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3. autism and pdd

Martial Arts Training For Kids
With Autism. How To Make It
A Great Experience For The
Child And The Instructors!
Action Plan
Action
Due Date
Completed
Goals
l Learn strategies and tactics for working
with children with autism…
–  It’s not that much different from good Karate for Kids
instruction!
l Learn how to fund raise with
AutismSpeaks.org to…
–  Generate members for your school
–  Increase public awareness for your school
–  Raise money for Autism research
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
Why Be Concerned About Autism?
l Autism affects lots of kids…
–  Some studies show as many as 3% of kids
ages 3-10 could be diagnosed with autism
•  They’re likely in your school right now
–  Often parents haven’t identified their kids
•  They may bring their kids to us because of other
behavioral issues
l Kids with autism can develop normally
–  Early intervention helps much more than late
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
Who Are Kids With Autism?
l Autism (Autism Spectrum Disorder or ASD)
is diagnosed by professionals
–  They use the American Psychiatric
Association’s Diagnostic and Statistical Manual
•  also know as the DSM-IV (IV for revision 4)
–  If you think a child has autism, suggest they get
their physician to evaluate
l Some characteristics:
–  Difficulty in social interaction
–  Difficulty in verbal & nonverbal communication
–  Repetitive behaviors
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
Who Are Kids With Autism?
l High Functioning Autism
–  Often referred to as kids with IQ > 80
l Asperger’s Syndrome
–  ASD without the communication issues
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
The following is from the Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition (DSM IV):
DIAGNOSTIC CRITERIA FOR 299.00 AUTISTIC DISORDER
A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each
from (2) and (3)
(1) qualitative impairment in social interaction, as manifested by at least two of the
following:
A) marked impairments in the use of multiple nonverbal behaviors such as eyeto-eye gaze, facial expression, body posture, and gestures to regulate social
interaction
B) failure to develop peer relationships appropriate to developmental level
C) a lack of spontaneous seeking to share enjoyment, interests, or
achievements with other people, (e.g., by a lack of showing, bringing, or
pointing out objects of interest to other people)
D) lack of social or emotional reciprocity ( note: in the description, it gives the
following as examples: not actively participating in simple social play or
games, preferring solitary activities, or involving others in activities only as
tools or "mechanical" aids )
(2) qualitative impairments in communication as manifested by at least one of the
following:
A) delay in, or total lack of, the development of spoken language (not
accompanied by an attempt to compensate through alternative modes of
communication such as gesture or mime)
B) in individuals with adequate speech, marked impairment in the ability to
initiate or sustain a conversation with others
C) stereotyped and repetitive use of language or idiosyncratic language
D) lack of varied, spontaneous make-believe play or social imitative play
appropriate to developmental level
(3) restricted repetitive and stereotyped patterns of behavior, interests and activities,
as manifested by at least two of the following:
A) encompassing preoccupation with one or more stereotyped and restricted
patterns of interest that is abnormal either in intensity or focus
B) apparently inflexible adherence to specific, nonfunctional routines or rituals
C) stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or
twisting, or complex whole body movements)
D) persistent preoccupation with parts of objects
B. Delays or abnormal functioning in at least one of the following areas, with onset prior to
age 3 years:
(1) social interaction
(2) language as used in social communication
(3) symbolic or imaginative play
C. The disturbance is not better accounted for by rett's disorder or childhood disintegrative
disorder
Published on Autism Speaks (http://www.autismspeaks.org)
Home > What is Autism > Printer-friendly
What Is Autism?
What Is Autism? What is Autism Spectrum Disorder?
Autism spectrum disorder (ASD) and autism are both general
terms for a group of complex disorders of brain development.
These disorders are characterized, in varying degrees, by
difficulties in social interaction, verbal and nonverbal
communication and repetitive behaviors. They include autistic
disorder, Rett syndrome, childhood disintegrative disorder,
pervasive developmental disorder-not otherwise specified (PDDNOS) and Asperger syndrome. ASD can be associated with
intellectual disability, difficulties in motor coordination and attention
and physical health issues such as sleep and gastrointestinal
disturbances. Some persons with ASD excel in visual skills, music,
math and art.
Autism appears to have its roots in very early brain development.
However, the most obvious signs of autism and symptoms of autism tend to emerge between 2
and 3 years of age. Autism Speaks continues to fund research on effective methods for earlier
diagnosis, as early intervention with proven behavioral therapies can improve outcomes.
Increasing autism awareness is a key aspect of this work and one in which our families and
volunteers play an invaluable role. Learn more … [1]
How Common Is Autism?
Autism statistics from the U.S. Centers for Disease Control and
Prevention (CDC) identify around 1 in 88 American children as
on the autism spectrum–a ten-fold increase in prevalence in 40
years. Careful research shows that this increase is only partly
explained by improved diagnosis and awareness. Studies also
show that autism is three to four times more common among
boys than girls. An estimated 1 out of 54 boys and 1 in 252
girls are diagnosed with autism in the United States.
