Information and resources for students with Autism Spectrum disorders (ASD)
How are the two most prevalent forms of the autism spectrum disorders – autistic disorder and Asperger’s disorder- defined and classified?
The U.S. Department of Education IDEA 2004 Individuals with Disabilities Education Act defines Autism as " a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences." The two most common forms of autism spectrum disorders are:
Autistic Disorder
Autistic disorder is commonly referred to as "autism.” It is a severe developmental disorder. Characteristics of the disorder are often seen during the first three years of life and include developmental delays in communication, social skills and behavior skills, difficulty adjusting to change, and repetitive behaviors.
Asperger's Disorder
"Asperger's disorder is characterized by severe, sustained, and often lifelong impairments in social interactions and the development of restricted, repetitive patterns of behavior interest, and activities" (Rosenberg, Westling, & McLeskey, 2011 p. 263). However, people with Asperger's disorder do not have significant language delay or as much difficulty with motor skills, cognition skills, and self-help skills compared to others in the Autism spectrum (Rosenberg, Westling, & McLeskey, 2011).
For more information about how autism spectrum disorders are diagnosed, please visit http://www.cdc.gov/ncbddd/autism/hcp-dsm.html
What behavioral characteristics are universal and specific to autism spectrum disorders?
What are the prevalence rates for and causal factors associated with autism spectrum disorders?
The cause of autism spectrum disorders is unknown, however most medical professionals believe the cause to be gene related (Center for Disease Control and Prevention, 2014). It is also possible that neurochemical and/or neurobiological abnormalities may also be a factors into the cause of ASD (Rosenberg, Westling, & McLeskey, 2011).
It was once believed that childhood vaccines caused autism. In the 1960s it was theorized that parents caused their children to become autistic due to social neglect. Both these theories have been entirely dismissed as causal factors (Rosenberg, Westling, & McLeskey, 2011).
According to the CDC, ASD occurs in all racial, ethnic, and socioeconomic groups, but is almost five times more common among boys than among girls. Approximately 1 in 68 children has been identified with ASD (Center for Disease Control and Prevention, 2014). Approximately 225,000 children receive special education serviced under IDEA. This is a 500% increase over the past ten years (Rosenberg, Westling, & McLeskey, 2011).
How are students with autism spectrum disorders screened, identified and assessed?
Early intervention is very important for children with ASD, therefore it is very important that children are screened early. Characteristics of ASD can sometimes be seen in children under the age of 2. There are two types of screening methods: nonspecific and autism specific. Nonspecific screening assess a variety of developmental skills including language, behavior, cognition, movement, social skills, and self-help skills. Tests used in nonspecific screening may include:
(Rosenberg, Westling, & McLeskey, 2011 p. 272).
Once a child is screened for possible ASD, the child will be sent to a multidisciplinary team for further evaluation. The team is typically made up of a physician, psychologist, speech-langauge pathologist, social worker, and educational professionals at the child's school. The team will evaluate the child using behavioral scales, interviews, and observations. Educators will most likely use a functional behavioral assessment (FBA) to determine the child's learning potential and to plan for instruction (Rosenberg, Westling, & McLeskey, 2011).
What educational practices are effective in improving early childhood academic, social, and transition outcomes for students with autism spectrum disorders?
Inclusion : Students with ASD need to be taught how to conduct themselves in social situations. ASD students who attend a general classroom will have non-disabled peers to observe and socialize with. Non-disabled students can also assist their ASD peers with changes to routines and unclear directions or expectations. It is important for non-disabled peers to understand the characteristics associated with ASD so they will be accepting and nurturing.
Early Intervention: The earlier the child with ASD is provided with early intervention services, the better the capability for overcoming and/or coping with symptoms of ASD. Early intervention services will help the child with sensory difficulties, communication skills, and social behaviors. Early intervention services can be applied in a school or center-based environment or at home. The services should always be continued by parents in the child's natural environment.
Instruction: Students with ASD will benefit from individualized academic plans when learning the general curriculum. Interventions and accommodations are similar to students with learning disorders and students with attention disorders. In addition to curriculum accommodations, students with ASD will also need to learn social, behavioral, and language skills. Instructional methods include:
o Voice Output Communication Aids (VOCA)
o Situation-options-consequences-choices-strategies-simulation (SOCCSS) (for information, visit http://www.erinoakkids.ca/ErinoakKids/media/EOK_Documents/Autism_Resources/SOCCSS.pdf)
o Cartooning (to illustrate social encounters)
o Social stories and autopsies (short simple stories narrated from the child’s point of view) (Rosenberg, Westling, & McLeskey, 2011)
Comprehensive Program Models: Intensive support for students with ASD and their families. There are many different models, but they all are similar in these components:
The U.S. Department of Education IDEA 2004 Individuals with Disabilities Education Act defines Autism as " a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences." The two most common forms of autism spectrum disorders are:
Autistic Disorder
Autistic disorder is commonly referred to as "autism.” It is a severe developmental disorder. Characteristics of the disorder are often seen during the first three years of life and include developmental delays in communication, social skills and behavior skills, difficulty adjusting to change, and repetitive behaviors.
Asperger's Disorder
"Asperger's disorder is characterized by severe, sustained, and often lifelong impairments in social interactions and the development of restricted, repetitive patterns of behavior interest, and activities" (Rosenberg, Westling, & McLeskey, 2011 p. 263). However, people with Asperger's disorder do not have significant language delay or as much difficulty with motor skills, cognition skills, and self-help skills compared to others in the Autism spectrum (Rosenberg, Westling, & McLeskey, 2011).
For more information about how autism spectrum disorders are diagnosed, please visit http://www.cdc.gov/ncbddd/autism/hcp-dsm.html
What behavioral characteristics are universal and specific to autism spectrum disorders?
