Autism Spectrum Disorder

Prevalence of ASD

- ASD make up the fastest-growing developmental disability category - 2018 estimate from the CDC suggests that 1 in every 59 children at age 8 is identified with ASD - ASD is four times more likely in males than females

Technology to help individuals with ASD

- Augmentative and alternative communication: symbols, aids, strategies, and techniques used as a supplement or alternative to oral language. - Computer-assisted instruction: application of computer technology to deliver instruction. - Speech-generating device: a high tech augmentative or alternative communication device capable of generating speech. -Voice output communication aid: a device that can be programmed to produce speech.

Effective Teaching and Learning Strategies (tips for teaching high-functioning individuals with ASD)

- Avoid abstract ideas whenever possible - Avoid speech students might misinterpret - Break down tasks - Assist students with organizational skills - Prepare students for a change - Make adjustments for auditory and visual distractions - Facilitate group work - Be positive, creative and flexible

Interventions for Students with ASD

- Developmental, Individual-Difference, Relationship-Based Model: Increase levels of social and emotional functioning and Information gathering (for ages 2-5 years old) - Discrete Trial Training: Increase levels of cognitive, language, adaptive, and compliance skills (for ages 2-6 years old) - Lovaas Model of Applied Behavior Analysis: Increase levels of IQ, social functions, adaptive, cognitive, compliance, and language skills (for ages 2-12 years old) - Picture Exchange Communication System: Increase levels of speech and language development; social-communicative behaviors (for ages 2 years to adults) - Social Stories: Increase levels of prosocial behaviors (for ages 2-12 years old -TEACCH Model: Increase levels of imitation, perception, gross motor skills, hand-eye coordination, and cognitive performance (for ages 6 years- adults)

Transition into Adulthood

- IDEA 2004 requires that a school personnel assist the family with planning for transition from school beginning no later than age 16 - When transitioning, some individuals may find it demanding and very complex - Transition plans must be based on the individual's current and future needs.

Assessments of ASD

- Intellectual Assessment - Screening and Diagnosing - Screening for Asperger Syndrome -Even though medical tests cannot determine if a child has ASD, a medical examination can help ruling out specific disabilities

Characteristics of Individuals with ASD

- Intellectual Functioning: some people with autism have highly specialized skills known as "autistic savant". - Theory of Mind: Individuals with ASD have a hard time realizing that people have their own unique thoughts and point of views in the world and about the world. - Social Interaction: some deficits include use of nonverbal behaviors, failure to develop age appropriate peer relationships, lack of spontaneous sharing with others, and the absence of social or emotional reciprocity. - Communication: do not develop functional speech or useful language; their speech has abnormal rhythms , odd intonation or inappropriate pitch, may sound toneless or mechanical. Repetitive and Restricted Behaviors: include preoccupation with at least one stereotyped and restricted pattern of interest to an abnormal degree, strict adherence to nonfunctional rituals or routines, stereotyped and repetitive motor mannerism, and preoccupation with parts of objects (ex. play with toys in an unintended fashion; be unaware to danger) . - Other Characteristics: other features that coexist are problems with concentration, attention, activity level; anxiety disorders; affective or mood disorders; learning difficulties.

Instructional Approaches

-When a classroom has instructional approaches that are structured, predictable, individualized, and geared to the person's level of functioning, the student will succeed more - Most successful programs are ones that begin early and are continuous, intensive, and multidisciplinary

2004 amendments to IDEA define autism as:

1) Means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before the age three, that adversely affects a child's educational performance. 2) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. 3) A child who manifests the characteristics of autism after the age three could be diagnosed as having autism if the criteria is satisfied.

Definition of Autism Spectrum Disorders

A developmental disorder characterized by abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interests.

Definition of Asperger Syndrome

A pervasive developmental disorder with severe and sustained impairments in social interaction and the development of restricted, repetitive patterns of behaviors, interests, and activities; causes clinically significant impairments in other important areas of functioning.

Services for young children with Autism Spectrum Disorders

Begins with the development of an individualized family service plan (IFSP) -addresses needs in the areas of social skills, functional skills, communication, and behaviors There are preschools that the children can attend