A Need For Action… According to research conducted by the Center for the Study of Autism the number of children being diagnosed with Autism is on the rise. The Center reported that a study based in California found “autism once accounted for 3% of all developmental disabilities, in California it now accounts for 45% of all new developmental disabilities. Other countries report similar increases.” The National Alliance for Autism also states, “studies have shown that autism spectrum disorders are 10 times more prevalent than they were just 10 years ago. Autism is the second most common developmental disability, next to mental retardation.

What is Autism? The National Institute of Child Health and Human Development defines Autism (AI), also referred to Autism Spectrum Disorder (ASD) as: “A complex biological disorder that generally lasts throughout a person’s life. It is called a developmental disability because it starts before age three, in the developmental period, and causes delays or problems with many different ways in which a person develops or grows.”

The Prevalence of Autism 1.Autism and its associated behaviors have been estimated to occur in 2 to 6 per 1,000 births (Centers for Disease Control and Prevention, 2003). 2.Autism is four times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries. 3. Based on statistics from the U.S. Department of Education and other governmental agencies, autism is growing at a rate of percent per year. 4.ASA estimates that the prevalence of autism could reach 4 million Americans in the next decade. (

What does this mean for educators? The rise in students with Autism creates a definite need for awareness amongst educators. These same children will be part of our learning communities. We need to understand and be prepared with the knowledge and tools necessary to meet their needs.

Possible Causes for Autism 1. Childhood vaccinations 2. MMR Vaccine 3. Thimerosal (a mercury-based preservative) in childhood vaccines. 4. Excessive use of oral antibiotics 5. Maternal exposure to mercury 6. Lack of essential minerals: zinc, magnesium, iodine, lithium, and potassium 7. Pesticides and other environmental toxins Visit for more information regarding causes for Autismwww.autism.org

The Onset of Autism Early Onset and Late Onset… Early Onset Autism develops during pregnancy and the first three years of life. These children typically seem different at birth. Late Onset Autism, also referred to as “regressive” occurs some time between 12 and 24 months of age. The parents of these children report normal development up to this point, and then report a major regression in already attained skills or development.

Indicators of Autism Autism is considered a spectrum disorder due to the fact that symptoms can range from mild to severe. A child with an ASD: Does not babble, point, or make meaningful gestures by 1 year of age Does not speak one word by 16 months Does not combine two words by 2 years Does not respond to name Loses language or social skills Taken from NICHD’s website on Autism Spectrum Disorders (Pervasive Developmental Disorders) at www. nimh.nih.gov/publicat/autism.cfm There are other symptoms or “red flags” that combined, can indicate the possibility of an ASD.

Red Flags… NICHD suggests your doctor consider an evaluation if:  The child does not respond to his/her name.  The child cannot explain what he/she wants.  Language skills or speech are delayed.  The child doesn’t follow directions.  At times, the child seems to be deaf.  The child seems to hear sometimes, but not others.  The child seems to be in his/her “own world.”  The child seems to tune people out.  The child is not interested in other children.  The child walks on his/her toes.  The child shows unusual attachments to toys, objects, or schedules (i.e., always holding a string or having to put socks on before pants).  Child spends a lot of time lining things up or putting things in a certain order.

Red Flags continued…  The child doesn’t point or wave bye-bye.  The child used to say a few words or babble, but now he/she doesn’t.  The child throws intense or violent tantrums.  The child has odd movement patterns.  The child is hyperactive, uncooperative, or oppositional.  The child doesn’t know how to play with toys.  The child doesn’t smile when smiled at.  The child has poor eye contact.  The child gets “stuck” on things over and over and can’t move on to other things.  The child seems to prefer to play alone.  The child gets things for him/herself only.  The child is very independent for his/her age.  The child does things “early” compared to other children.

Characteristics of Autism Speech Issues- ranging from no speech, non-speech, delayed speech to echolalia (mimicking sounds) Interaction Issues- lack of eye contact, unaware of others, parallel play, lack of imaginative play, treat people as objects Behavioral Issues- repetitive movements or gestures and behaviors Sensory Issues- dislike of certain tastes, sounds, and touches, unaware of some physical stimuli (pain) Splinter Skills-art and math concepts, interests in computers and video games Biological Markers-sometimes abnormal MRI’s, raised serotonin levels, bowel problems, seizures, and sleep disturbances Information obtained from

Implications in the Classroom The National Dissemination Center for Children with Disabilities identified the following implications for Autistic children in the classroom setting: Educational programs should focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning sometimes require the assistance of a knowledgeable professional in the autism field who develops and helps to implement a plan which can be carried out at home and school. The classroom environment should be structured so that the program is consistent and predictable. Interaction with nondisabled peers is also important, for these students provide models of appropriate language, social, and behavior skills.

