definition of autism autism - university of nebraska–lincoln spectrum disorders 101.pdf ·...

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Autism Spectrum Disorders (ASDs)

101 Presented by:  

Anne*eWraggeStateCoordinator,NEASDNetwork

Email:awragge2@unl.edu

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ObjecFves•  ParFcipantswillgainknowledgeof

characterisFcsanddifferencesspecifictoindividualsontheauFsmspectrum

•  ParFcipantswillgainknowledgeof

effecFveeducaFonalpracFcesforindividualswithASDstoincreasetheirsuccessinavarietyofsePngs

•  ParFcipantswillgainknowledgeabout

variousresourceswithinthestateofNebraskaaswellasnaFonalonlineresources

Definition of Autism

• AuFsmisacomplex,developmentaldisabilitythatisevidentwithinthefirst3yearsoflife.• ItisabehaviorallydefinedsyndromethatisrecognizedbydifficulFesincommunicaFon,socialinteracFonandperceptualorganizaFon.• Symptomsvaryindegreeofseverity,frommildtosevereimpairments.

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Autism

• State Definition

To qualify for special education services in the category of autism the child must have a developmental disability which significantly affects verbal and non-verbal communication and social interaction, is generally evident before age three, and that affect the child’s educational performance

Rule 51 NEASDNetwork2012 4

The Bottom Line

AuFsmisadevelopmentaldisabilitythataffectsachild’scommunicaFon,socialinteracFonskills,andrestrictedinterestsorpa*ernsofbehavior.

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Autism Spectrum Disorder (ASD) • Aspectrum disorder • VarianceincharacterisFcsandlevelsoffuncFoning.

ClassicAu*sm HighFunc*oningAu*sm/AS

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In Nebraska… …medical diagnosisandeduca6onal verifica6onareseparateprocesses.Amedical diagnosisisdeterminedviatheDiagnosFc&StaFsFcalManualIV‐TRforPervasiveDevelopmentalDisorders Verifica6onistheprocessconductedbyaschooldistricttodetermineifastudenthasadisabilitythataffectstheireducaFon,andtoplanappropriateeducaFonalservices.TheverificaFonwillreflectassessmentscompletedbyamulFdisciplinaryteam(MDT)

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Comprehensive Educational Assessment

AcomprehensiveevaluaFonmightincludethefollowingtypesofassessments:

•  HealthHistory(generalhealth,hearing,vision,etc.)•  CogniFve/psychological•  Speech‐language(expressive/recepFve,pragmaFcs)•  EducaFonal/Academicachievement•  AdapFveBehavior•  Sensory•  GeneFcs

CommonlyuseddiagnosFctools:

•  AuFsmDiagnosFcObservaFonSchedule(ADOS)•  AuFsmDiagnosFcInterview(ADI)•  ChildhoodAuFsmRaFngScale(CARS)•  GilliamAuFsmRaFngScale(GARS)•  SocialCommunicaFonQuesFonnaire(SCQ)

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Autism Facts 4to5FmesmoremalesthanfemalesMorecommonthanDownsyndrome,childhoodcancerorFragileXsyndrome.AcondiFonthatcanco‐occurwithothercondiFons,forexampleADHD,OCD,Depression,etc.

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Autism Facts Alifelongneurodevelopmentaldisability.KnowsnoracialorsocioeconomicdifferencesAdevelopmentaldisabilitythatcanbeimprovedandintervenedupon,butnot“cured”.

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Autism Myths AuFsmisNOT…amentalillnessunrulykidswhochoosenottobehavecausedbypoorparenFngalwaysassociatedwithmentalimpairmentalwaysassociatedwithbehavioralchallengesdiagnosedbyasinglemedicaltestorabriefobservaFon

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*DepartmentofHealthandHumanServices,CentersforDiseaseControlandPrevenFon.March2012.

Prevalence of ASD is estimated at

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*Pediatrics,October5,2009,basedonNaFonalChildren’sHealthSurveycompletedwith78,000parentsin2007.

ages 3-17 in the U.S. have

an autism spectrum disorder

NEASDNetwork2012 13*AuFsFcSpectrumDisorders:ChangesintheCaliforniaCaseload,AnUpdateJune1987‐June2007.Cavagnaro,AndreT.,CaliforniaHealthandHumanServicesAgency.StateofCalifornia2003surveyofdevelopmentaldisabiliFes.

increase between 1987-2007

ASD is the

developmental disability.

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Prevalence •  TheincidenceofauFsmisincreasingnaFonally•  NebraskaisnoexcepFon.EducaFonalverificaFons

ofauFsmconFnuetorise:

•  1997‐98 240 •  2002‐03 546•  2003‐04 838•  2004‐05 995•  2007‐08 1449•  2008‐09 1697•  2009‐2010 2146

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The cost associated with care for Americans

with ASD is

*AuFsmSocietyesFmatesbasedonUKstudybyJarbrinkK,KnappM,2001,LondonSchoolofEconomics:"TheeconomicimpactonauFsminBritain,"5(1):7‐22.

