copyright © 2007 allyn & bacon chapter 12 autistic spectrum disorder this multimedia product...

Copyright © 2007 Allyn & Bacon

Chapter 12

Autistic Spectrum Disorder

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Introduction to Special Education: Making a Difference

6th Edition


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?


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?


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


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


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


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


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


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


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


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


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


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


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


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


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)


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

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