1. Connecting the Pieces Understanding Autism Spectrum Disorders Presented by: Sarah Boyles Understanding Autism Spectrum Disorders Presented by: Sarah Boyles

2. Participants who complete this seminar will be able to: Define Autism Spectrum Disorders (ASD) Describe possible indicators of ASD Identify treatment options for individuals with ASD Define Autism Spectrum Disorders (ASD) Describe possible indicators of ASD Identify treatment options for individuals with ASD

3. What is an Autism Spectrum Disorder (ASD)? ASD is defined by specific behaviors that can range from a mild form called Asperger syndrome to a severe from called autistic disorder. All individuals with ASD exhibit difficulty with social interactions, communication, and have some form of repetitive behaviors or interests. Each person diagnosed with ASD will exhibit individual behaviors but fit into the overall diagnosis. (Strock, 2004) ASD is defined by specific behaviors that can range from a mild form called Asperger syndrome to a severe from called autistic disorder. All individuals with ASD exhibit difficulty with social interactions, communication, and have some form of repetitive behaviors or interests. Each person diagnosed with ASD will exhibit individual behaviors but fit into the overall diagnosis. (Strock, 2004)

4. DSM IV-TR Diagnostic Criteria The American Psychiatric Association has written an extensive list of diagnostic criteria for Autism Spectrum Disorders in the latest edition of the Diagnostic and Statistical Manual of Developmental Disorders.

5. Types of Autism Spectrum Disorders Autism Spectrum Disorder (ASD): also called Pervasive Developmental Disorders; a complex developmental disability encompassing difficulties with social interactions, communication, and repetitive behaviors or interests. Asperger syndrome : mild form of of autism; problems in areas of social interaction and communication, but have normal intelligence and verbal skills. (Strock, 2004) Autism Spectrum Disorder (ASD): also called Pervasive Developmental Disorders; a complex developmental disability encompassing difficulties with social interactions, communication, and repetitive behaviors or interests. Asperger syndrome : mild form of of autism; problems in areas of social interaction and communication, but have normal intelligence and verbal skills. (Strock, 2004)

6. Types of Autism Spectrum Disorders cont. Rett Syndrome: after a period of normal development between 6-18 months, autism-like symptoms appear; child regresses in mental and social development; mostly diagnosed in girls Childhood Disintegrative Disorder (CDD): after a period of normal development between 3-4 years; autism-like symptoms appear; pronounced losses in motor, language, and social skill development; mostly diagnosed in boys Pervasive Developmental Disorders not otherwise specified (PDD-NOS): also called atypical autism; symptoms of autistic disorder or Asperger syndrome, but does not meet the specific criteria for either (Strock, 2004) Rett Syndrome: after a period of normal development between 6-18 months, autism-like symptoms appear; child regresses in mental and social development; mostly diagnosed in girls Childhood Disintegrative Disorder (CDD): after a period of normal development between 3-4 years; autism-like symptoms appear; pronounced losses in motor, language, and social skill development; mostly diagnosed in boys Pervasive Developmental Disorders not otherwise specified (PDD-NOS): also called atypical autism; symptoms of autistic disorder or Asperger syndrome, but does not meet the specific criteria for either (Strock, 2004)

7. Prevalence 1 in 150 individuals is diagnosed with autism More common if there are siblings with autism Occurs in all racial, ethnic, and social groups 4 times more likely to be diagnosed in boys then in girls (Autism Speaks Inc., 2007) 1 in 150 individuals is diagnosed with autism More common if there are siblings with autism Occurs in all racial, ethnic, and social groups 4 times more likely to be diagnosed in boys then in girls (Autism Speaks Inc., 2007)

8. Common Signs of ASD Difficulty and understanding language Poor eye contact Repeated actions over and over again Trouble with changes in routine Lack of smiling Repeat sounds or words said to them Prefer not be held Difficulty and understanding language Poor eye contact Repeated actions over and over again Trouble with changes in routine Lack of smiling Repeat sounds or words said to them Prefer not be held Does not know how to play with toys Unusual reactions to the way things sound, taste, feel, smell, or look Trouble understanding feelings of other people Loss of social or language skills once they have been learned (National Center on Birth Defects and Developmental Disabilities, 2007)

