Autism Spectrum Disorders

Emily McDonald, Kyle Chisholm, Nate Parenteau, Claire Johnson

• Discuss with a partner what you think it means to have autism.

• Then discuss the differences between autism disorder and asperger syndrome.

Class Discussion

• No official definition• Must meet 3 criteria:

o Persistent deficits in social communication and interactions

o Restricted, repetitive patterns of behavior, interests, and activities

o Symptoms present in early childhood.

Autism Spectrum Disorders

http://www.burrellautismcenter.com/resources/whatisautism.aspx

• Individuals with Disabilities Act (IDEA):o Developmental disability affecting a

child's verbal and nonverbal communication skills and social skills.

o Other characteristics: Engage in repetitive activities Does not like change in environment or

routines Extreme reaction to over stimulation in all

senses

• Our book mentions that a clear definition is still being created

Autism Defined

• Display similar characteristics of autism, but struggle mainly with social interactions.

• Higher intelligence levels than a child with autism.

• Child usually excels at particular skills.

Asperger Syndrome Defined

• Biologicalo Leo Kanner and Hans Aspergero Unknown causes

• Refrigerator momso One advocate made this idea popularo If mother is "cold", then child will not

develop social skillso Led to idea: child was not developing

normally so mom was "cold"

Causes of Autism Spectrum Disorders - In the 1960s

• MMR Vaccine o MYTHo Presence of thimerosalo Study in Wakefield papero No conclusive evidence

Causes of Autism Spectrum Disorders - Present Day

http://www.microbiologyonline.org.uk/about-microbiology/microbes-and-the-human-body/vaccination

• Genetics - not one genetic defect o High risk for:

Brain seizures Cognitive deficits

o Many areas affected --> neurological wiring issue (Brain picture) Mirror neurons in amygdala

o Hereditaryo Duplications and deletions - like Down

Syndrome

• The causes are mainly unknown

Causes of Autism Spectrum Disorders - Present Day

http://pediaspeech.blogspot.com/2012/04/parts-of-brain-affected-by-autism.html

- First large scale survey done in 1960's found a prevalence rate of about .04% (1 out of 2,500)

- Similar rates found in 70's and 80's

- surveys from 2000 - present found much higher rates.

- U.S. Centers for Disease and Control Prevention gives a prevalence rate of 1 in 110(2009)

Prevalence

1. Widening of the criteria.- In recent years the criteria used to diagnose autism and milder forms of autism such as asperger's has expanded, resulting in a higher number of diagnosis.

2. Greater Awarness- There has been an increase in the awareness of autism in the general public as well as the medical, psychological, and educational professions

3. "Diagnosis Substitution"-people who would previously be diagnosed with intellectual disabilities or developmental language disorders are now being identified as having an autism spectrum disorder.

Causes of increased diagnosis

Autism prevalence rates are 4 times higher for boys than girls.

Prevalence rates are also higher in European Americans than it is in Latinos or African Americans- Could be because European Americans have better access to health services.- Could be that there is a bias to diagnose Latinos or African Americans who have low IQs in addition to autism as intellectually disabled instead of autistic

Prevalence in Race and Sex

People who are diagnosed with Autism have impairments in social interaction and communication and have repetitive and stereotyped patterns of behavior. They also show impaired cognition, and some have abnormal sensory perceptions.

Characteristics of Autism

Impaired Social Interaction- Deficits in social responsiveness- May not show a differential response to family or teachers

compared to other strangers- Difficulties with non-verbal interaction

Impaired Communication- Lack communicative intent (desire to communicate for social

purposes)- Typically have speech abnormalities- 50% of people diagnosed are thought to be mute- May reverse pronouns (mix up I and you, may call themselves he

or she)

Impaired communication and social interaction in young children diagnosed with Autism is linked to the lack in their ability to engage in "joint attention."

Stereotyped Motor or Verbal Behaviors- twirling spinning objects, flapping the hands and rocking- extreme fascination or preoccupation with objects and a very restricted range of interests.- May become upset by any change in the environment or routine

Abnormal Sensory Perceptions- may be either hypersensitive or hyperresponsive to a

particular stimuli- may be unresponsive to certain stimuli - or combination of both

Synaesthesia - when the stimulation of one sensory or cognitive system results in the stimulation of another sensory or cognitive system.

