Chapter 10: Autism Spectrum Disorders

Autism Spectrum Disorders

1. Chapter 10Chapter 10
Autism Spectrum Autism Spectrum
DisordersDisorders
Based on: Special Education for Today’s Teachers: An Introduction,
by Rosenberg, Westling, and McLeskey (second edition)

2. Chapter 10 QuestionsChapter 10 Questions
What are the prevalence rates for and causal What are the prevalence rates for and causal
factors associated with Autism Spectrum Disorders?factors associated with Autism Spectrum Disorders?
How are Autism and Asperger’s disorder defined?How are Autism and Asperger’s disorder defined?
What are common characteristics of Autism?What are common characteristics of Autism?
How are students with Autism identified?How are students with Autism identified?
What educational practices are effective in What educational practices are effective in
improving outcomes for students with Autism?improving outcomes for students with Autism?

3. PrevalencePrevalence
About 1 in 88 children according to the CDC.
Almost 5 times more common among boys.
Increase due to changes in diagnostic criteria,
awareness, parental age, and environment.

4. Causal FactorsCausal Factors
Nature-based factorsNature-based factors
GeneticGenetic
Neurochemical Neurochemical
Brain structureBrain structure
Nurture-based factorsNurture-based factors
Parents or vaccines do not cause autism!Parents or vaccines do not cause autism!
Environmental factors (parental age, Environmental factors (parental age,
pregnancy, birth, toxins, etc.)?pregnancy, birth, toxins, etc.)?
 No Known Single Cause!No Known Single Cause!

5. Austism Spectrum DisordersAustism Spectrum Disorders
Level 3:
Needs Very
Substantial
Support
Level 2:
Needs
Substantial
Support
Level 1:
Needs
Some
Support
Low Functioning High Functioning
(e.g., Asperger Syndrome)
(For more info, see DSM-V Criteria.)

6. How Does Autism Vary?How Does Autism Vary?
Symptoms can range from mild to severe.Symptoms can range from mild to severe.
62% have average or above intelligence62% have average or above intelligence
83% have comorbid disorders (83% have comorbid disorders (developmental, developmental,
psychiatric, neurologic, chromosomal, geneticpsychiatric, neurologic, chromosomal, genetic).).
About a third can sustain supported or partial About a third can sustain supported or partial
independence as adults.independence as adults.

7. IDEA Definition of AutismIDEA Definition of Autism
•Significantly affects verbal and nonverbal
communication and social interaction
•Generally evident before age 3
•Adversely affects educational performance
•Other characteristics may include:
engagement in repetitive activities and
stereotyped movements
resistance to environmental change or change in
daily routines
unusual responses to sensory experiences

8. New DSM V -Diagnostic Criteria*New DSM V -Diagnostic Criteria*
Deficits in social
communication and social
interaction
(all 3 criteria)
Restricted, repetitive
patterns of behavior,
interests, or activities (2
of 4 criteria)
*DSM-5 criteria are more in line with IDEA criteria, than were the DSM-4 criteria.

9. Asperger SyndromeAsperger Syndrome
(aka high-functioning autism)(aka high-functioning autism)
Minimal impairment in language and cognitionMinimal impairment in language and cognition
High level of vocabulary, but very literalHigh level of vocabulary, but very literal
Impaired social communication, self-centered Impaired social communication, self-centered
Difficulty with non-verbal communicationDifficulty with non-verbal communication
Inappropriate or minimal social interactionInappropriate or minimal social interaction
Likes sameness, difficulty with changeLikes sameness, difficulty with change
Unusual preoccupations or ritualsUnusual preoccupations or rituals
Awkward movements, odd mannerismsAwkward movements, odd mannerisms

10. CommunicationCommunication
About 25% are non-verbalAbout 25% are non-verbal
Echolalia (repeating others’ words, “movie talk”)Echolalia (repeating others’ words, “movie talk”)
Monotonous tone, unusual pitch and rhythmMonotonous tone, unusual pitch and rhythm
Difficulty carrying on a conversationDifficulty carrying on a conversation
Difficulty with non-verbal communication (e.g., body Difficulty with non-verbal communication (e.g., body
language, gestures, facial expressions, eye contact)language, gestures, facial expressions, eye contact)

11. Social InteractionSocial Interaction
Limited social interactionLimited social interaction
Reduced sharing of interests, emotionsReduced sharing of interests, emotions
Difficulty developing, maintaining and Difficulty developing, maintaining and
understanding relationshipsunderstanding relationships
Trouble regulating emotions or behaviorTrouble regulating emotions or behavior
Poor or unusual play behaviorPoor or unusual play behavior

12. Repetitive/Restrictive BehaviorsRepetitive/Restrictive Behaviors
Repetitive movements--hand flapping, rockingRepetitive movements--hand flapping, rocking
Excessive need for sameness, routines, ritualsExcessive need for sameness, routines, rituals
Unusual fascination with certain objects, parts Unusual fascination with certain objects, parts
of objects, topics, or activitiesof objects, topics, or activities
Failure to engage in imaginative playFailure to engage in imaginative play

13. Unusual Responses to Unusual Responses to
Sensory ExperiencesSensory Experiences
Highly sensitive/adverse reaction to certain Highly sensitive/adverse reaction to certain
sounds, textures, tastes, smells, etc.sounds, textures, tastes, smells, etc.
Insensitive/oblivious to some sensations Insensitive/oblivious to some sensations
Crave certain movements or sensations such as Crave certain movements or sensations such as
pressure, spinning, etc.pressure, spinning, etc.
Difficulty filtering sensory input.Difficulty filtering sensory input.

14. Identification of ASDIdentification of ASD
Multidisciplinary team (doctors, psychologist, Multidisciplinary team (doctors, psychologist,
speech therapist, social worker, educator)speech therapist, social worker, educator)
Assessment over time in multiple settingsAssessment over time in multiple settings
Rating scales, diagnostic interviews, direct Rating scales, diagnostic interviews, direct
observation of social and communicative behaviorsobservation of social and communicative behaviors
Most cases of autism diagnosed by age 4, but Most cases of autism diagnosed by age 4, but
Asperger’s may not be diagnosed until age 6.Asperger’s may not be diagnosed until age 6.

15. InterventionsInterventions
Early intervention focusing on sensory issues, Early intervention focusing on sensory issues,
communication, and social skillscommunication, and social skills
Academic interventions for high-functioning Academic interventions for high-functioning
students similar to those for ADHD and LD.students similar to those for ADHD and LD.
Applied behavior analysis, discrete trials, Applied behavior analysis, discrete trials,
functional behavioral analysisfunctional behavioral analysis
Social skills instruction (e.g., social stories, Social skills instruction (e.g., social stories,
cartooning, scripts, power cards)cartooning, scripts, power cards)
For verbal students, speech therapy focusing For verbal students, speech therapy focusing
on pragmatics (social use of lang.)on pragmatics (social use of lang.)
For non-verbal students, communication For non-verbal students, communication
boards, PECS, electronic devicesboards, PECS, electronic devices