9. Biological Factors that may coincide with ASD Sensory problems Mental retardation Seizures Fragile X syndrome Tuberous Sclerosis (Strock, 2004) Sensory problems Mental retardation Seizures Fragile X syndrome Tuberous Sclerosis (Strock, 2004)

10. Treatment Options for ASD While there is no cure for ASD, there are some treatments and forms of intervention that can help. Each plan should be designed specifically for each individual under the supervision and direction of professionals including doctors, therapists, and psychologists. Treatment options are continuously evolving and changing. Most of the treatments fall into one of three categories: learning approaches, biomedical and dietary approaches complementary approaches (Autism Society of America, 2007) While there is no cure for ASD, there are some treatments and forms of intervention that can help. Each plan should be designed specifically for each individual under the supervision and direction of professionals including doctors, therapists, and psychologists. Treatment options are continuously evolving and changing. Most of the treatments fall into one of three categories: learning approaches, biomedical and dietary approaches complementary approaches (Autism Society of America, 2007)

11. Treatment Options Cont. Learning Approaches Biomedical and Dietary Approaches Complementary Approaches Treatment and Education of Autistic and Related Communication Handicapped Children Picture Exchange Communication Systems Pivotal Response Treatments Medications Vitamins and Minerals Dietary Interventions Art Therapy Music Therapy Animal Therapy (Autism Society of America, 2007)

12. Schools Can Help Learning environments should provide the child with structure, direction, and organization. Interventions should be individualized and focus on each child’s specific strengths and weaknesses. Children should be provided with peer models that portray appropriate language, social, and behavioral skills. Schools should involve parents in the educational plan so that the skills learned will be utilized outside the school environment as well. (National Dissemination Center for Children with Disabilities, 2007) Learning environments should provide the child with structure, direction, and organization. Interventions should be individualized and focus on each child’s specific strengths and weaknesses. Children should be provided with peer models that portray appropriate language, social, and behavioral skills. Schools should involve parents in the educational plan so that the skills learned will be utilized outside the school environment as well. (National Dissemination Center for Children with Disabilities, 2007)

13. Families Can Help Stay informed about Autism Spectrum Disorders. Be aware of your child’s strengths and weaknesses. Maintain a highly structured environment with consistent schedules and routines Work with your child’s teachers and doctors to form the best approach to meeting your child’s individual needs. (National Dissemination Center for Children with Disabilities, 2007) Stay informed about Autism Spectrum Disorders. Be aware of your child’s strengths and weaknesses. Maintain a highly structured environment with consistent schedules and routines Work with your child’s teachers and doctors to form the best approach to meeting your child’s individual needs. (National Dissemination Center for Children with Disabilities, 2007)

14. Info for Parents Take a few minutes to review the brochure for parents in your packets.

15. Ways to Help -Do’s and Don’ts- DO CONSULT... professionals who are experienced with working with individuals with ASD DO LEARN… as much information as possible about ASD DO CONSULT... professionals who are experienced with working with individuals with ASD DO LEARN… as much information as possible about ASD DON”T WAIT! If a child exhibits signs of autism, contact a physician for an evaluation. Early intervention is KEY!!!

16. Legal safeguards in Pennsylvania The Individuals with Disabilities Education Act (IDEA) states that children with autism spectrum disorders are eligible for: Early intervention services for children ages birth to age 3. Chapter 15 agreement including an Individualized education plan (IEP) appropriate to the specific needs of the child from ages 3 to 22. Additional special educational programs focusing on improving communication, social, and behavioral skills. (National Dissemination Center for Children with Disabilities, 2007) The Individuals with Disabilities Education Act (IDEA) states that children with autism spectrum disorders are eligible for: Early intervention services for children ages birth to age 3. Chapter 15 agreement including an Individualized education plan (IEP) appropriate to the specific needs of the child from ages 3 to 22. Additional special educational programs focusing on improving communication, social, and behavioral skills. (National Dissemination Center for Children with Disabilities, 2007)

