1

Autism Spectrum Disorders

2

Vocabulary

AS is asperger syndrome Stereotypies are nonfunctional types of

repetitive behavior that are seen in children with autism

Savant means ‘knowing’ and refers to children who have special talents

Figurative language is nonconcrete language

Neophobic is fear of new and unfamiliar people and situations

3

Autism Spectrum

Autism* Savants

AspergersSyndrome

Rett'sSyndrome

ChildhoodDisintegrative

Disorder

PervasiveDevelopmental

Disorders(Not Otherwise Specified)

Pervasive Developmental Disorders

4

Autism vs. Asperger (AS)

Autism AS

Language delaysNormal development in the structure

of language

Can have a lower IQ/mental retardation

IQ not affected/no cognitive delays but not as proficient in reading comprehension or math problems solving

Imagination and communication impairments

No significant imagination or communication impairments

Repetitive behaviors or stereotypies

Repetitive behaviors in the form of routines

Little awareness of social behavior

Little awareness of social behavior

Anxiety towards change Anxiety towards change

Little understand of figurative language

Little understand of figurative language

5

Asperger Syndrome

6

General Description

A neurobiological disorderat the “high end” of the autism spectrum--normal IQ

10% have some with savant talents

7

Prevalence

5 times more prevalent in males than females (DSM-IV)

8

Definition:Social Characterisitcs

Diagnostic Criteria: A. Impairment in social interaction, seen

as deficiencies in two of the following:1. use of multiple nonverbal behavior (eye-to eye

gaze, facial expression, body postures, and gestures to regulate social interaction)

2. appropriate peer relationships 3. spontaneous seeking to share4. social/emotional reciprocity

9

Definition:Behavioral Characteristics

B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:1. preoccupation with one or more restricted patterns of

interest 2. inflexible adherence to specific, nonfunctional

routines or rituals3. persistent preoccupation with parts of objects4. stereotyped and repetitive motor mannerisms

10

Emotional Characteristics

Look at this linkhttp://www.cbc.ca/thelens/theboyinside/index.html

1. Lack of empathy2. Low emotional maturity & do not

mature socially as they age (Myles)

11

Social Characteristics

1. Little or no ability to form friendships2. Naïve, inappropriate one-sided interactions3. In high school some AS students may pass socially

as "nerds", a group they actually resemble in many ways and which may overlap with AS.

4. The AS adolescent may form friendships with other students who share his interests through avenues such as computer or math clubs, science fairs, etc.

Physical Characteristics

12

1. Clumsy and ill coordinated movements

2. Odd postures

13

No significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years).

Good structural language skills Poor pragmatic everyday communication. Monotone, repetitive speech

Communication Characteristics

14

Cognitive Characteristics

Average to above average IQ.

No significant delay in cognitive development or in age-appropriate self-help skills or adaptive behavior

High ability to commit to memory various facts

11.9% of AS children were gifted, with an IQ of 130 greater (Henderson)

15

Summary: Verbal vs. Nonverbal

Non-Verbal Lack of empathy Little or no ability to form friendships;

naïve, inappropriate one-sided interactions

Low emotional maturity & do not mature socially as they age (Myles)

Poor non-verbal communication Intense absorption w/ certain subjects Clumsy and ill coordinated

movements Odd postures (Tony Attwood)

Verbal Monotone,

repetitive speech

Good structural language skills

Poor pragmatic everyday communication.

16

Academic Characteristics

Often, academic progress in the early grades is area of relative strength; for example, rote reading and calculation skills are usually quite good, and many children can obtain “high levels of factual information”

Difficulties:

1. shifting attention

2. multitasking

3. planning/organizing

4. applying information and skills across settings

5. drawing inferences and applying knowledge

6. pencil skills7. reading comprehension 8. written language and drawing tasks can cause anxiety

17

Outcomes

1. More can live independently and with some degree of economic self-sufficiency

2. Obstacle is finding the right job and work situation

3. Do better in supportive setting1. in rural, less complex towns better than in big

cities, where life is fast paced2. in a family business

4. Vulnerability to a variety of psychiatric disorders

18

Accommodations

Provide a safe place so the child can retreat when s/he becomes over stimulated or has difficulty adjusting to a new activity. 1. Establish a schedule early on, and be consistent with it.2. Provide a visual representation of the daily schedule.3. Write notes in advance for the child if the schedule is going to

change for a special event.4. Provide visual cue cards to use during instruction and teaching.5. Set clear expectations and boundaries, and post them on the wall.6. Provide verbal and written instructions for the child.7. Ask questions to check the child’s understanding of the

instructions.8. Use a timer to limit perseveration/ echolalia/ singing. 9. Allow the child to earn “free time” in the child’s chosen area of

interest, such as art or computers10.Teach other children how to interact appropriately with the child

with Asperger Syndrome in both academic and social settings.11.Be patient and ready to teach both academic and social skills

over and over again.

19

Interventions Medications Functional and Behavioral Analysis Behavioral Treatment: Social skills training

• Model and role-play social situations incorporating appropriate behaviors.

• Teach specific socially acceptable phrases to use in certain situations

• Provide social skills practice and role-playing for any upcoming social events.

• Provide a social skills notebook with stories of correct and incorrect social behaviors that the child can use as a guide and reference

• Provide visual cue cards of expected social behaviors, and place them in areas where those behaviors are expected.

• Write down what behavior the child is exhibiting and what behavior he or she should be exhibiting.

Adapted Physical Education

20

Savant AbilitiesSavants are rare and have spectacular islands

of brilliance, which stand in marked contrast to their disability1. 10% prevalence in autism2. 1% prevalence in those who are not autistic but

had intellectual disabilities or major mental illness)

21

Cognitive Characteristics

Generally they excel in one of the following areas:

1. Mathematical calculations

2. Memory feats

3. Artistic abilities

4. Musical abilities

22

Kim Peek

The real

Rain Man

23

Alonzo Clemons

Alonzo is a savant. He is known for his sculptures.

24

Alonzo can see a fleeting image on a television screen of any animal, and in less than 20 minutes sculpt a perfect replica of that animal in three-dimensional accuracy. The wax animal is correct in each and every detail -- every fiber and muscle.

25

Richard Wawro

Known world-wide, for his detailed drawings using wax oil crayons as his only medium.