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Why is the prevalence of ASDs increasing?

ForsuchcomplexcondiFonslikeASDs,nosinglefactorcanexplainwhymorechildrenarebeingidenFfiedwithASDs.SomeoftheincreaselikelyhasbeenduetochangesinthediagnosisandtreatmentofASDs,sometogreaterawareness,andsometobe*errecordkeeping,althoughexactlyhowmuchisduetothesefactorsisunknown.

•  CentersforDiseaseControlandPrevenFon.PrevalenceofauFsmspectrumdisorders—

AuFsmandDevelopmentalDisabiliFesMonitoringNetwork,UnitedStates,2008.NEASDNetwork2012 17

What do we know about the causes and risk factors for ASDs?

MostscienFstsinthefieldofASDsbelievethatthereisnosinglecause.Researchhasshownthat:•  BothgeneFcandnon‐geneFcfactorsplayaroleinwhetherornota

personwillhaveanASD.•  ChildrenwhohaveasiblingorparentwithanASDareatahigherriskof

havinganASD.•  ChildrenborntoolderparentsalsoareatahigherriskofhavinganASD.•  ASDstendtooccurmoreouenamongpeoplewhohavecertaingeneFcor

chromosomalcondiFons.About10%ofchildrenwithASDsalsohavebeenidenFfiedashavingDownsyndrome,fragileXsyndrome,tuberoussclerosis,orothergeneFcandchromosomaldisorders.

•  Whentakenduringpregnancy,someprescripFondrugshavebeenlinkedwithahigherriskofASDs.

•  Asmallpercentageofchildrenwhoarebornprematurelyorwithlowbirth‐weightareatagreaterriskforhavingASDs.

–  CentersforDiseaseControlandPrevenFon.PrevalenceofauFsmspectrumdisorders—AuFsmandDevelopmentalDisabiliFesMonitoringNetwork,UnitedStates,2008

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UnderlyingCharacterisFcsofASDs

•  ImpairmentsincommunicaFon•  ImpairmentsinsocialinteracFon•  Differencesininterestsandpa*ernsofbehavior

•  SensoryDifferences

Understanding Characteristics of ASDs

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Communication Characteristics

Individuals with ASD may show some or all of the following communication deficits:

• Delay or absence of spoken language • Delay of non-verbal communication • Repetitive or non-functional use of

language (echolalia) • Difficulty initiating and/or sustaining

conversation • Lack of varied, spontaneous play skills

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Social Characteristics: Individuals with ASD may show some or all of the following deficits in social skills: • Inconsistentuseofnon‐verbalbehavior• Difficultyunderstandingsocial“rules”andrelaFonships.

• Difficultywithspontaneouslysharingexperiences.

• Lackofsocialreciprocity• UnconvenFonal/InappropriatemethodsofinteracFon.

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Differences in interests and patterns of behavior

IndividualswithASDmayshowsomeorallofthefollowingfeaturesrelatedtorestrictedinterests/pa*ernsofbehavior:• Useofobjects,instereotypic,and/orpreservaFveways.(Mayincludeunusualintensityorfocus)

• Awarenessofandneedforsequenceofevents

•  Inflexibleadherencetospecificnon‐funcFonalrouFnesorrituals

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Differences in interests and patterns of behavior

•  Self‐injuriousbehaviors•  StereotypicandrepeFFvemovementsoflimbsortheenFrebody

•  PreoccupaFonwithcertainsounds,words,phrases,ideas,oritemsanddifficultyswitchingthefocusofa*enFon.

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Sensory Differences Characteristics

IndividualswithASDmayshowsomeorallofthefollowingsensorydeficits:

• AtypicalresponsestoanyorallofthefollowingsensorymodaliFes:sight,hearing,smell,taste,touch,balance,bodyawareness,andpain.

• UnusuallyhightounusuallylowlevelsofintensityinresponsetosensorysFmuli.

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Other Characteristics of ASD

•  Anxietyandstress•  ProblemaFcbehaviors

– Impulsive,showlackofjudgment– Social“rules”arenotrecognized– Actwithoutfear(norecogniFonofdanger)

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Features That Impact Learning

•  A*enFondifficulFes•  CommunicaFonimpairments•  Lackofsocialskillsunderstanding•  Auditoryprocessingimpairments•  GeneralizaFonofskills•  DifficulFesimitaFngbehavior•  Behavioralissues•  Troublewithtask/eventsequencing•  TransiFonsandFmeconcepts

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Strengths of Individuals with ASDs

•  Strongvisualperformanceskills•  AbilitytolearnandfollowrouFnes•  Focuseda*enFonrelatedtospecialinterests