17. Local and National Resources Autism Research Institute (ARI) - provides parents and professionals around the world with research-based information on autism www.autism.com Autism Speaks - a foundation dedicated to changing the future of all people with autism spectrum disorders www.autismspeaks.org National Autism Association - designed to empower and educate families affected by autism www.nationalautismassociation.org Autism Research Institute (ARI) - provides parents and professionals around the world with research-based information on autism www.autism.com Autism Speaks - a foundation dedicated to changing the future of all people with autism spectrum disorders www.autismspeaks.org National Autism Association - designed to empower and educate families affected by autism www.nationalautismassociation.org

18. Local and National Resources Cont. Advisory Board On Autism and Related Disorders (ABOARD) - provides support for families with children with autism www.aboard.org Autism Society of America-Pittsburgh Chapter - provides support for volunteers, families, and professionals working with children with autism www.autismsocietypgh.org/ Autism Link - provides information, news, and support for families and individuals working with individuals with autism www.autismlink.com Advisory Board On Autism and Related Disorders (ABOARD) - provides support for families with children with autism www.aboard.org Autism Society of America-Pittsburgh Chapter - provides support for volunteers, families, and professionals working with children with autism www.autismsocietypgh.org/ Autism Link - provides information, news, and support for families and individuals working with individuals with autism www.autismlink.com

19. Joshua’s Story Read the case study in your packet. Take a minute to discuss the case. Answer the questions to follow with a colleague.

20. References 1. American Psychiatric Association. (2000) Pervasive developmental disorders. In Diagnostic and statistical manual of mental disorders (Fourth edition-text revision (DSM-IV- TR). Washington, DC: American Psychiatric Association, 69- 70. 2. Autism Speaks, Inc., (2007). What is autism? An overview. Retrieved September 23, 2007, Web site: http://www.autismspeaks.org 3. Autism Society of America (2007). Autism society of america: The voice of autism. Retrieved from the Web September 16, 2007. Web site: http://www.autism-society.org/site/ 1. American Psychiatric Association. (2000) Pervasive developmental disorders. In Diagnostic and statistical manual of mental disorders (Fourth edition-text revision (DSM-IV- TR). Washington, DC: American Psychiatric Association, 69- 70. 2. Autism Speaks, Inc., (2007). What is autism? An overview. Retrieved September 23, 2007, Web site: http://www.autismspeaks.org 3. Autism Society of America (2007). Autism society of america: The voice of autism. Retrieved from the Web September 16, 2007. Web site: http://www.autism-society.org/site/

21. References Cont. 4. National Center on Birth Defects and Developmental Disabilities (2007). Centers for disease control and prevention: Autism information center. Retrieved from the Web September 16, 2007. Web site: http:/www.cdc.gov/ncbddd/autism/ 5. National Dissemination Center for Children with Disabilities, (2007). Autism and Pervasive Developmental Disorder. Retrieved from the Web September 16, 2007, Web site: http://www.nichcy.org/pubs/factshe/fs1txt.htm 6. Strock, Margaret (2004). Autism Spectrum Disorders (Pervasive Developmental Disorders). NIH Publication No. NIH-04-5511, National Institute of Mental Health, National Institute of Health, U.S. Department of Health and Human Services, Bethesda, MD, 40 pp. http://www.nimh.nih.publicat/autism.cfm 4. National Center on Birth Defects and Developmental Disabilities (2007). Centers for disease control and prevention: Autism information center. Retrieved from the Web September 16, 2007. Web site: http:/www.cdc.gov/ncbddd/autism/ 5. National Dissemination Center for Children with Disabilities, (2007). Autism and Pervasive Developmental Disorder. Retrieved from the Web September 16, 2007, Web site: http://www.nichcy.org/pubs/factshe/fs1txt.htm 6. Strock, Margaret (2004). Autism Spectrum Disorders (Pervasive Developmental Disorders). NIH Publication No. NIH-04-5511, National Institute of Mental Health, National Institute of Health, U.S. Department of Health and Human Services, Bethesda, MD, 40 pp. http://www.nimh.nih.publicat/autism.cfm

22. Contact Information Presented by: Sarah Boyles Graduate Student in Applied Developmental Psychology at the University of Pittsburgh E-mail address: saa29@pitt.edu Presented by: Sarah Boyles Graduate Student in Applied Developmental Psychology at the University of Pittsburgh E-mail address: saa29@pitt.edu