Chapter 12: Autism Spectrum Disorders
autistic savant=
=an individual who displays many behaviors associated with autism yet also possesses discrete abilities and unusual talents
peer supports=
=an instructional strategy that facilitates social interaction and access to the general education curriculum
augmentative and alternative communication (AAC)=
=assitive technology that helps individuals communicate, including devices that actually produce speech
task analysis=
=breaking down problems and tasks into smaller, sequenced components
aggression=
=hostile and attacking behavior, which can include verbal communication, directed toward self, others, or the physical environment
stereotypes=
=nonproductive behaviors that an individual repeats at a high rate; commonly observed in youngsters with autism spectrum disorders; also called stereotypic behaviors
Asperger syndrome=
=one of the autism spectrum disorders (ASD) where cognition is usually in the average or above-average range
pervasive developmental disorder-not otherwise specified (PDD-NOS)=
=one of the autistic spectrum disorders (ASD) in which not all three ASD characteristics (problems in communication, social interaction, and repetitive or manneristic behaviors) are present or they are mild
autism=
=one of the autistic spectrum disorders (ASD); ranges from low to high functioning
echolalia=
=repeating words, sounds, or sound patterns with no communicative intent, meaning, or understanding; a speech pattern that may occur immediately or even days later
behavior analysis=
=research methodology using single-case designs; derived from the work of B. F. Skinner; paradigms describing human behavior in terms of events that stimulate or cause a behavior's occurrence, maintains behavior, and increases its likelihood
self-injury=
=self-inflicted injuries (head banging, eye poking)
joint attention=
=the ability to mutually interact or to share interest in events or objects
activity schedules=
=written or pictorial directions to help students perform skills and routines
Early Intervention Key elements of successful programs include:
>highly supportive teaching environments, >low staff-to-student ratios, >plans for generalization, >interventions to promote language and communication, >predictable and routine schedules, >behavioral approaches to address challenging behaviors, >supports to facilitate program transitions, and >parent involvement and support.
Some examples of technology-based supports for students with ASD include:
>low-techACC systems, like PECS; >high-tech ACC devices, including voice output communications aides (VOCAs); >interactive programs to support reading and writing skills; and >multimedia programs to promote social and self-management skills.
Definition of Autism Spectrum Disorders (ASD) National Institute of Mental Health (NIMH)
All children with ASD demonstrate deficits in 1) social interaction, 2) verbal and nonverbal communication, and 3) repetitive behaviors or interests. In addition, they will often have unusal responses to sensory experiences, such as certain sounds or the way objects look. Each of these symptoms runs the gamet from mild to severe. They will present in each individual child differently.
Conditions included in the group of disabilities called ASD
Austism Asperger syndrome pervasive developmental disorder- not otherwise specified (PDD-NOS)
Experts think that different levels of intellectual functioning, variety in the age of onset, and the number and severity of symptoms suggest subtypes of autism.
That is, "autism" may not be one single thing but, rather, a tight clustering of highly related disorders that manifest themselves in multiple but often similar ways.
Data-Based Practices
*positive behavior support *functional behavioral assessment *functional communication training *activity schedules *Social Stories *augmentative and alternative communication (AAC) *picture exchange communication system (PECS)
Each of the three types of ASD shares similar behavioral characteristics in the areas of
(a) social interaction, (b) verbal and nonverbal communication, and (c) repetitive behaviors or interests
Definition of Autism (continued) OSEP, federal government
(i) Autism does not apply if a child's educational performance is adversely primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section. (ii) A child who manifests the characteristics of autism after the age of three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.
Children with Asperger syndrom have other unique characteristics, which can include the following:
*social stiffness and awkwardness *tendency to focus on a favorite conversational topic *inflexibility with routines *difficulty understanding nonverbal cues *limited awareness of others' feelings *concrete and literal thinking *good comprehension of factual material *obsessive interests *poor organizational skills *emotional vulnerability and stress *sensory problems *clumsiness *low self-esteem and depression
First described by Dr. Hans Asperger,-
-Asperger syndrome is a collection of behavioral characteristics that are associated with problems developing adequate social skills and the restricted or unusual interests.
assessments instruments used to identify ASD
-Checklist for Autism in Toddlers (CHAT) helps physicians spot early warning signs -Childhood Autism Rating Scale (CARS) used to confirm a diagnosis and also to monitor the child's growth over time
A few general principles for instructional accommodatons:
-Events should be predictable. -Expectatons need to be carefully explained -A positive learning environment must be fostered
The basic science of ASD is rapidly emerging-
-about how brain development and genetics interact to produce ASD.
Research to date has not yet yielded specific reasons why children develop these (ASD) disorders,-
-and scientists are still years away from completely understanding the contributing factors.
Children with ASD need to learn many different things, including communication-
-and socialization, as well as adaptive daily living and functional skills.
Children with Asperger-
-develop speech and language on a par with children without disabilities. Some understand language very literally, which can make it difficult for them to form flexible conceptual categories, understand jokes, or interpret the behavior of others.
It is important to remember that ASD is a significant, lifelong disability. Long-term outcomes,-
-even for those with average intelligence, in the areas of independent living, employment, and life satisfaction are inconsistent.
For adults with ASD supported employment can address several major areas of assistance-
-mastering the job application process, -adopting to new routines, -communicating in the workplace, and -navigating social interactions with employers and coworkers
The third, conduct multidisciplinary assessments,-
-means that involving professionals from different disciplines provides a complete picture of the child's skills and facilitates the development of comprehensive intervention programs to teach skills.
Today, children with these disorders are educated within inclusive school settings-
-more than ever before, and researchers have developed a body of data-based teaching strategies for students on the spectrum.
Most experts agree that ASD is a-
-neurobiological disorder that has a genetic basis.