Impaired Cognition- difficulty in coding and categorization of information- rely on literal translations- remember things by their location in space rather than

concept comprehension- tend to excel at things like puzzles, building blocks,

matching tasks, or drawing replicas- tend to do poorly with tasks requiring verbal

comprehension and expressive language.

Autistic Savants - show developmental delays in social and intellectual functioning, yet show remarkable ability or talent in a particular skill. - playing music, drawing, or calculating- Rain Man- 10%

Asperger Syndrome- People with Asperger's are likely to display impairment or

abnormalities in the same areas as those with Autism, but to a milder degree. They struggle mostly with social interaction.

- Struggle with reading social cues- often are over literal - single minded focus on logic rather than emotion- hidden curriculum remains hidden

- struggle with verbal and nonverbal pragmaticsClay Marzohttp://www.youtube.com/watch?v=6mMLSFVuZQE

"It's like everyone has a bucket for dealing with people and I only got a cup."

- No single method is successful for all students

- Needs change over time- 5 major adjustment areas: Instructional approaches, Strategies

for classroom management, communication development, social skills, and functional skills.

Learning Strategies

Visual approaches:

Visual aids : Continuum of Complexity

- Organize student activity- Provide directions or instructions- Assist in understanding environment

(labeling)-Support appropriate behavior- Provide cues for social skills or self

control

Learning Strategies

- Inventory of the possible sensory factors:

• Visual: Are there distractors, (light, movement, reflection, patterns) that affect the student’s ability to attend to

the learning activity?• Consider the eye level of the student,

the position of the teacherin relation to the student, and distractors

that may interfere withattention.

Learning Strategies

- Auditory:

• Are there auditory distractors? (fans, loudspeakers, fire alarms, many people talking at once, air conditioners, bells, dogs barking)?

• What is the general sound level and the predictability and repetitiveness

of sounds?

Learning Strategies

- Tactile:

- Are temperatures appropriate to minimize negative effect on the student?

-Are there textures that seem to be aversive?

Learning Strategies

Other Strategies- Precise, positive praise- Meaningful Reinforcements- Appropriate level of difficulty on tasks- Age appropriate materials- Opportunities for choice- Break down into small steps- Concrete examples- Hands on activities- Introduce unfamiliar tasks in a

familiar environment

Learning Strategies

Assessment for Eligibility

Steps towards obtaining special education services:

Evaluation:

Two ways in which a child can be evaluated under the regulations of IDEA:

• The parent can request an evaluation

• The school system may determine that an evaluation is necessary

Assessment for Eligibility

Based on the needs of the individual-Members may include a specialist in

cognitive assessment, an occupational therapist, a physical therapist or a medical professional

Federal law mandates that autism spectrum assessments in the schools be conducted by professionals from multiple disciplines

Assessment for Eligibility

- Developmental history- Observations- Direct interaction- Parent interview- Evaluation of functioning:social, communication, sensory,

emotional, cognitive and adaptive behavior

Assessment for Eligibility

Find a partner

One of you will make a simple phrase using vocab cards

The other will try to figure out what you said

We will share with class

Class Activity!

Daily Schedule

Monthly Calendar

o What's to come, What's doneo Minimize surprises

Video Recording Repetitive and Predictable

Accommodations and modifications

Sign Language Signer/Para

Ear Plugs Agitated by sound

Accommodations and modifications

Social Stories

Good with verbal communicationo Needs help with social cues and

behavior

"Comic Strip"o Visual that portrays desired learning

Accommodations and modifications

Picture Exchange Communication System

(PECS).

Assists those who have little to no verbal communication skills

Use of pictures in communication Teacher to to student Student to teacher

Accommodations and modifications

Computers��Continues the theme of visual learning

• Increase in focused attention�• Increase in overall attention span�• Decrease in agitation��Touch Window Add-On Touch Screens

“With a touch screen, the concrete relationship between what the child sees and what the child directly activates is established” Citation Link

Accommodations and Modifications

http://www.youtube.com/watch?v=FeGaffIJvHM

My Autism and Me - Video

1. Hallahan, D., Kauffman, J., & Pullen, P. (2009). Exceptional Learners (11th & 12th Eds). Pearson: Boston.

2. McConnell, K., Ryser, G. (2000). Practical ideas that really work for students with Autism Spectrum Disorders.(pp.122-124), Pro-ed: Austin, TX.

References