Autism

What is Autism? “A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environ- mental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance”

What’s Inside?

Causes

Prevention

Characteristics

Instructional Strategies

Effect on Adolescence

Effect on Adults

Current Trends

Causes of Autism

Genetic Vulnerability:

Autism tends to occur more frequently than expected among individuals who have certain medical conditions, including Fragile X syndrome, tuberous sclerosis, and congenital rubella syndrome. Some harmful substances ingested during pregnancy also have been associated with an increased risk of autism.

While there are no known causes of Autism, there are several suggestions from researchers:

Environmental Factors:

Research indicates that other factors besides the genetic component are contributing to the rise in increasing occurrences of ASD, such as environmental toxins (e.g., heavy metals such as mercury), which are more prevalent in our current environment than in the past.

It is generally accepted that Autism is caused by abnormalities in brain structure or function.

While there is no known cure for Autism, there are treatment and education approaches that may reduce some of the challenges associated with Autism. Intervention may help to lessen disruptive behaviors, and education can teach self-help skills that allow for

greater independence. But just as there is no one symptom or behavior that identifies individuals with Autism, there is no single treatment that will be effective for all people on the spectrum. Individuals can learn to function within the confines of Autism and use

the positive aspects of their condition to their benefit, but treatment must begin as early as possible and be tailored to the child's unique strengths, weaknesses and needs.

Prevention of Autism

Communicative functions

-Communication may be delayed in verbal and nonverbal ability.

-Language development may be slow and atypical.

Difficulty is initiating and sustaining conversation.

-Nonverbal communication such as maintaining eye contact and respecting personal space of others may be difficult.

Social interaction skills

-May seek constant attention or avoid social contact.

-May lack the pragmatic, language, observation and imitation skills to participate in a majority of social situations.

-May also have difficulty with personal hygiene, conforming to dress codes, and auditory processing.

-May experience difficulty responding to new and/or unique situations.

-May have restricted interests and self-stimulating behavior, which can negatively impact their ability to socialize easily or effectively.

Behavioral characteristics

-Unusual, negative and/or aggressive behavior issues are often present, which may pose a danger to the individual.

-May display self-injurious behavior such as biting, scratching, pinching, or hitting his or her face or body.

-May often be drawn to ingest nonedible items, a condition called pica, which they share with a number of other disability categories.

-May often be extremely sensitive or nonreactive to both sounds and touch.

Characteristics of Autism

The characteristics of Autism can vary widely from individual to individual

dependant upon the developmental age and cause.

-Design the classroom and all instructional materials to contain visual supports and cues.

-Picture symbols can be used to create a personal visual schedule for the student and can be instrumental in minimizing many problem behaviors.

-The classroom environment itself should have clearly marked delineations between work and leisure areas.

-Use of instructional goals in the daily routines of the student.

-An integrated curriculum that incorporates the student’s academic and instructional goals in the general education setting.

-Forming strong connections with the parents of children with autism can be a very effective instructional support.

-Students typically need a great deal of extra practice to master many academic and social skills, and the parents can be very useful as tutors in the home setting.

-Support systems and activities should be as simple as possible to ensure their ready application

Instructional Strategies

On Adolescents:

Just as there are various treatment approaches, there are multiple educational programs that provide stimulating learning environments for school-aged children with autism. The IDEA is a federal mandate that guarantees students with disabilities a free, appropriate

public education. Additionally, the education plan for a student with disabilities can include "related services" that may encompass treatments. Adolescents without Autism are going through many different changes and struggles socially, emotionally, and physically,

and students with Autism are dealing with those changes and struggles along with the challenges that come with Autism.

Effects of Autism on Adolescents and Adults

On Adults:

The transition for individuals on the autism spectrum, from federally mandated services through the school system to adult services can be a challenge. While entitlement to public education ends at age 21, the IDEA requires that transition planning begin at age 16 and become a formal part of the student's Individualized Education Plan (IEP). This transition planning should include the student, parents and members of the IEP team who work together to help the individual make decisions about his/her next steps. An Individualized Transition Plan (ITP) should be developed that outlines transition services that may include education or vocational training, employment, living arrangements and community participation, to name a few.

The first step in transition planning should be to take a look at the individual's interests, abilities and needs. For example, what type of educational needs must be met? College, vocational training, adult education? Where can the young adult find employment and training services? What types of living arrangements are best? Does the individual wish to pursue social opportunities?

Continued

Current Trends in Autism

Assistive technology being used in schools

for educational success and for help in

communication.

Higher prevalence of children being diagnosed with

Autism along with a change in the

definition of Autism.

Notes:

Online Resources for More Information on Autism:

http://www.afaa-us.org/site/c.llIYIkNZJuE/b.5063863/k.BE3C/Home.htm

http://www.autismspeaks.org/

http://www.autism-society.org/

http://projectidealonline.org/autism.php