© 2009 The McGraw-Hill Companies, Inc. Students with Autism Spectrum Disorders Chapter 11

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the History of Autism Spectrum Disorders? Autism was first recognized early in the 20 th century, although it existed for centuries. Autism was first recognized early in the 20 th century, although it existed for centuries officially acknowledged as a disorder by the APA officially acknowledged as a disorder by the APA first considered a disability category under IDEA first considered a disability category under IDEA

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the Definition of Autism Spectrum Disorders? Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, evident before age three and adversely affecting a child’s educational performance. The individual often engages in repetitive activities and stereotypic movement, is resistant to environmental changes or changes in daily routines, and experiences unusual responses to sensory experiences. Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, evident before age three and adversely affecting a child’s educational performance. The individual often engages in repetitive activities and stereotypic movement, is resistant to environmental changes or changes in daily routines, and experiences unusual responses to sensory experiences.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Disorders are Included in Autism Spectrum Disorders? Autistic Disorder (Autism) Autistic Disorder (Autism) Asperger Syndrome Asperger Syndrome Rett Syndrome Rett Syndrome Childhood Disintegrative Disorder (CDD) Childhood Disintegrative Disorder (CDD) Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS) Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS)

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the Prevalence of Autism Spectrum Disorders? 1 in 150 children today are diagnosed with autism spectrum disorders. 1 in 150 children today are diagnosed with autism spectrum disorders. Autism is 60 times more prevalent than CDD. Autism is 60 times more prevalent than CDD. Autism is the most rapidly growing disorder Autism is the most rapidly growing disorder Greater awareness Greater awareness Improved identification Improved identification Awareness that it exists across all IQ levels Awareness that it exists across all IQ levels 4:1 males to females have autism 4:1 males to females have autism 9:1 males to females have Asperger Syndrome 9:1 males to females have Asperger Syndrome Rett Syndrome occurs almost exclusively in females. Rett Syndrome occurs almost exclusively in females.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Some Causes of Autism? Unknown Unknown Thought to be neurological or brain-based Thought to be neurological or brain-based Possibly mercury in vaccines Possibly mercury in vaccines Possibly genetic factors Possibly genetic factors Environmental triggers Environmental triggers

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Some Characteristics of Students with Autism? Difficulty interacting with others, including lack of eye contact Difficulty interacting with others, including lack of eye contact Verbal and nonverbal communication deficits including limited vocabulary, echolalia, echopraxia, and neologisms Verbal and nonverbal communication deficits including limited vocabulary, echolalia, echopraxia, and neologisms Rigid and restrictive behavioral repertoire and imaginative skills Rigid and restrictive behavioral repertoire and imaginative skills Repetitive and stereotypic behaviors Repetitive and stereotypic behaviors Reduced sensitivity to pain Reduced sensitivity to pain

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students Example of a Visual Processing Task (Figure 11.1)

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How Are Students with Autism Identified? Multidisciplinary evaluation involving parents, psychologists and medical personnel Multidisciplinary evaluation involving parents, psychologists and medical personnel Assessment instruments including Childhood Autism Rating Scale (CARS) or Gilliam Autism Rating Scale Assessment instruments including Childhood Autism Rating Scale (CARS) or Gilliam Autism Rating Scale

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Should I Teach Students with Autism Spectrum Disorders? General education curriculum with some modifications General education curriculum with some modifications Functional academics Functional academics Functional communication Functional communication Reduction of self-stimulating behaviors Reduction of self-stimulating behaviors Social skills including play and interactions Social skills including play and interactions Hidden curriculum Hidden curriculum Cognitive and academic skills Cognitive and academic skills Family involvement Family involvement Transition to adulthood Transition to adulthood

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How Do I Teach Students with Autism Spectrum Disorders? Individualized support and services Individualized support and services Systematic instruction Systematic instruction Clear, structured environments Clear, structured environments Specialized curriculum content Specialized curriculum content Problem solving Problem solving Family involvement Family involvement Direct instruction Direct instruction TEACCH TEACCH Applied Behavior Analysis (ABA) Applied Behavior Analysis (ABA) Social Stories Social Stories SOCCSS SOCCSS Avoid unsupported methods Avoid unsupported methods

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Considerations for the Instructional Environment? Provide structure and routine. Provide structure and routine. Eventually give child choices. Eventually give child choices. Organize materials and areas of the room for specific skills to be taught. Organize materials and areas of the room for specific skills to be taught. Help child prepare for transitions. Help child prepare for transitions. Use visual schedules to predict and improve communication. Use visual schedules to predict and improve communication. Plan for peer/group work. Plan for peer/group work.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Types of Instructional Technology Can Be Used? Utilize computers for visual communication. Utilize computers for visual communication. Use augmentative and alternative communication tools. Use augmentative and alternative communication tools. Utilize Picture Exchange Systems (PECS). Utilize Picture Exchange Systems (PECS). Consider Voice Output Communication Aids (VOCAs). Consider Voice Output Communication Aids (VOCAs).

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Some Considerations for the General Education Teacher? Almost 50% of students with ASD, ages 6 to 21, spend 40% or more of their time in general education classrooms. Almost 50% of students with ASD, ages 6 to 21, spend 40% or more of their time in general education classrooms. Inclusion requires very careful planning. Inclusion requires very careful planning. Environmental and curriculum modifications Environmental and curriculum modifications Attitudinal and social support Attitudinal and social support Coordinated team commitment Coordinated team commitment Recurrent evaluation of inclusion practices Recurrent evaluation of inclusion practices Home/school collaboration Home/school collaboration