By way of comparison, this is more children than are affected
by diabetes, AIDS, cancer, cerebral palsy, cystic fibrosis, muscular dystrophy or Down
syndrome, combined.* ASD affects over 2 million individuals in the U.S. and tens of millions
worldwide. Moreover, government autism statistics suggest that prevalence rates have increased
10 to 17 percent annually in recent years. There is no established explanation for this continuing
increase, although improved diagnosis and environmental influences are two reasons often
considered. Learn more … [2]
What Causes Autism?
Not long ago, the answer to this question would have been “we have no
idea.” Research is now delivering the answers. First and foremost, we now
know that there is no one cause of autism just as there is no one type of
autism. Over the last five years, scientists have identified a number of rare
gene changes, or mutations, associated with autism. A small number of these
are sufficient to cause autism by themselves. Most cases of autism, however,
appear to be caused by a combination of autism risk genes and
environmental factors influencing early brain development.
In the presence of a genetic predisposition to autism, a number of nongenetic, or
“environmental,” stresses appear to further increase a child’s risk. The clearest evidence of these
autism risk factors involves events before and during birth. They include advanced parental age
at time of conception (both mom and dad), maternal illness during pregnancy and certain
difficulties during birth, particularly those involving periods of oxygen deprivation to the baby’s
brain. It is important to keep in mind that these factors, by themselves, do not cause autism.
Rather, in combination with genetic risk factors, they appear to modestly increase risk.
A small but growing body of research suggests that autism risk is less among children whose
mothers took prenatal vitamins (containing folic acid) in the months before and after conception.
Increasingly, researchers are looking at the role of the immune system in autism. Autism Speaks
is working to increase awareness and investigation of these and other issues, where further
research has the potential to improve the lives of those who struggle with autism. Learn more …
[3]
What Does It Mean to Be “On the Spectrum”?
Each individual with autism is unique. Many of those on the
autism spectrum have exceptional abilities in visual skills, music
and academic skills. About 40 percent have average to above
average intellectual abilities. Indeed, many persons on the
spectrum take deserved pride in their distinctive abilities and
“atypical” ways of viewing the world. Others with autism have
significant disability and are unable to live independently. About
25 percent of individuals with ASD are nonverbal but can learn to
communicate using other means. Autism Speaks’ mission is to
improve the lives of all those on the autism spectrum. For some,
this means the development and delivery of more effective
treatments that can address significant challenges in
communication and physical health. For others, it means
increasing acceptance, respect and support.
* Comparison based on the prevalence statistics of the Child & Adolescent Health Measurement Initiative [4]
Resources: We are pleased to offer many resource-packed tool kits for free download (here [5]
and here [6]), including the 100 Day Kit [7] for families who have a child recently diagnosed with
autism. For still more information and resources please see our Video Glossary [8] and FAQs [3]
and special sections on Diagnosis [9], Symptoms [10], Learn the Signs [1], Treatment [11], Your
Child’s Rights [12], Asperger Syndrome [13] and PDD-NOS [14]. These resources are made possible
through the generous support of our families, volunteers and other donors.
Symptoms – Social Challenges
l Social challenges can include
–  Difficulty engaging in everyday interactions
–  Not as responsive at early age
–  Delayed babbling
–  Difficulty playing social games
–  Prefer to play alone
l For Instructors, this means…
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
Symptoms - Communication
l Communication challenges can include
–  Delayed babbling, talking and learning to
gesture
–  Difficulty combining words into meaningful
sentences
–  Difficulty sustaining a conversation
–  Trouble with body language, tone or
expressions
l For Instructors, this means…
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
Symptoms – Repetitive Behaviors
l Repetitive behaviors can include
–  Hand flapping, rocking, jumping and twirling
–  Arranging and rearranging objects
–  Repeating sounds or words
–  Wriggling fingers in front of eyes (selfstimulating)
–  They may want things in a fixed order or place
l For Instructors, this means…
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
Other Associated Medical Issues
l Children with autism occasionally have
other medical issues such as:
–  Identifiable genetic condition
–  Seizure disorders
–  Sleep dysfunction
–  Sensory processing problems
–  Pica
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
Published on Autism Speaks (http://www.autismspeaks.org)
Home > What is Autism > Printer-friendly
Symptoms
What Are the Symptoms of Autism?
Autism spectrum disorders (ASD) are characterized by social-interaction difficulties,
communication challenges and a tendency to engage in repetitive behaviors. However,
symptoms and their severity vary widely across these three core areas. Taken together, they
may result in relatively mild challenges for someone on the high functioning end of the autism
spectrum. For others, symptoms may be more severe, as when repetitive behaviors and lack of
spoken language interfere with everyday life.
As illustrated by the graph on the left, the basic symptoms of
autism are often accompanied other medical conditions and
challenges. These, too, can vary widely in severity.
While autism is usually a life-long condition, all children and
adults benefit from interventions, or therapies, that can reduce
symptoms and increase skills and abilities. Although it is best
to begin intervention as soon as possible, the benefits of
therapy can continue throughout life.