- Impairments in social reciprocity: not engaging in affectionate activities, avoiding eye contact, not expressing empathy
- Deficiencies in communication skills: limited receptive and expressive social skills, difficulties with behaviors and emotions, social isolation
- Repetitive and ritualistic behaviors and fixation on one component of a task (Rosenberg, Westling, & McLeskey, 2011)
- not point at objects to show interest (for example, not point at an airplane flying over)
- not look at objects when another person points at them
- have trouble relating to others or not have an interest in other people at all
- avoid eye contact and want to be alone
- have trouble understanding other people’s feelings or talking about their own feelings
- prefer not to be held or cuddled, or might cuddle only when they want to
- appear to be unaware when people talk to them, but respond to other sounds
- be very interested in people, but not know how to talk, play, or relate to them
- repeat or echo words or phrases said to them, or repeat words or phrases in place of normal language
- have trouble expressing their needs using typical words or motions
- not play “pretend” games (for example, not pretend to “feed” a doll)
- repeat actions over and over again
- have trouble adapting when a routine changes
- have unusual reactions to the way things smell, taste, look, feel, or sound
- lose skills they once had (for example, stop saying words they were using) (Center for Disease Control and Prevention, 2014)
What are the prevalence rates for and causal factors associated with autism spectrum disorders?
The cause of autism spectrum disorders is unknown, however most medical professionals believe the cause to be gene related (Center for Disease Control and Prevention, 2014). It is also possible that neurochemical and/or neurobiological abnormalities may also be a factors into the cause of ASD (Rosenberg, Westling, & McLeskey, 2011).
It was once believed that childhood vaccines caused autism. In the 1960s it was theorized that parents caused their children to become autistic due to social neglect. Both these theories have been entirely dismissed as causal factors (Rosenberg, Westling, & McLeskey, 2011).
According to the CDC, ASD occurs in all racial, ethnic, and socioeconomic groups, but is almost five times more common among boys than among girls. Approximately 1 in 68 children has been identified with ASD (Center for Disease Control and Prevention, 2014). Approximately 225,000 children receive special education serviced under IDEA. This is a 500% increase over the past ten years (Rosenberg, Westling, & McLeskey, 2011).
How are students with autism spectrum disorders screened, identified and assessed?
Early intervention is very important for children with ASD, therefore it is very important that children are screened early. Characteristics of ASD can sometimes be seen in children under the age of 2. There are two types of screening methods: nonspecific and autism specific. Nonspecific screening assess a variety of developmental skills including language, behavior, cognition, movement, social skills, and self-help skills. Tests used in nonspecific screening may include:
- Ages and Stages Questionnaire
- Brigance Diagnostic Inventory of Early Development
- Checklist for Autism in Toddlers
- Modified Checklist for Autism in Toddlers
(Rosenberg, Westling, & McLeskey, 2011 p. 272).
Once a child is screened for possible ASD, the child will be sent to a multidisciplinary team for further evaluation. The team is typically made up of a physician, psychologist, speech-langauge pathologist, social worker, and educational professionals at the child's school. The team will evaluate the child using behavioral scales, interviews, and observations. Educators will most likely use a functional behavioral assessment (FBA) to determine the child's learning potential and to plan for instruction (Rosenberg, Westling, & McLeskey, 2011).
What educational practices are effective in improving early childhood academic, social, and transition outcomes for students with autism spectrum disorders?
Inclusion : Students with ASD need to be taught how to conduct themselves in social situations. ASD students who attend a general classroom will have non-disabled peers to observe and socialize with. Non-disabled students can also assist their ASD peers with changes to routines and unclear directions or expectations. It is important for non-disabled peers to understand the characteristics associated with ASD so they will be accepting and nurturing.
Early Intervention: The earlier the child with ASD is provided with early intervention services, the better the capability for overcoming and/or coping with symptoms of ASD. Early intervention services will help the child with sensory difficulties, communication skills, and social behaviors. Early intervention services can be applied in a school or center-based environment or at home. The services should always be continued by parents in the child's natural environment.
Instruction: Students with ASD will benefit from individualized academic plans when learning the general curriculum. Interventions and accommodations are similar to students with learning disorders and students with attention disorders. In addition to curriculum accommodations, students with ASD will also need to learn social, behavioral, and language skills. Instructional methods include:
- Discrete Trial Instruction (DTI) – designed to increase a target behavior
- Augmentative/Alternative Communication Strategies (AAC) (see video under the "Communications Disorders" tab)
o Voice Output Communication Aids (VOCA)
- Social Skills Instruction
o Situation-options-consequences-choices-strategies-simulation (SOCCSS) (for information, visit http://www.erinoakkids.ca/ErinoakKids/media/EOK_Documents/Autism_Resources/SOCCSS.pdf)
o Cartooning (to illustrate social encounters)
o Social stories and autopsies (short simple stories narrated from the child’s point of view) (Rosenberg, Westling, & McLeskey, 2011)
Comprehensive Program Models: Intensive support for students with ASD and their families. There are many different models, but they all are similar in these components:
- Intervention beginning as early as possible
- Intensive amounts of intervention ranging from 20 to 45 hours per week
- Families actively involved in interventions
- Highly trained staff specializing in ASD
- Continual assessment of children's progress
- Custom-designed curriculum focusing on communication, social engagement, play, self-help, motor skills, and academics delivered in a systematic and predictable fashion
- Teaching methods that emphasize generalization and maintenance of skills
- Individualized education plans to accommodate the wide range of children's strengths and needs
- Transition between and among programs that are planned and supported (Rosenberg, Westling, & McLeskey, 2011 p. 278)
A video explaining the use of a Picture Exchange Communication System (PECS)
iPad Apps for children with ASD
Temple Grandin discusses her experience with ASD