•  RoteMemory•  Honest

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Individuals on the Autism Spectrum Often Specialize in:

•  Workingalone…Challengedinworkingwithothers•  TheConcrete…Challengedintheabstract•  LiteralInterpretaFon…Challengedbymoresymbolic•  Intheirownperspec*ve…Challengedinunderstandingthe

perspec*veofothers•  Rela*onshipwithinforma*on…Challengedinrela*onshipswith

otherpeople•  Inlivingthepresent…Challengedinhypothesizingaboutthe

future•  Indoingthingstheirway…Challengedindoingthingsourway•  Inseeingtheproblem…Challengedinfindingthesolu*on•  Inrou*neinordertofeelsecure…Challengedingoingw/theflow•  Inuni‐tasking…Challengedinmul*‐tasking•  Indoingwhatfeelscomfortable…Challengedinmanagingfeeling

ofdiscomfort NEASDNetwork2012 29

A few words from some real experts…

VoicesofAuFsmh*p://www.nyFmes.com/interacFve/

2010/04/02/health/healthguide/TE_auFsm.html

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Autism Spectrum Disorders:

EffecFveEducaFonalPracFces

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Children with different styles require different educational approaches

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What else do the experts say… Programs should have the following components: •  Individualized Supports •  Systematic Instruction •  Structured Environment/Visual Strategies •  Specialized Curriculum: Communication •  Specialized Curriculum: Social Skills •  Functional Approach to Problem Behavior •  Family Involvement

Iovannone, R., Dunlap, G., Huber, H, & Kincaid, D. (Fall, 2003). Effective Educational Practices for Students with Autism Spectrum Disorders. Focus on Autism & Other Developmental Disabilities, 18, 150-165.

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Evidenced-Based Practice

An instructional strategy that: • Has a base of high quality research over a

range of different students, in a range of places, and over a range of behavior

• Has been shown to result in measurable

educational, social, or behavioral benefit

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Selecting Interventions: A Process Approach

•  Assess individual strengths and needs •  Know the facts about ASD interventions •  Select an array of interventions based on

above •  Utilize team members’ unique knowledge &

skills to integrate these components •  Train all team members to integrate •  Evaluate program

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The Bottom Line…

•  There is NO secret recipe! •  There is no “Quick fix” or “band aid” for

students with ASD •  Individualize…some of the strategies

discussed may be exactly what one student needs

•  None of them may be what another student needs!

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ASD Web Based Resources

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NE ASD Network website

http://www.unl.edu/asdnetwork/ •  Upcoming Trainings •  First Signs Video •  Regional Websites •  Evidence Based Practices Guide •  Online Training Links

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The Autism Internet Modules were developed to make comprehensive, up-to-date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD).

http://www.autisminternetmodules.org/

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The Nebraska ASD Network:

Supported by IDEA Part B Set Aside Funds – Nebraska Department of Education, Special Populations

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Nebraska’s Five ASD Regions

Western Region

Central Region

Northeast Region

Metro Region

Southeast Region

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Training/Support Provided by the Nebraska ASD Network

  Consultative services upon request to school-based educational teams regarding:   Assessment/Verification Process   IFSP and IEP development   Program Planning/Selecting interventions   Ongoing consultation regarding effective intervention

strategies   Regional Libraries and Regional Workshops provide

information and technical assistance   State Conference, Website, Web Resources   Website: http://www.unl.edu/asdnetwork/

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Accessing ASD Network Services

Contact your regional coordinator for information on ASD resources, consultative support and training opportunities Parents may contact their local school district to discuss making a referral to the ASD Network.

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ASD Regional Coordinators   VickiRu*erWesternRegion308‐635‐3696vru*er@esu13.org

  DawnaSigurdson CentralRegion308‐237‐5927dsigurds@esu10.org

  MelissaTrautman SoutheastRegion402‐761‐3341mtrautman@esu6.org

  Sonja Chatfield Northeast Region

402-564-0815 schatfield@esu7.org

  Teri McGill

Metro Region 402-597-4957 tmcgill@esu3.org

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Websites NebraskaASDNetwork:TrainingandotherNetworkresourcesh*p://www.unl.edu/asdnetwork/AuFsmSpeaks:ASDInformaFonanddownloadableschool

CommunityToolKitwww.auFsmspeaks.orgAuFsmInternetModules:Freeon‐linetrainingmodulesof

evidencebasedintervenFonsh*p://www.auFsminternetmodules.org/index.php

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Websites h*p://www.firstsigns.org(VisitthissitetoaccesshandoutsonscreeningchildrenforauFsmspectrumdisorders)h*p://www.teacch.com(Originalsourceforstructuredteaching)h*p://www.do2learn.com(FreedownloadsofacFviFes,visuals,charts,andmuchmore)h*p://www.usevisualstrategies.com(ArFclesandfreepicturesaboutvisualsupports)

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