Social Challenges
Communication Difficulties
Repetitive Behaviors
Physical and Medical Issues that may Accompany Autism
Social Challenges
Typically developing infants are social by nature. They gaze at faces, turn toward voices, grasp a
finger and even smile by 2 to 3 months of age. By contrast, most children who develop autism
have difficulty engaging in the give-and-take of everyday human interactions. By 8 to 10 months
of age, many infants who go on to develop autism are showing some symptoms such as failure
to respond to their names, reduced interest in people and delayed babbling. By toddlerhood,
many children with autism have difficulty playing social games, don’t imitate the actions of others
and prefer to play alone. They may fail to seek comfort or respond to parents' displays of anger
or affection in typical ways.
[1]
Research suggests that children with autism are attached to
their parents. However the way they express this attachment
can be unusual. To parents, it may seem as if their child is
disconnected. Both children and adults with autism also tend
to have difficulty interpreting what others are thinking and
feeling. Subtle social cures such as a smile, wave or
grimace may convey little meaning. To a person who misses
these social cues, a statement like “Come here!” may mean
the same thing, regardless of whether the speaker is smiling
and extending her arms for a hug or frowning and planting
her fists on her hips. Without the ability to interpret gestures
and facial expressions, the social world can seem bewildering.
Many persons with autism have similar difficulty seeing things from another person's perspective.
Most five year olds understand that other people have different thoughts, feelings and goals than
they have. A person with autism may lack such understanding. This, in turn, can interfere with
the ability to predict or understand another person’s actions.
It is common – but not universal – for those with autism to have difficulty regulating emotions.
This can take the form of seemingly “immature” behavior such as crying or having outbursts in
inappropriate situations. It can also lead to disruptive and physically aggressive behavior. The
tendency to “lose control” may be particularly pronounced in unfamiliar, overwhelming or
frustrating situations. Frustration can also result in self-injurious behaviors such as head banging,
hair pulling or self-biting.
back to top
[2]
Communication Difficulties
By age three, most children have passed predictable milestones on the path to learning
language. One of the earliest is babbling. By the first birthday, most typically developing toddlers
say a word or two, turn and look when they hear their names, point to objects they want or want
to show to someone (not all cultures use pointing in this way). When offered something
distasteful, they can make clear – by sound or expression – that the answer is “no.”
By contrast, young children with autism tend to be delayed in babbling and speaking and learning
to use gestures. Some infants who later develop autism coo and babble during the first few
months of life before losing these communicative behaviors. Others experience significant
language delays and don’t begin to speak until much later. With therapy, however, most people
with autism do learn to use spoken language and all can learn to communicate.
Many nonverbal or nearly nonverbal children and adults learn to use communication systems
such as pictures (image at left), sign language, electronic word processors or even speechgenerating devices.
When language begins to develop, the
person with autism may use speech in
unusual ways. Some have difficulty combining
words into meaningful sentences. They may
speak only single words or repeat the same
phrase over and over. Some go through a
stage where they repeat what they hear
verbatim (echolalia).
[3]
Some mildly affected children exhibit only
slight delays in language or even develop
precocious language and unusually large
vocabularies – yet have difficulty sustaining a
conversation. Some children and adults with autism tend to carry on monologues on a favorite
subject, giving others little chance to comment. In other words, the ordinary “give and take” of
conversation proves difficult. Some children with ASD with superior language skills tend to speak
like little professors, failing to pick up on the “kid-speak” that’s common among their peers.
Another common difficulty is the inability to understand body language, tone of voice and
expressions that aren’t meant to be taken literally. For example, even an adult with autism might
interpret a sarcastic “Oh, that's just great!” as meaning it really is great.
Conversely, someone affected by autism may not exhibit typical body language. Facial
expressions, movements and gestures may not match what they are saying. Their tone of voice
may fail to reflect their feelings. Some use a high-pitched sing-song or a flat, robot-like voice.
This can make it difficult for others know what they want and need. This failed communication, in
turn, can lead to frustration and inappropriate behavior (such as screaming or grabbing) on the
part of the person with autism. Fortunately, there are proven methods for helping children and
adults with autism learn better ways to express their needs. As the person with autism learns to
communicate what he or she wants, challenging behaviors often subside. (See section on
Treatments [4].)
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[2]
Repetitive Behaviors
Unusual repetitive behaviors and/or a tendency to engage in a restricted range of activities are
another core symptom of autism. Common repetitive behaviors include hand-flapping, rocking,
jumping and twirling, arranging and rearranging objects, and repeating sounds, words, or
phrases. Sometimes the repetitive behavior is self-stimulating, such as wiggling fingers in front of
the eyes.
The tendency to engage in a restricted range of activities can be seen in the way that many
children with autism play with toys. Some spend hours lining up toys in a specific way instead of
using them for pretend play. Similarly, some adults are preoccupied with having household or
other objects in a fixed order or place. It can prove extremely upsetting if someone or something
disrupts the order. Along these lines many children and adults with autism need and demand
extreme consistency in their environment and daily routine. Slight changes can be extremely
stressful and lead to outbursts
Repetitive behaviors can take the form of intense preoccupations, or obsessions. These extreme
interests can prove all the more unusual for their content (e.g. fans, vacuum cleaners or toilets)
or depth of knowledge (e.g. knowing and repeating astonishingly detailed information about
Thomas the Tank Engine or astronomy). Older children and adults with autism may develop
tremendous interest in numbers, symbols, dates or science topics.
