copyright © 2007 allyn & bacon chapter 12 autistic spectrum disorder this multimedia product...
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Copyright © 2007 Allyn & Bacon
Chapter 12
Autistic Spectrum Disorder
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Introduction to Special Education: Making a Difference
6th Edition
Copyright © 2007 Allyn & Bacon
Focus Questions What is the relationship of autistic disorder, or
autism, to autistic spectrum disorders? What core characteristics identify individuals
within the autism spectrum? What is the cause of autistic disorders? Why is
this sometimes a controversial issue? What are some ways in which the learning
environment can be modified and adapted for students with autism?
Why should instruction in nonacademic areas such as social skills be included in educational programs for students with autism?
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Challenge Question
What are some of the implications or effects of autism being an “invisible” disability for the child and for the child’s family? What are the implications for educators? For other professionals?
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Opportunities for a Better Future
Autism became an independent special education category with the 1997 reauthorization of IDEA
Current research is focused on: Determining the cause of autistic spectrum disorder
(ASD) Finding effective interventions
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Thinking About Dilemmas to Solve
How the three deficit areas (communication, social skills, and range of interests) affect how and what children with autism learn
How the wide range of abilities within autism affects educational programming
How deficits in nonacademic skills influence academic learning
Ways to educate people about the facts of autism while debunking the myths
How autism affects families How to provide instruction for children with autism so that
they can more fully participate in the general education curriculum
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History of the Field A brief history of ASD
1943: Leo Kanner first describes “early infantile autism” while Hans Asperger describes a similar condition
1960s: Experts start to believe that the cause of autism is neurological or biochemical NOT a result of parenting
1960s: Bernard Rimland leads the advocacy movement
1997: IDEA establishes autism as a separate category
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Autistic Spectrum Disorders Defined
Autistic Spectrum Disorder covers five specific disorders:
1.Autistic disorder or autism
2.Childhood disintegrative disorder (CDD)
3.Asperger’s syndrome
4.Rett’s syndrome
5.Pervasive developmental disorder – not otherwise specified (PDD-NOS)
Disorders share similar behavioral traits including problems with:
Communication Social skills Patterns of behavior or range
of interests
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Autistic Spectrum Disorders Defined
IDEA Definition Significantly affects verbal and nonverbal
communication and social interaction Generally evident before the age of 3 Adversely affects child’s performance Includes characteristics of:
Engagement in repetitive movements Resistance to environmental change or changes in routine Unusual response to sensory experiences
Although similar, these characteristics vary greatly from person to person
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Prevalence In the 1999–2000 school year 61,406 students
between the ages of 6 and 17 received special education services under this category
Epidemiological studies show that rate of autism is increasing
Explanations for this increase include: Improved diagnostic methods Use of the broader term, ASD, instead of autism An actual increase in the condition
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Causes of Autism No definitive causes have
been found Several causes of autism
have been ruled out Experts believe that autism
is a lifelong neurological disorder
Unproven causes suggested include:
Environmental toxins Gastrointestinal anomalies Ingredients in the measles,
mumps, and rubella vaccines
Speculation on the causes of autism can be dangerous
Parents may not get their children vaccinated which leaves them unprotected against disease and vulnerable to other disabilities
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Characteristics Characteristics include:
No specific physical features Present from birth or early in the developmental period Affects communication, social interactions, and range of
interests or behavioral repertoires Other facts include:
75–80% have mental retardation 50% never develop functional speech 40% engage in self-injurious behavior 4 out of 5 are male 33% develop seizures
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Early Childhood Education
Successful early childhood programs
The Walden Program Inclusive Program for Very
Young Children with Autism Treatment and Education of
Autistic and Communication-Handicapped Children (TEACCH)
Young Autism Program (YAP)
Key Elements Supportive teaching
environments Plans for
generalization Predictable and
routine schedules Functional
approaches to address problem behaviors
Family involvement and support
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Elementary Through High School
Many of the same principles and strategies effective with young children also work for older children
Functional behavioral assessments are often used
Teaching communication and social skills is paramount
Strategies for successful participation Develop a schedule Avoid surprises Provide structure and
a routine Use direct statements Avoid slang or
metaphors Use concrete
examples
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Transition Through Adulthood
Working and living independently are difficult goals to achieve
Students must master many skills before living on their own
Many people with autism cannot live independently
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Families
Difficulties arise due to their child’s: Lack of independent play Not liking physical affection Being extremely socially avoidant Acting out in public places
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Technology
Children with autism do not usually need high-tech assistive technology
Technology for these students helps: Simplify and structure the environment through visual
supports Increase language through augmentative and assistive
communication One validated program that affects language is The
Picture Exchange Communication System (PECS)
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Challenge Question What are some of the implications or effects of
autism being an “invisible” disability for the child and for the child’s family? What are the implications for educators? For other professionals? Children with autism do not physically look as though
they have a disability Parents often find this lack of identifiable
characteristics stressful because no cues alert strangers to the disability
Sometimes, others wrongly assume that the child’s inappropriate behaviors are the result of bad parenting, rather than a behavioral manifestation of a disability