1. CHAPTER 10: Understanding Students with Autism
Exceptional Lives
8th Edition
Turnbull, Turnbull, Wehmeyer, and Shogren
Developed by Theresa Garfield Dorel
Texas A&M University-San Antonio

2. Defining Autism
IDEA
Autism is a developmental disability that affects children prior to the age of three in three areas:
–Verbal & nonverbal communication
–Social interaction
–Academic performance
DSM-V
Autism spectrum disorder
comprised of two domains – social-communication impairments and restrictive/ repetitive behaviors and interests
must occur during the early childhood years and must create challenges in everyday functioning

3. Prevalence Rates of ASD
7.1% of all students 3-21 in special education
1 in 88 children
Increased by 78% from
Different theories for the increase in prevalence:
Greater public awareness
More refined diagnostic procedures

4. Characteristics Social-Communication Impairments
Social-emotional reciprocity
Nonverbal communication
Maintaining relationships
Repetitive/Restricted Behaviors and Interests
Speech (echolalia)
Routines
Perseveration
Sensory fixations

5. Atypical Language Development
Interrupting when others are communicating and experiencing difficulty in knowing when it is appropriate to speak
Focusing attention on one topic only
Limiting a communication topic to fewer than a couple of interactions
Reversing pronouns (e.g., the student may look at his teacher and say, “You want to have a snack now,” meaning that he, not the teacher, wants a snack)
Repeating or echoing other people’s language (echolalia)

6. Problem Behavior Problem behavior
Self-injurious behavior
Pica
Studies indicate the less communication needs are met, the more self-injurious behavior
Aggression
Linked to a communication function

7. Other Characteristics
Sensory and Movement Disorders
Differences in Intellectual Functioning
Approximately 72% have intellectual disabilities or are borderline
Savant syndrome

8. Determining the Causes
Incorrect historical perspectives on causes
“Refrigerator mothers”
Biomedical causes
Abnormalities in brain development
Brain growth rates in early development
Neurochemistry
Genetic factors
Twin studies

9. Evaluating Students with ASD
Usually in early childhood
Often uses some of the same tests given to students with intellectual disabilities and multiple disabilities
Criteria may include:
Speech and language
Academic achievement
Cognitive functioning
Medical physical status
Autism Diagnostic Interview – Revised (ADI-R)

10. Determining the Nature of Specially Designed Instruction and Services
Functional Behavioral Assessment (FBA)
Describe the nature of the behaviors
Gather information from involved parties
Determine why the student engages in problem behavior
Hypothesize relationship between behavior and events before, during, and after the behavior
Incorporate functional assessment information into the IEP
Help student develop alternative behaviors

11. Partnering for Special Education and Related Services
Teams conduct functional behavioral assessments (FBA) and develop positive behavioral support plans
Teams should use these principles:
Procedures defined
Procedures taught
Procedures actively used
Budget and resources applied
Records kept
Leadership secured

12. Determining Supplementary Aids and Services
Address the domains of access, classroom ecology, and task modifications
Access involves modifications to the community, campus, building, or classroom to ensure physical and cognitive access
Also provide “behavioral access”
The lunchroom is a frequent environment in which problem behaviors occur; consider modifications to seating
Include accommodations for before and after school and in the hall between classes

13. Planning for Universal Design for Learning
Some characteristics associated with autism spectrum disorders are potential areas of learning strengths and provide a basis for curriculum adaptation
Ability to focus attention on detailed information
May excel in areas of the curriculum that are not as language-based, such as math or science
Mnemonic strategies
Keyword
Pegword
Letter

14. Planning for Other Educational Needs
Provide students instructional supports that enable them to develop appropriate social skills
Promoting friendships
Include students in all areas
Use peer buddy programs
Use person-centered planning models that involve peers
Ensure peers learn about the goals of inclusion

15. Effective Instructional Strategies: Early Childhood Students
Early intervention and preschool programs use different approaches, including the following:
Applied behavior analytic (ABA) techniques, such as discrete trial training
Incidental teaching in natural environments
Communication, sensory processing, motor planning, and shared affect with caregivers and peers
Social stories address the “hidden curriculum”

16. Effective Instructional Strategies: Elementary and Middle School Students
Schoolwide positive behavior supports
A systems-level and evidence-based method for improving valued social and learning outcomes for all students
Proactive, problem-solving, and data-based approach to improving appropriate behavior and achieving important academic, social, and communication outcomes
Also seeks to rearrange school environments and change school systems to prevent students from engaging in problem behaviors
Includes three components: universal support, group support, and individual support

17. Effective Instructional Strategies: Secondary and Transition Students
The techniques underlying positive behavior support emerged from a set of strategies referred to as applied behavior analysis (ABA)
ABA uses the principles of operant psychology
Discrete trial training is based on the “three term contingency” outlined by applied behavior analysis:
Presentation of the discriminative stimulus (cue)
Presentation of the prompting stimulus (if needed)
The response
The reinforcing stimulus

18. Including Students with Autism

19. Measuring Students’ Progress
Autism Screening Instrument for Educational Planning (ASIEP-2)
Five components: Communication, social interactions, behavior, academic content, other
Teacher also needs to measure outcomes related to school- wide positive behavior interventions and supports
Direct counts of problem behavior
Problem behavior reported by environment or time of day
Indirect indicators of success
Data collection tools
School Wide Information System
School-Wide Evaluation Tool (SET)
School-wide Benchmarks of Quality (BoQ)

20. Making Accommodations for Assessment
Students with autism may perform better on standardized assessments when provided more frequent positive reinforcement
They may also perform better when assessments are administered by a familiar person
Presence of the examiner minimizes the students’ anxiety and stress associated with testing