Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
STUDENTS WITH AUTISM SPECTRUM DISORDER
Chapter 11
Copyright © Allyn & Bacon 2008
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Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Development of the Field
Leo Kanner, 1943, first described autism
Asperger syndrome named for Hans Asperger
Early belief in “refrigerator mothers” 1981 – Lorna Wing distinguished
autism and Asperger syndrome 1990 – autism category added to
IDEA
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Characteristics Diffi culty interacting with others, including
lack of eye contactVerbal and nonverbal communication deficits
including limited vocabulary, echolalia, echopraxia, and neologisms
Rigid and restrictive behavioral repertoire and imaginative skills
Repetitive and stereotypic behaviorsReduced sensitivity to pain
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Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
What Disorders are Included in Autism Spectrum Disorders?
Autistic Disorder (Autism)Asperger SyndromePervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS)
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Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
What is the Prevalence of Autism Spectrum Disorders?
1 in 88 children today are diagnosed with autism spectrum disorders.
Autism is the most rapidly growing disorderGreater awarenessImproved identificationAwareness that it exists across all IQ levels
5:1 males to females have autism9:1 males to females have Asperger
Syndrome
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Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Autistic Savant Dr. Bernard Rimland introduces
terminology About 10% of the population with
autism have splintering skills in areas such as Mathematical calculations Memory feats Artistic and musical abilities Reading
Hyperlexia– ability to read without formal instruction
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Common Characteristics
Difficulty relating to others
Wide range of language and communication disorders
Insistence on environmental sameness
Stereotypic, repetitive, self-stimulatory behaviors
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Cognitive and Academic Characteristics
Cognitive abilities vary widely
Over-reliance on rote memory
Lacking a theory of mind
Problem solving challenges
(Figure 11.1)
Example of a Visual Processing Task
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Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Social and Emotional Characteristics
Language disorders
Problems with communicative intent
Asperger language problems
Immaturity
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Behavior Characteristics
Stimulus overselectivity
Self-stimulatory behaviors
Generalization difficulties
Sensory issues
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Assessment Intellectual
75 % of individuals with autism have mental retardation; IQ norms between 35-50
Behavioral Behavior screening examples
Childhood Autism Rating Scale; Autism Diagnostic Interview (ADI)
Functional behavior assessment Required by IDEA
Functional Assessment Measures skills needed for independent living
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum DisordersCopyright © Allyn & Bacon 2006
Causes
Biological Brain-Based Environmental
May be inherited Abnormalities in cerebellum
Controversy over
immunizationHigher frequency of siblings with
autism
Abnormalities in frontal and
temporal lobesNo single gene
responsible
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Causation
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Early Childhood Education
Typical Programs Often Include:
Intervention prior to age 3
20 – 45 hours of intervention weekly
Active family involvement
Focus on communication and development
Individualized interventions
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
What are Considerations for the Instructional Environment?Provide structure and routine.Eventually give child choices.Organize materials and areas of the room for specific skills to be taught.Help child prepare for transitions.Use visual schedules to predict and improve communication.Plan for peer/group work.
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Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Recommended Educational Practices
Environmental supports Visual supports Home base
Assistive technology Instructional practices
Priming - familiarize students with academic material ahead of time
Discrete trial training (DDT) - highly specialized approach to teaching skills
Prompting - providing physical or verbal cues to specific behaviors
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InterventionsApplied Behavior Analysis
(Lovaas)
Discrete Trial Training (DTT)
(1) Discriminative Stimulus (SD) - the trainer's command
(2) the child's response(3) the consequence (reward)(4) a short pause between the
consequence and the next instruction (between interval trials).
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InterventionsPsychological and Medical Services
Floor time (Greenspan) Sensory Perception Programs address issues of
tactile defensiveness or extreme reaction to auditory stimulus
Medications used to alleviate symptoms such as aggression, anxiety, or obsessive compulsive disorder, ADHD
Facilitated Communication (not effective)
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Technology Manual sign language PECS: Picture Exchange
Communication System
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders
Social Skills Supports Instruction in social
skills Social stories SOCCSS
Situation Options Consequences Choices Strategies Simulation