Interventions and Strategies for Children with Autism I In an article written by Lynn Krogel for the Journal of Autism and Developmental Disorders, it is written that “Best practices and procedures, so that children with autism progress toward connected coherent social discourse for communicative competence, are unknown at this time”. ( p.383)

However… Some research does indicate success using the following suggestions: Interventions for teaching SocializationInterventions for Teaching Communication Teach social skills daily with direct and incidental teaching techniques Supervise social interactions Recognize the child may want to interact but doesn’t know how Provide specific social rules Plan for desensitization of fears Use rehearsal strategies for social situations Reinforce positive social interactions Help the student to change topics when necessary Know each child’s abilities Teach functional communications skills (never give up on the verbal!) Set up opportunities where the child must communicate Use concrete language (eliminate abstract concepts) Demonstrate nonverbal communication (use gestures with speech) Teach specific functional gestures Reinforce communication Plan for independent communication functioning

Using Visual Strategies On the UseVisualStrategies website, Linda Hodgdon writes that children with autism spectrum disorders are visual learners, which “means they see better than what they hear”. She believes that “visual information such as objects, pictures, and written language are non-transient.” This non- transience allows the student to focus his/her attention longer before the information is forgotten. Linda Hodgdon argues that the use of visual tools, or the things we see (body movements, environmental cues, pictures, objects, and written language) aids and support an ASD child’s communication.

Examples of Visual Tools Below are some examples offered on Schedules Calendars Step-by step instructions Choice boards Classroom rules

Improving Speech Development The following tips were found at 1.Teaching speech with sign language; it is easy for parents to learn a few simple signs and use them when talking to their child. 2.Teaching with the Picture Exchange Communication System (PECS), which involves pointing to a set of pictures or symbols on a board. 3.Applied Behavior Analysis 4.Encouraging child to sing with a videotape or audiotape 5.Vestibular stimulation, such as swinging on a swing, while teaching speech

In Conclusion According to recent studies, Autism or Autism Spectrum Disorders is the second most prevalent learning disability in our nation and the numbers seem to continue to rise. Understanding Autism and it’s characteristics, causes, implications, and interventions will prepare educators in reaching these children in their classroom. It is not enough to have heard the word, but instead we must look closely at Autism itself and the spectrum of disorders it umbrellas. By doing this we will have educated ourselves in best practices and will be able to serve our students and their parents to the best of our abilities.

Additional Resources INFORMATIONAL TEXTS A Parent’s Guide to Autism (Charles A. Hart Autism: Handle with Care! (Gail Gillingham) Pretending to be Normal (Liane Willey) Thinking in Pictures (Temple Grandin) TEXTS WITH STRATEGIES Autism: A New Understanding (Gail Gillingham) Building Bridges through Sensory Integration (Aquila, Sutton, Yack) Teaching Children with Autism (Kathleen Ann Quill) INTERNET WEBSITES (Special education information and help) (Gray Center for Social Learning and Understanding) (Autism Society of Michigan) www. autism.fm (Yale University-latest trends and information)

References Adams, James B. et al. (2004). Advice for Parents of Young Autistic Children. Retrieved July 20, 2004 for the World Wide Web: Autistics.Org. Retrieved from the World Wide Web on July 17, 2004: Autism Research Institute. Retrieved from the World Wide Web on July 17, 2004: Autism Society of America. Retrieved from the World Wide Web on July 17, 2004: Center for the Study of Autism. Retrieved from the World Wide Web on July 17, 2004: Hodgdon, Linda (1995). Visual Strategies for Improving Communication. Troy: QuirkRoberts Publishing. Koegel, Lynn Kern. Interventions to Facilitate Communication in Autism. Journal of Autism and Developmental Disorders, 30(5),383 – 391.

References continued National Dissemination Center for Children with Disabilities. (2004). Autism and Pervasive Developmental Disorder. Fact Sheet 1 (FS1). Retrieved for the World Wide Web on July : Rimland, Bernard, Ph.D. (1999). The Autism Explosion. Autism Research Review International, Vo. 13, No.2, 3. Schall, Carol M.Ed. (2000). Family Perspectives on Raising a Child with Autism. Journal of Child and Family Studies, 4, 409–423. Strock, Margaret (2004). Autism Spectrum Disorders (Pervasive Developmental Disorders). NIH Publication No. NIH , National Institute of Mental Health, National Institutes of Heal, U.S. Department of Health and Human Services, Bethesda, MD, 40 pp. The National Alliance for Autism Research. Retrieved from the World Wide Web on July 17, 2004: