equip families with some of the basic tools they may need to provide the best outcomes for their loved ones on the autism spectrum

Autism Society TheAutismSociety's Channel (YOUTUBE)

**RECENTLY ADDED:** We found information on what to do in classroom settings, how to teach autistic children to help benifit their needs to learn, and certain projects as well as new technology for them to learn. We have some videos and projects to do in class. Next, we just make a clean powerpoint and how everything will come together. Also, we'll look for projects or teaching to benifit teens with autism as well ( more info that is). How to make the transition to the teen years, and also as an adult with Autism. [] [|www.**teens**4**autism**.com]

**OUTLINE:** Outline: 1) Pre assessment of knowledge about autism. 2) Key information on autism 3) Signs, etc…. 4) What parents can do if their kid has autism 5) Organizations 6) (insurance, places to go, etc.) 7) Technology for autism 8) Show website and examples of technology. Maybe a short video clip 9) Classroom setting 10) How to layout the classroom 11) Steps and ways to fulfill their needs 12) Projects and examples to maybe use 13) Videos teachers do with autistic children in classrooms 14) Our art project 15) Post assessment 16) Q&A