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[2]
Associated Medical Conditions
Thanks to donor support, Autism Speaks continues to fund research into the causes and
treatment of the medical conditions associated with ASD. You can explore these studies here [5].
This research is reflected in the comprehensive care model at the heart of our Autism Treatment
Network [3](ATN) clinics. To find out if there is an ATN clinic close to you, click here [6]. For in
depth information on medical conditions, please see our website’s related pages: “Treatments for
Associated Medical Conditions” and “What Treatments are Available for Speech, Language and
Motor Impairments [7],” in addition to the information below.
Genetic Disorders
Some children with autism have an identifiable genetic condition that affects
brain development. These genetic disorders include Fragile X syndrome,
Angelman syndrome, tuberous sclerosis and chromosome 15 duplication
syndrome and other single-gene and chromosomal disorders. While further
study is needed, single gene disorders appear to affect 15 to 20 percent of
those with ASD. Some of these syndromes have characteristic features or
family histories, the presence of which may prompt your doctor to refer to a
geneticist or neurologist for further testing. The results can help guide treatment,
awareness of associated medical issues and life planning.
Gastrointestinal (GI) Disorders
GI distress is common among persons with autism, and affects up to 85 percent of children with
ASD. These conditions range in severity from a tendency for chronic constipation or diarrhea to
inflammatory bowel disease. Pain caused by GI issues can prompt behavioral changes such as
increased self soothing (rocking, head banging, etc) or outbursts of aggression or self-injury.
Conversely, appropriate treatment can improve behavior and quality of life. Please see our
treatment section on “Gastrointestinal Disorders.” It includes discussion of popular dietary
interventions. Thanks to donor support, Autism Speaks continues to fund research into causes
and treatments [8].
Seizure Disorders
Seizure disorders, including epilepsy, occur in as many as 39 percent of those with autism. It is
more common in people with autism who also have intellectual disability than those without.
Someone with autism may experience more than one type of seizure. The easiest to recognize is
the grand mal, or tonic-clonic, seizure. Others include “petit mal” seizures (when a person
temporarily appears “absent”) and subclinical seizures, which may be apparent only with
electroencephalogram (EEG) testing.
Seizures associated with autism tend to start in either early childhood or adolescence. But they
may occur at any time. If you are concerned that you or your child may be having seizures, it is
important to raise the issue with your doctor for possible referral to a neurologist for further
evaluation.
Sleep Dysfunction
Sleep problems are common among children and adolescents with autism and may likewise
affect many adults. For more information and helpful guidance, see our ATN Sleep Strategies
Tool Kit [9] (available for free download).
Sensory Processing Problems
Many persons with autism have unusual responses to sensory input. They have difficulty
processing and integrating sensory information, or stimuli, such as sights, sounds smells, tastes
and/or movement. They may experience seemingly ordinary stimuli as painful, unpleasant or
confusing. (Explore our donor-funded research on causes and treatments here [10].)
Some of those with autism are hypersensitive to sounds or touch, a condition also known as
sensory defensiveness. Others are under-responsive, or hyposensitive. An example of
hypersensitivity would be the inability to tolerate wearing clothing, being touched or being in a
room with normal lighting. Hyposensitivity can include failure to respond when one’s name is
called. Many sensory processing problems can be addressed with occupational therapy and/or
sensory integration therapy. (More information on these therapies, here [7].)
Pica
Pica is a tendency to eat things that are not food. Eating non-food items is a normal part of
development between the ages of 18 and 24 months. However, some children and adults with
autism and other developmental disabilities continue to eat items such as dirt, clay, chalk or paint
chips. For this reason, it is important to test for elevated blood levels of lead in those who
persistently mouth fingers or objects that might be contaminated with this common environmental
toxin.
For more information and resources, please see our Video Glossary [11] and FAQs [12] and special
sections on Diagnosis [13], Learn the Signs [14], Treatment [4], Your Child’s Rights [15], Asperger
Syndrome [16] and PDD-NOS [17]. We also offer a number of resource-packed tool kits for free
download (here [18] and here [19]). They include our 100 Day Kit [20] for families who have a child
recently diagnosed with autism. These resources are made possible through the generous
support of our families, volunteers and other donors.
back to top
Tags: What is Autism [21] autism [22] autism spectrum disorder [23] Autism Treatment
Network [24] communication [25] Epilepsy [26] Gastrointestinal [27] GI disorder [28] Language
Treatments
l Physicians will determine treatments
based on symptoms across the autism
spectrum
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
Published on Autism Speaks (http://www.autismspeaks.org)
Home > What is Autism > Printer-friendly
How Is Autism Treated?
Image Courtesy UNC Medical Center
Each child or adult with autism in unique and, so, each autism intervention plan should be
tailored to address specific needs.
Intervention can involve behavioral treatments, medicines or both. Many persons with autism
have additional medical conditions such as sleep disturbance, seizures and gastrointestinal (GI)
distress. Addressing these conditions can improve attention, learning and related behaviors.
(Learn more about Treatment of Autism’s Core Symptoms [1] and Treatment of Associated
Medical Conditions [2].)
