Understanding Students with Autism Chapter 11

Definition Autism is a developmental disability that affects children prior to the age of three in three areas: Verbal and nonverbal communication Social interaction Academic performance

Pervasive Developmental Disorder (also used) Spectrum disorder : runs the continuum of mild to severe Rett syndrome Childhood disintegrative disorder Asperger syndrome Pervasive developmental disorder

Asperger syndrome Significant challenges in social and emotional functioning Do not have delays in language development or intellectual functioning Boys are identified 4 to 1

Prevalence U.S. Dept. of Ed. 2005 reported 132,333 student with autism Asperger syndrome is 2.5 children in every 10,000 CDC 2008 reports 1 in 150

National Facts and Statistics Autism Society of America -2007 1 in 150-166 births (1) 1 to 1.5 million Americans (2) Fastest-growing developmental disability 10 - 17 % annual growth Growth comparison during the 1990s (3) : U.S. population increase: 13% Disabilities increase: 16% Autism increase: 172% $90 billion annual cost (4) 90% of costs are in adult services4 Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention (4) In 10 years, the annual cost will be $200-400 billion (5)

National Trends

More questions on trends Are we over identifying ? No, there is evidence we are still under identifying in early years.. Are other states finding the same rates ? Yes and some at much higher rates Will the ASD Child Count continue to increase? Analysis of MDE Child Count and NIH data predicts continued increase. What forecasts or estimates can be made ? 1/500 to 1/166 births (NIH, 2004 and CDC, 2006) Increase of secondary-age students 2x by 2010

Communication Characteristics Focus attention on one topic only Limit a communication topic to fewer than a couple of interactions Use limited gestures to supplement verbal skills Reverse Pronouns (you want to have a snack now vs I want to… Look away from the speaker - lacks eye contact

Other Characteristics Echolalia Atypical social development Repetitive behavior Self-injurious behavior Aggression Need for environmental predictability Atypical social development: impaired use of nonverbal behavior, lack of peer relationships, failure to spontaneously share enjoyment, interests, and achievement with others

Sensory and Movement Disorders Under or overresponsiveness to sensory stimuli Movement is associated to abnormal posture, abnormal movements and eye movements Sensitive to noise, touch of clothes, need visual image of things

Intellectual functioning 64 - 70 % have MR Individual’s with Asperger syndrome tend to have higher IQ’s than others with autism Savant syndrome: extraordinary abilities in calendar calculating, musical ability, mathematical skills, memorization

Historical Causes 1940s - refrigerator mothers 1970s - biochemical dysfunction Current: possible biomedical - abnormalities in brain development, neurochemistry, and genetic factors

Determining the Presence Early childhood years by interdisciplinary team Assessments can be same as children with MR Others include: Childhood Autism Rating Scale (CARS), Autism Diangotic Interview

Where are they educated?

Issues for Classroom Teacher Carefully structured environment Predictable routines Visual cuing Implementing a communication system Emphasizing communication, socialization, and functional academics in the curriculum

Behavioral Strategies Conduct a Functional Behavioral Analysis Determine the cause of the behavior What are they trying to get out of the behavior In what contexts does the behavior occur What are the antecedents and consequences What are the communicative functions of the behavior

Mnemonic Strategies Keyword (link a keyword to a new word to be learned) Pegword (for numbered or order) Letter (acronym)

Promoting Friendships Include students in all areas Use peer buddy programs Use person-centered planning models that involve peers Ensure peers learn about the goals of inclusion