Only 0.34% of all students ages 6 through 21 provided with special education-
-services are identified through the IDEA '04 autism category.
The second, include information from multiple sources and contexts,-
-suggests that information from multiple settings and situations increases the accuracy of assessment.
The first, maintain a developmental perspective, means-
-that clinicians must carefully evaluate the child's acquisition of developmental milestones to assess which deficits are occurring.
Low-functioning autism refers-
-to children with autism and intellectual disabilities who are often nonverbal.
High-functioning autism usually refers-
-to children with minimal or no intellectual disabilities and who are verbal.
Instructional accommodations allow educators to tailor the general education curriculum-
-to the needs of students with ASD, while minimally changing the learning environment for other students
Hn 1943 oublished his kandmark paper "Autistic Disturbances of Affective Contactistorical Context ASD was first identified by John Hopkins psychiatrist Leo Kanner,-
-who in 1943 published his landmark paper "Autistic Disturbances of Affective Contact."
Collaborative Practices: Minimizing Conflict Five steps for team members to follow in order to minimize conflicts during the teaming process
1. Establish an evidence base for potential interventions. 2. Solicit input and evaluate the compatibility of potential interventions. 3. Assess the capacity of team members to support interventions. 4. Assess the compatibility of the interventions with schoolwide programs and administrative supports. 5. Implement and evaluate the selected interventions.
Four areas come to the forefront in how to effectively educate school-age learners with ASD
1. accessing the general education curriculum 2. making instructional accommodatons 3. using data-based practices 4. using technology
Beginning in the 1960s, the conceptualization and treatment of ASD changed dramatically.
1st Experts began to believe the ASD resulted from neurobiological problems with a genetic basis. 2nd A number of researchers, Ivar Lovaas, demonstrated that behaviorally based teaching techniques could produce measurable improvements in language and intellectual functioning of children with ASD. 3rd Parents organized themselves and advocated for themselves and their children.
Three general considerations inform the ASD assessment process:
:Maintain a developmental perspective. :Include information from multiple sources and contexts. :Conduct multidisciplinary assessments.
Students with ASD must have access to the least restrictive environment (LRE), which in school contexts often means general education settings and peers without disabilities. The following elements must be present:
:Sufficient structure :Supports for functional communication :Use of behavioranalysis techniques :Supports for social interactions
Board Certified Behavior Analyst (BCBS)=
=a behavior analyst who has fulfilled national certification requirements, including coursework and fieldwork, has passed a competency exam, and holds at least a master's degree in a related field (e.g. education, psychology)
structured teaching=
=a feature of the instructional program, TEACCH, developed for students with autism where visual aids (start-to-finish boxes) are used to help students comprehend their environments
discrete trial teaching=
=a highly structured technique using teacher-directed activities, repetition of skills through practice, and use of rewards
Rett syndrome=
=a pervasive developmental disorder with a known genetic cause that occurs only in girl -discovered more than 40 years ago by an Austrian physician, Andreas Rett -most have mental retardation or intellectual disabilities -develops progressively and results in cognitive disabilities typically more severe than observed in people with autism.
childhood disintegrative disorder (CDD)=
=a pervasive developmental disorder; the individual has typical development until about the age of 5 or 6 when a developmental regression begins
functional behavioral assessment=
=a process in which interviews, observations, and environmental manipulations are conducted to determine why certain behaviors occur
functional communication training=
=a strategy to reduce problem behaviors by teaching functionally equivalent alternatives
behavior analyst=
=a support professional with expertise in applying principles of behavior to develop interventions for students with ASD and other disabilities
picture exchange communication system (PECS)=
=a technique where pictures are used to communicate, for individuals with autism who are nonverbal
positive behavior support=
=a three-tiered model of support offering progressively more intensive levels of intervention
special interest area=
=a topic of interest that can be used to encourage conversations, reduce anxiety, and increase academic motivation
Definition of Autism Office of Special Education Programs (OSEP), federal government
Autism means 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 resistant to environmental change or change in daily routines, and unusual responses to sensory experiences
Why is information about joint attention important?
It can help us understand more about the development of social and language skills as well as the core characteristics of ASD; might also lead to earlier identification of children with ASD
About 75% of people with autism have intellectual disabilities. Thus 25% of people with autism have average or above-average intelligence.
It is also important to know, however, that intellectual disabilities are not part of the autism diagnosis. This wide range of cognitive abilities has resulted in people using terms such as low-functioning autism and high functioning autism.
Social Stories=
Short stories that describe a specific activity and the behavioral expectations associated with that activity
autism spectrum disorders (ASD)
a group of disorders with similar characteristics including difficulities with communication, social interaction, and manneristic behaviors
Treatment and Education of Autistic and Communication-Handicapped Children (TEACCH)
an intervention program developed at the University of North Carolina at Chapel Hill that emphasizes the use of structured teaching.
ASD is a broad term that includes three conditions characterized by limitations in three areas of development:
communication social interaction repetitive behaviors or interests
Accessing the General Education Curriculum
ensure what students with ASD learn is aligned with what students without disabilities learn; provides a basis for common learning and social experiences
The Young Autism Program (YAP)
grew out of the work of Ivar Lovaas at UCLA; referred to as "the Lovaas program"; program that uses the principles of behavior analysis
Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS) is the third disorder within the ASD umbrella
involving problems in the areas of communication, social skills, and/or unusual behaviors including a restricted range of interests OR when problems in all three areas are mild
Pyramid Approach to Education in Autism a comprehensive approach
uses a broad spectrum of data-based techniques to support skill acquisition across domains -visual supports and discrete trial teaching -incidental teaching strategies, -delayed prompting, -reward systems, -activity schedules, and -other behavioral strategies known to be effective for children with ASD