Early intensive behavioral intervention involves a child's entire family, working closely with a team
of professionals. In some early intervention programs, therapists come into the home to deliver
services. This can include parent training with the parent leading therapy sessions under the
supervision of the therapist. Other programs deliver therapy in a specialized center, classroom or
preschool. (Learn more about Early Intervention [3].)
Typically, different interventions and supports become appropriate as a child
develops and acquires social and learning skills. As children with autism enter
school, for example, they may benefit from targeted social skills training and
specialized approaches to teaching.
Adolescents with autism can benefit from transition services that promote a
successful maturation into independence and employment opportunities of
adulthood. (Learn more about Transition in our Transition Tool Kit [4].)
What Early Intervention Therapies Are Currently Available?
Objective scientific studies have confirmed the benefits of two methods of comprehensive
behavioral early intervention. They are the Lovaas Model based on Applied Behavior Analysis [5]
(ABA) and the Early Start Denver Model [6]. Parents and therapists also report success with other
commonly used behavioral therapies, including Floortime [7], Pivotal Response Therapy [8] and
Verbal Behavior Therapy [9]. For still more information, also see the “Treatment and Therapies [10]”
chapter of our 100 Day Kit [10].
Treatment Options for Toddlers and Preschool Children
Scientific studies have demonstrated that early intensive behavioral intervention improves
learning, communication and social skills in young children with autism. While the outcomes of
early intervention vary, all children benefit. Researchers have developed a number of effective
early intervention models. They vary in details, but all good early intervention programs share
certain features. They include:
√ The child receives structured, therapeutic activities for at least 25 hours per week.
√ Highly trained therapists and/or teachers deliver the intervention. Well-trained
paraprofessionals may assist with the intervention under the supervision of an experienced
professional with expertise in autism therapy.
√ The therapy is guided by specific and well-defined learning objectives, and the child’s progress
in meeting these objectives is regularly evaluated and recorded.
√ The intervention focuses on the core areas affected by autism. These include social skills,
language and communication, imitation, play skills, daily living and motor skills.
√ The program provides the child with opportunities to interact with typically developing peers.
√ The program actively engages parents in the intervention, both in decision making and the
delivery of treatment.
√ The therapists make clear their respect for the unique needs, values and perspectives of the
child and his or her family.
√ The program involves a multidisciplinary team that includes, as needed, a physician, speechlanguage pathologist and occupational therapist.
Do Children or Adults Diagnosed with Autism Ever Move Off "the Spectrum"?
Growing evidence suggests that a small minority of persons
with autism progress to the point where they no longer meet
the criteria for a diagnosis of autism spectrum disorder
(ASD). Various theories exist as to why this happens. They
include the possibility of an initial misdiagnosis, the
possibility that some children mature out of certain forms of
autism and the possibility that successful treatment can, in
some instances, produce outcomes that no longer meet the
criteria for an autism diagnosis.
You may also hear about children diagnosed with autism who reach “best outcome” status. This
means they have scored within normal ranges on tests for IQ, language, adaptive functioning,
school placement and personality, but still have mild symptoms on some personality and
diagnostic tests.
Some children who no longer meet the criteria for a diagnosis of autism spectrum disorder are
later diagnosed with attention deficit and hyperactivity disorder (ADHD), anxiety disorder or a
relatively high-functioning form of autism such as Asperger Syndrome.
Currently, we don’t know what percentage of persons with autism will progress to the point where
they “lose their diagnosis.” We likewise need further research to determine what genetic,
physiological or developmental factors might predict who will achieve such outcomes.
We do know that significant improvement in autism symptoms is most often reported in
connection with intensive early intervention—though at present, we cannot predict which children
will have such responses to therapy.
We also know that many people with autism go on to live independent and fulfilling lives, and that
all deserve the opportunity to work productively, develop meaningful and fulfilling relationships
and enjoy life. With better interventions and supports available, those affected by autism are
having better outcomes in all spheres of life.
For more information and resources, please see our Video Glossary [11] and FAQs [12] and special
sections on Symptoms [13], Diagnosis [14], Learn the Signs [15], Your Child’s Rights [16], Asperger
Syndrome [17] and PDD-NOS [18]. We also offer a number of resource-packed tool kits for free
download from our Family Services Tool Kits page [19] and our Autism Treatment Network Tools
You Can Use page [20]). Our 100 Day Kit [21] is for families who have a child recently diagnosed
with autism. These resources are made possible through the generous support of our families,
volunteers and other donors, as well as through grants administered by the National Institutes of
Health.
