AUTISM

Dena Burnett

EDSP 6644

IDEA Definition for Autism

A developmental disability affecting verbaland nonverbal communication and social Interaction, generally evident before age 3, that affects a child’s performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected primarily because the child has serious emotional disturbance. (34 C.F.R., Part 300, 300.7 [b] [1]) Individuals With Disabilities Educational Improvement Act, 2004)

Psychological & Behavioral Characteristics and Classification

Communication skills are impaired:

This Includes both verbal and nonverbal interactions

Impairment of social interactions

Engagement in repetitive activities:

Includes resistance to change and Atypical reaction to sensory experiences

Additional Information

People with autism also have significant cognitive deficits

The degrees of impairment vary

The child’s head grows suddenly and excessively during his first two years

Continued

Other similar syndromes make up the term, “Autism Spectrum Disorders” Asperger syndrome Rett syndrome Childhood disintegrative disorder Pervasive developmental disorder

About 1 out of 166 people has an autism spectrum disorder

Historical Origin

Leo Kanner report 1943

Observed 11 children at Johns Hopkins University

Detected distinguishable characteristics

Eight distinguishable characteristics

An inability to relate to others in an ordinary manner

An extreme autistic aloneness that seemingly isolated the child from the outside world (term used by Kanner and Asperger to refer to the children that they were observing)

An apparent resistance to being picked up or held by the parents

Deficits in language including…echolalia…

Continued

Extreme fear reactions to loud noises

Obsessive desire for repetition and maintenance of sameness

Few spontaneous activities such as typical play behavior

Bizarre and repetitive physical movement such as spinning or perpetual rocking

Early Thoughts of Causes of the Disorder

Hans Asperger and Kanner agreed that The causes of autism were:

Biological being most prevalent factor Hereditary can be a factor as well

Kanner also added that the parents of these children did not appear warmhearted

Refrigerator moms was a term once used for mothers of children with autism

Accepted Current Thoughts on Causation

NeurologicalSeveral areas of the brain are involved; however, the mirror neurons

play a significant role in social deficits. The rapid growth of the brain

also plays a significant role since the first two years are the critical

time for brain organization

GeneticsIf a family member has the disorder, the chances are 50 to 200

times

higher that another family member will also have autism

Identification

No universal test for diagnosing Detailed history from parents is solicitedBehavior checklists are given to parents

and educators of the childDiagnosis is made using criteria

Communication skillsSocial InteractionsRepetitiveness of behaviors

Early Intervention, Educational Programs & Assessment

Greatest need for instruction is communication skills

Most effective if highly structured, intensive and involve the family

Instruction in a natural settingEarly intervention may produce notable gains, but no intervention

has been determined to enable a child to completely overcome his

disabilities

Continued

Direct instruction of skillsAssessment is based on the child’s progress in his development of language (MacArthur-Bates Communicative

Development Inventory-Second Edition) and his social adaptive behavior (PDD Behavior Inventory)

parents and teachers can use (Social Responsive Scale)

Behavior managementusing functional behavioral assessment and positive

behavioral intervention and support

Strategies for Inclusion

Structured environment that encourages positive social interaction

Explicit directionsAssignment and test modificationsVaried instructional strategiesOngoing communication and

collaboration with guardian and support staff

Transition to Adulthood

Start planning during the elementary years

Make the planning person-centeredIntegration into the community

Shared residence or supported livingEmployment or supported competitive job

Source

Hallahan, D.P. Kauffman, J.M., and Pullen, P.C. (2006). Exceptional Learners: Introduction to Special Education, 11th Ed. San Francisco; Allyn and Bacon.