1. Autism
TLSE 240

2. History of Autism Leo Kanner of John Hopkins University
Observed 11 students and their “tendencies”
Became the first person to formulate an idea that lead to the studies of the prevalence of autism.

3. Kanner’s Observation Results
*A lack of affect or emotional contact with others.
*An intense wish for sameness in routines
*Muteness or abnormalities in speech
*Fascination with manipulating objects
*High levels of visuo-spatial skills, but major learning difficulties in other areas
*Attractive, alert and intelligence appearance

4. 5 Types of Autism Asperger Syndrome Autistic Disorder
Pervasive Developmental Disorder
Rett’s Disorder
Childhood Disintegrative Disorder

5. Asperger Syndrome Coined after Dr. Hans Asperger
Usually average intelligence
Literal language
Not due to delay in speech or language development
Issues with social skills and unusual behaviors or interests

6. Pervasive Developmental Disorder
Mild problems or problems not occurring in all 3 of these areas:
Communication
Social skills
Unusual behaviors such as restricted range of interests
Sometimes used as label for young children

7. Rett’s Disorders Genetic disorder Coined by Dr. Andreas Rett
More common in girls
Usually mental retardation
Repeated stereotypic hand wringing
Loss of muscle control
Communication and social deficits

8. Childhood Disintegrative Disorder
Very rare
Begin developing normal until age 5 or 6
The, begin regressing
Regress in language and social skills
Long term outcomes are poor

9. Incidence/Prevalence
U.S., 4-5 individuals per 10,000
World-wide 5-15 per 10,000
Boys outnumber girls 4 to 1.
A family with 1 child with autism has a 9% risk of having a second child with autism

10. Approximations of Autism Prevalence (Feinburg, 2000).

11. CHARACTERISTICS

12. Basic Information Spectrum Pervasive Developmental Disorder
Mild to severe
Any combination in any degree
Pervasive Developmental Disorder
Not an emotional disturbance
Lifelong
Seen before the age of three

13. Additional basic information
Senses are over or under-active
Aggressive or self-injurious
Developmental Delays
Cognitive
Social
Motor

14. TRAITS Insistence on sameness; resistance to change
Difficulty expressing needs; uses gestures or points instead of words
Repeats words in phrases in place of normal language
Laughs, cry, shows distress for reasons not apparent to others
Prefers to be alone, withdrawn

15. Unresponsive to normal teaching methods
Sustained odd play
Spins objects/ repetitive actions
Inappropriate attachments to objects
Difficulty relating with others and situations
May not want to cuddle or be cuddled
Tantrums

16. MORE TRAITS Resists learning Resists change in routine
Apparent over-sensitivity or under-sensitivity to pain
No real fears of danger

17. Noticeable physical over-activity or extreme under-activity
Uneven gross/ fine motor skills
Not responsive to verbal cues; acts as if deaf although tests in normal range
Little or no eye contact

18. EXAMPLES
Repetitive motions
Resistance to change
Language
Senses

19. DIAGNOSTIC CRITERIA
(I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C)
A) Social interaction
Marked impairment in the use of multiple non verbal behaviors such as eye to eye gaze, facial expression, body postures, and gestures to regulate social interaction
Failure to develop peer relationships appropriate to developmental level
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)
Lack of social or emotional reciprocity

20. B) Communication
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)
In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
Stereotyped and repetitive use of language or idiosyncratic language
Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
C) Restricted repetitive and stereotyped patterns of behavior, interests and activities
Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, nonfunctional routines or rituals
Stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements)
Persistent preoccupation with parts of objects

21. III) The disturbance is not better accounted for by:
II) Prior to age 3 years:
Social interaction
Language as used in social communication
Symbolic or imaginative play
III) The disturbance is not better accounted for by:
Rett’s Disorder
Childhood Disintegrative Disorder

22. 75% have MR
25% have average intelligence
5% Savant – unusual gift or trait
50% never develop functional speech
40% have self-injurious behavior
33% develop seizures

23. Causes of Autism

24. No-one knows for sure what causes autism.
It is a complex biological disorder, and no two people with autism are the same.
Although there is no known unique cause of autism, there is growing evidence that autism can be caused by a variety of problems including:
Genetic Influences
A Virus
The Environment

25. GENETIC CAUSES
There is some indication of a genetic influence on autism
There is a greater likelihood that two identical twins will have autism than two fraternal twins.
That is because in identical twins there is a 100% overlap in genes, but in fraternal twins there is only a 50% overlap (the same as in non-twin siblings)

26. Genetic causes continued
A great deal of research has focused on locating the “autism gene” however, many researchers speculate that 3 to 5 genes will likely be associated with autism.
There is growing evidence that the genetic link to autism may be a weakened immune system.
Other research has shown that depression and/or dyslexia are quite common in one or both sides of the family when autism is present.

27. VIRAL CAUSES There is also evidence that a virus can cause autism.
There is an increased risk in having a child with autism, after exposure to rubella during the first trimester.
Cytolomegalo virus has also been associated with autism.
There is also a growing concern that viruses associated with vaccinations, such as the measles component of the MMR vaccine and the pertussis component of the DPT shot, may cause autism.

28. ENVIRONMENTAL CAUSES
There is growing concern that toxins and pollution in the environment can also lead to autism.
There is a high prevalence of autism in the small town of Leomenster, Massachusetts, where a factory manufacturing sunglasses was once located.
The highest proportion of autism cases were found in the homes down-wind from the factory smokestacks.

29. Things the teacher needs to understand
Students with autism rarely make eye contact, as a teacher one must understand that this doesn’t mean that they are not paying attention.
Communication skills are also poor among children with autism. Keeping that in mind, students with this disability may need other ways of expressing ideas and opinions
Students with Autism have a hard time adjusting to new activities and any other thing that disrupts their normal routine.
These students often times will repeat certain motor activities such as body rocking and finger flapping. These activities are not done with the intentions of disrupting the classroom.

30. Ways to insure good communication.
Be sure student is paying attention.
Use language appropriate for that child and be sure that gestures are paired with verbal commands.
All directions must be clear and concise.
Is the presentation, as well as the materials, well organized?
Are the tasks designed to allow the student to perform at his/her best ability?
Next is an example of what a schedual my look like for the students.

31. 8:30
Arrive, put belongings away, and greet others.
8:45
Work session 1
9:30
Work session 2
10:15
Art / P.E.
11:00
Work session 3
11:45
Finish any work and prepare for lunch
12:00
Lunch
12:30
Recess
1:00
Story time
1:35
Work session 4
2:20
Finish any work and prepare to go home
2:30
Dismissal

32. Ways to make transitions easier:
Inform the student ahead of time that “in ten minutes we are going to start a new activity.”
Write the time of which one activity will end and the new one will begin on the board. This gives the student a visual.
Have the student initiate the changing of subject matter, that way the student is not surprised by the on coming tasks.
Provide a list of all planned activities for that day and follow your plan.

33. Questions you need to ask yourself about your classroom:
Is there space available for individual AND group work?
Are the work areas in the least distractible settings?
Are all visuals able to be seen in each area?
Are the work areas always consistent?
Can I always see what my students are doing?
Are the students materials easily accessible and clearly marked for him or her?