Tags: What is Autism [22] Adolescents [23]
Intervention [27] Treatment [28]
Adults [24]
autism [25]
Autism Speaks [26]
Early
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Source URL: http://www.autismspeaks.org/what-autism/treatment
Links:
[1] http://www.autismspeaks.org/what-autism/treatment/treatment-core-symptoms-autism
[2] http://www.autismspeaks.org/what-autism/treatment/treatment-biological-medical-conditions-associated-autism
[3] http://www.autismspeaks.org/family-services/tool-kits/100-day-kit/early-intervention
[4] http://www.autismspeaks.org/family-services/tool-kits/transition-tool-kit
[5] http://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba
[6] http://www.autismspeaks.org/what-autism/treatment/early-start-denver-model-esdm
[7] http://www.autismspeaks.org/what-autism/treatment/floortime-dir
[8] http://www.autismspeaks.org/what-autism/treatment/pivotal-response-therapy-prt
[9] http://www.autismspeaks.org/what-autism/treatment/verbal-behavior-therapy
[10] http://www.autismspeaks.org/family-services/tool-kits/100-day-kit/treatments-therapies
[11] http://www.autismspeaks.org/what-autism/video-glossary
What Does A Parent Go Through?
l Parents may have to work with:
–  Physician & other professional support such as
• 
• 
• 
• 
• 
Child psychologist
Specialized developmental doctors
Occupational therapists
ABA habilitators
Other therapists and caregivers
–  State or other support services
–  _________________________
l It’s a lot of work!
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
Implications for Instructors
l Curriculum
–  Most students with autism should be able to work with
kids in a regular classroom
•  Curriculum should be designed for kids, not adults
•  They may not need to memorize or perform as much
curriculum as typical kids
•  In some cases they may be better suited to a Tiny Tiger class
–  More severe special needs may also be better suited
with private lessons
•  In addition or instead of regular class
•  Identifying more severe:
–  Kids who don’t pay attention as well in a regular class
–  They are disruptive to the regular class
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
Instructor Specialty: Children with Autism
Tactics and Techniques
Children with Autism
Typical Karate Kids
Implications for Instructors
l Instruction
–  Tactics and Techniques
•  Personal Victory: A child with Autism seems to others as if
they have a discipline challenge and most times are punished
for what they doing wrong. These children benefit from praise
as much, or if not more than most children. Find what they do
great and build off of that
•  Use Tiny Tiger approaches: such as following along; repeating
verbally the names of the movements; mirror teaching; fun,
simple verbal uses of movement ie: power punch, double block
instead of double outer forearm block
•  Visual Tools: such as blocker pads, noodles, xray paper
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
Implications for Instructors
l Instruction
–  Tactics and Techniques
•  Don’t over correct: Children with Autism can be
temperamental and get frustrated very easily
–  Use praise instead of criticism
–  If the child’s temper tends to escalate, make sure a parent or a caregiver
is available in case the child needs to be removed from class
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
Implications for Instructors
l Facility
–  No changes need to be made to your school
–  When at an external facility
•  Watch out for possible distractions
•  Use a spot on floor or a designated place to stand
•  ______________?
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
Implications for Instructors
l Parents
–  Educate all the parents: Parents of the typical kids may
be confused about what’s happening on the floor
•  They need to understand that you and your instructors are
trained to work with children with all different types of special
needs and will help all students achieve their goals based on
their level of ability
•  Personal Victory: they need to know that a child that can barely
learn 4 parts to a side kick and learns it well is just important
as a child that can learn to kick straight up in the air with a side
kick
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
Implications for Instructors
l Parents (continued)
–  Educate all the parents: Parents of the typical kids may
be confused about what’s happening on the floor
•  The children can learn from and benefit from each other.
Having posters of ATA working with Autism, making
statements about working with individual groups with autism
or other special needs, posting of children listed in the top ten
for special abilities are all ways to educate your normal body of
students that you specialize in working with children and
students with all types of special abilities
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
Implications for Instructors
l Sales
–  There is no significant difference between sales or
commitments between kids with autism and other
students
–  Private lessons
•  Charge real fees for private lessons
•  You can charge for a package or higher monthly fee for
private lessons
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
Implications for Instructors
l Marketing
–  Internal Marketing
•  Referral systems will work better if parents know we work
with kids with special needs
–  External Marketing
•  AutismSpeaks.org
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
ATA Martial Arts and Autism Speaks –
Promoting Honor and Respect for Autism
Team Coordinator Guide
Welcome to ATA Martial Arts and Autism Speaks – Promoting Honor and Respect for Autism! We appreciate your commitment and effort to this program. This coordinator guide has been created especially for your event to help guide you through this exciting process. This campaign begins March 15 and will conclude in May. 1. Register your team online at www.autismspeaks.org/ata and set up your team page 2. Set a fundraising goal and “people” goal for your team; Make sure your team members have registered themselves online too 3. Send custom (or Create your Own) emails to recruit participants for the campaign, request donations and send updates 4. Distribute and post promotional materials (posters, fundraising brochures) in your centers and local neighborhood 5. Make sure you have donation envelopes to collect money 6. Encourage your team members and communicate with them regularly to answer any questions and check on their progress 7. The purpose is to raise awareness and highlight the benefits of Taekwondo for individuals with autism and to raise money for the mission 8. Incentives for reaching certain milestones include: Individuals = lapel pins Centers = plaques with corresponding rope $10 Registration (online) – T-­‐shirt $1,000 Raised = Orange $100 Raised = Orange $2,500 Raised = Green $500 Raised = Blue $5,000 Raised = Blue $750 Raised = Red $7,500 Raised = Red $1,000 Raised = Black $10,000 Raised = Black Team Building Tips
Set goals Hold an internal kickoff –tell about the campaign, how one can get involved, share any stories, distribute brochures Challenge team members to a friendly competition in terms of donations raised Involve family members, friends and coworkers Fundraising Ideas
Raffles – You can raffle just about anything (50/50, a day off, donated gift certificates, uniform or equipment, a free lunch, etc.) for any length of time (one week, one month, etc.) Potluck lunch or dinner – Ask some parents to bring a dish for a potluck meal and charge each person who attends $5 Bake sales, Book sales, Garage sales Car wash If you have any questions or suggestions, just call your local Autism Speaks representative. To make donations visit www.autismspeaks.org/ata For more information about ATA visit www.ataonline.com For more information about Autism Speaks visit www.autismspeaks.org ATA Martial Arts and Autism Speaks –
Promoting Honor and
Respect for Autism
To make a donation visit
www.autismspeaks.org/ata
$1,000 Raised.......................................... Orange
$2,500 Raised.......................................... Green
$5,000 Raised.......................................... Blue
$7,500 Raised........................................... Red
$10,000 Raised........................................ Black
Center milestones =
plaques with corresponding rope
$10 Registration (online) – T-shirt
$100 Raised.............................................. Orange
$250 Raised.............................................. Green
$500 Raised.............................................. Blue
$750 Raised............................................... Red
$1,000 Raised.......................................... Black
Individual milestones = lapel pins
Incentives for reaching fundraising
milestones include:
“My child was diagnosed with autism when he was
two and I started him at ATA Martial Arts when he
was three. This has been the best thing I have ever
done for my child. He has learned physical skills like
coordination and balance - and mental skills like
focus and self-discipline. The most amazing thing,
however, is the leadership program. Even at three
years old he learned how to stand up and speak to
others and how to be in front of people without
being afraid. This is priceless for any parent of a
child with autism.”
- Master Greg Moody
Join Autism Speaks and the American Taekwondo
Association (ATA) in our partnership ATA Martial
Arts and Autism Speaks – Promoting Honor and
Respect for Autism. Together we will raise funds
to further our mission of funding global research,
providing family services, increasing awareness
and giving a voice for all those who struggle with
autism spectrum disorders. To join a team or
donate please visit www.autismspeaks.org/ata.
The proceeds from this initiative will be put
towards funding the mission of Autism Speaks. visit www.autismspeaks.org
For more information about Autism Speaks
visit www.ataonline.com
For more information about ATA
• Increased self-esteem
• Improved coordination and focus
• Improved social skills and behavior
• Consistent routines and workouts
• Discipline
• Respect
• Personal achievements
Together, Autism Speaks and ATA want to reach
out and provide support to those families and
individuals by encouraging participation in
Songahm Taekwondo. The benefits individuals
with autism have received by participating in
taekwondo are:
Any loss of speech or babbling or social skills at
any age
No two-word meaningful phrases (without
imitating or repeating) by 24 months
No words by 16 months
No back-and-forth gestures, such as pointing,
showing, reaching or waving by 12 months
No babbling by 12 months
No back-and-forth of sharing sounds, smiles,
or other facial expressions by nine months or
thereafter
No big smiles or other warm, joyful expressions
by six months or thereafter
If your baby shows any of these signs, please ask
your pediatrician or family practitioner for an
immediate evaluation: Early detections for autism
Promoting Honor and
Respect for Autism
ATA Martial Arts
and Autism Speaks –
It is estimated that 3 million individuals in
the U.S. are affected by autism. Our mission
is to help increase awareness of autism,
fund global medical research for causes,
prevention and treatments and advocate for
the needs of those affected by autism.
Autism Speaks is the nation’s leading autism
science and advocacy organization. Autism is
the fastest growing developmental disorder
and our goal at Autism Speaks is to change
the future for all who struggle with autism
spectrum disorders. Autism is the fastest
growing serious developmental disability
and affects approximately 1% of the world’s
population. More children will be diagnosed
this year with autism than with childhood
cancer, juvenile diabetes and AIDS combined.
Autism Speaks and
American Taekwondo Association
Three fundamentals of Songahm Taekwondo
are increasing attention, self-control,
and self-discipline. In a great number of
individuals with autism, these core attributes
have shown to be effective in achieving
personal advancements while overcoming
developmental obstacles. Because physical
American Taekwondo Association (ATA) is the
largest single-style martial arts organization
in North America with a network of
independently owned and operated licensed
locations around the world. Internationally
headquartered in Little Rock, Arkansas,
the ATA has more than 300,000 members
worldwide. Songahm Taekwondo, which
is the curriculum taught at ATA schools,
promotes discipline, honor, self-control,
respect, courtesy, perseverance and loyalty.
Songahm Taekwondo is taught at the ability
level of the student and focuses on personal
development of the mind and body. The pace
of progress depends on the individual.
• Ask friends to help you reach your
fundraising goal
• Ask your employer for a “wear your jeans to
work” day in return for a donation
• Ask co-workers to donate their coffee
money for a day
• Have a pot-luck and for a $5 donation
receive a plate of food
• Have a raffle
• Visit our website www.autismspeaks.
org/ata for other ideas, and to make
fundraising easy online
Tips for raising money:
education can be challenging to children
with autism, exercise opportunities are
often limited. Martial arts, however, can
provide a way for individuals with autism to
participate in specifically designed workouts
and classes while helping to strengthen their
physical condition and social activities. In
coordination with Autism Speaks, ATA is also
actively raising funds for autism research.
Summary
l Learned some things about identifying kids with
autism
–  Social & communication challenges, repetitive
behaviors
l Implications for us
– 
– 
– 
– 
Curriculum
Instruction
Sales
Marketing
•  Using the AutismSpeaks.org program
l Have a great time with these great kids!
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
What To Do Next…
©All
materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted.
BULLYING PREVENTION
© Copyright American Taekwondo Association, No unauthorized use permitted.
Notes:
Teaching Kids with Autism
© Copyright American Taekwondo Association, no unauthorized use permitted
From AutismSpeaks.org
fact sheet
About Autism Speaks
Autism Speaks was founded in February 2005 by
Bob and Suzanne Wright, grandparents of a child
with autism. Since then, Autism Speaks has grown
into the nation's largest autism science and advocacy
organization.
Our Mission
At Autism Speaks, our goal is to change the future for
all who struggle with autism spectrum disorders. We
are dedicated to funding global biomedical research
into the causes, prevention, treatments, and cure for
autism; to raising public awareness about autism and
its effects on individuals, families, and society; and to
bringing hope to all who deal with the hardships of
this disorder. We are committed to raising the funds
necessary to support these goals. Autism Speaks
aims to bring the autism community together as one
strong voice to urge the government and private
sector to listen to our concerns and take action to
address this urgent global health crisis. It is our firm
belief that, working together, we will find the missing
pieces of the puzzle.
Family Services
100-Day Kit for Newly Diagnosed Families -this free kit provides helpful, personalized
information which includes local resources,
support groups, where and how to find
services, local conferences and recreational
activities (also available in Spanish).
School Community Toolkit -- available
online to assist members of the school
community in understanding and supporting
students with autism.
Asperger Syndrome and High Functioning
Autism Tool Kit -- a tool kit to assist families
in getting the critical information they need in
the first 100 days after an Asperger
Syndrome or High Functioning Autism
diagnosis.
Transition Toolkit -- The Autism Speaks
Transition Tool Kit was created to serve as a
guide to assist families on the journey from
adolescence to adulthood.
.
Awareness
As a result of the award-winning Autism Speaks
'Odds' campaign in partnership with the Ad Council,
there has been a 43 percentage point increase in
public awareness of ASDs.
In December 2007, the United Nations declared April
2nd World Autism Awareness Day.
Science
Autism Speaks is dedicated to facilitating global
research into the causes, treatments and an eventual
cure for autism by:
Promoting cross-disciplinary cooperation
Funding research
Organizing research summit meetings
Establishing standards for data collection and
management to benefit the scientific
community
Since its inception in 2005, Autism Speaks has made
enormous strides, committing over $142.5 million to
research through 2014 and developing innovative
new resources for families.
Advocacy
Nationwide, few private insurance companies or
other employee benefit plans cover autism therapies.
In fact, most insurance companies designate autism
as a diagnostic exclusion, meaning that no autismspecific services are covered. Autism Votes, an
initiative of Autism Speaks, is working to change
state insurance laws to require private health
insurance policies to cover the diagnosis and
treatment of autism spectrum disorders. Sign up to
receive
updates
at
www.autismvotes.org.
To learn more about Autism Speaks, please visit
www.autismspeaks.org
Autism Speaks Family Services offers resources, tool kits, and
support to help families and others manage the day-to-day
challenges of living with autism.
RESOURCES
The Resource Guide is a nationwide database that contains over 45,000 resources and
provides individuals and families with local resources that service a variety of needs from early
intervention through adult care. It is one of the largest databases of autism resources and
service providers in the U.S., searchable by state or by zip code, resources are organized in
over 70 categories. All resources are available online, at no charge at
www.AutismSpeaks.org/family-services.
OUTREACH
Family Services Outreach projects spotlight important topics to promote awareness and
information to the autism community. Community Connections, a monthly e-mail newsletter,
offers practical tips on dealing with everyday situations, and up-to date information from experts
and families who share their success stories.
TOOL KITS
100 Day Kit, available in English and Spanish, provides information for families whose child has
recently been diagnosed with autism. Asperger Syndrome/High-Functioning Autism Tool Kit is
also available.
School Community Tool Kit provides information and resources for general education and
administrative school staff to support a positive school experience for children with autism.
Family Support Tool Kits help teach family members and friends more about autism and its
effects on families, and provide resources and support to enable them to lead happy and
successful lives with their loved ones with autism.
Transition Tool Kit serves as a guide to assist families on the journey from adolescence to
adulthood.
GIVING BACK TO THE COMMUNITY
Family Services Community Grants serve to build the field of services for individuals with autism
and expand the capacity to effectively serve the autism community. Other grant programs
provide camper scholarships and support for financially disadvantaged families during natural
disasters and other catastrophic events.