Copyright © 2007 Allyn & Bacon Chapter 12 Autistic Spectrum Disorder This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental lease, or lending of the program. Introduction to Special Education: Making a Difference 6th Edition

Copyright © 2007 Allyn & Bacon Focus Questions What is the relationship of autistic disorder, or autism, to autistic spectrum disorders? What is the relationship of autistic disorder, or autism, to autistic spectrum disorders? What core characteristics identify individuals within the autism spectrum? What core characteristics identify individuals within the autism spectrum? What is the cause of autistic disorders? Why is this sometimes a controversial issue? What is the cause of autistic disorders? Why is this sometimes a controversial issue? What are some ways in which the learning environment can be modified and adapted for students with autism? What are some ways in which the learning environment can be modified and adapted for students with autism? Why should instruction in nonacademic areas such as social skills be included in educational programs for students with autism? Why should instruction in nonacademic areas such as social skills be included in educational programs for students with autism?

Copyright © 2007 Allyn & Bacon Challenge Question What are some of the implications or effects of autism being an “invisible” disability for the child and for the child’s family? What are the implications for educators? For other professionals? What are some of the implications or effects of autism being an “invisible” disability for the child and for the child’s family? What are the implications for educators? For other professionals?

Copyright © 2007 Allyn & Bacon Opportunities for a Better Future Autism became an independent special education category with the 1997 reauthorization of IDEA Autism became an independent special education category with the 1997 reauthorization of IDEA Current research is focused on: Current research is focused on: Determining the cause of autistic spectrum disorder (ASD) Determining the cause of autistic spectrum disorder (ASD) Finding effective interventions Finding effective interventions

Copyright © 2007 Allyn & Bacon Thinking About Dilemmas to Solve How the three deficit areas (communication, social skills, and range of interests) affect how and what children with autism learn How the three deficit areas (communication, social skills, and range of interests) affect how and what children with autism learn How the wide range of abilities within autism affects educational programming How the wide range of abilities within autism affects educational programming How deficits in nonacademic skills influence academic learning How deficits in nonacademic skills influence academic learning Ways to educate people about the facts of autism while debunking the myths Ways to educate people about the facts of autism while debunking the myths How autism affects families How autism affects families How to provide instruction for children with autism so that they can more fully participate in the general education curriculum How to provide instruction for children with autism so that they can more fully participate in the general education curriculum

Copyright © 2007 Allyn & Bacon History of the Field A brief history of ASD A brief history of ASD 1943: Leo Kanner first describes “early infantile autism” while Hans Asperger describes a similar condition 1943: Leo Kanner first describes “early infantile autism” while Hans Asperger describes a similar condition 1960s: Experts start to believe that the cause of autism is neurological or biochemical NOT a result of parenting 1960s: Experts start to believe that the cause of autism is neurological or biochemical NOT a result of parenting 1960s: Bernard Rimland leads the advocacy movement 1960s: Bernard Rimland leads the advocacy movement 1997: IDEA establishes autism as a separate category 1997: IDEA establishes autism as a separate category

Copyright © 2007 Allyn & Bacon Autistic Spectrum Disorders Defined Autistic Spectrum Disorder covers five specific disorders: 1. Autistic disorder or autism 2. Childhood disintegrative disorder (CDD) 3. Asperger’s syndrome 4. Rett’s syndrome 5. Pervasive developmental disorder – not otherwise specified (PDD-NOS) Disorders share similar behavioral traits including problems with: Disorders share similar behavioral traits including problems with: Communication Social skills Patterns of behavior or range of interests

Copyright © 2007 Allyn & Bacon Autistic Spectrum Disorders Defined IDEA Definition IDEA Definition Significantly affects verbal and nonverbal communication and social interaction Significantly affects verbal and nonverbal communication and social interaction Generally evident before the age of 3 Generally evident before the age of 3 Adversely affects child’s performance Adversely affects child’s performance Includes characteristics of: Includes characteristics of: Engagement in repetitive movements Engagement in repetitive movements Resistance to environmental change or changes in routine Resistance to environmental change or changes in routine Unusual response to sensory experiences Unusual response to sensory experiences Although similar, these characteristics vary greatly from person to person

Copyright © 2007 Allyn & Bacon Prevalence In the 1999–2000 school year 61,406 students between the ages of 6 and 17 received special education services under this category In the 1999–2000 school year 61,406 students between the ages of 6 and 17 received special education services under this category Epidemiological studies show that rate of autism is increasing Epidemiological studies show that rate of autism is increasing Explanations for this increase include: Explanations for this increase include: Improved diagnostic methods Use of the broader term, ASD, instead of autism An actual increase in the condition

Copyright © 2007 Allyn & Bacon Causes of Autism No definitive causes have been found No definitive causes have been found Several causes of autism have been ruled out Several causes of autism have been ruled out Experts believe that autism is a lifelong neurological disorder Experts believe that autism is a lifelong neurological disorder Unproven causes suggested include: Unproven causes suggested include: Environmental toxins Environmental toxins Gastrointestinal anomalies Gastrointestinal anomalies Ingredients in the measles, mumps, and rubella vaccines Ingredients in the measles, mumps, and rubella vaccines Speculation on the causes of autism can be dangerous Speculation on the causes of autism can be dangerous Parents may not get their children vaccinated which leaves them unprotected against disease and vulnerable to other disabilities

Copyright © 2007 Allyn & Bacon Characteristics Characteristics include: Characteristics include: No specific physical features Present from birth or early in the developmental period Affects communication, social interactions, and range of interests or behavioral repertoires Other facts include: Other facts include: 75–80% have mental retardation 50% never develop functional speech 40% engage in self-injurious behavior 4 out of 5 are male 33% develop seizures

Copyright © 2007 Allyn & Bacon Early Childhood Education Successful early childhood programs Successful early childhood programs The Walden Program The Walden Program Inclusive Program for Very Young Children with Autism Inclusive Program for Very Young Children with Autism Treatment and Education of Autistic and Communication- Handicapped Children (TEACCH) Treatment and Education of Autistic and Communication- Handicapped Children (TEACCH) Young Autism Program (YAP) Young Autism Program (YAP) Key Elements Key Elements Supportive teaching environments Plans for generalization Predictable and routine schedules Functional approaches to address problem behaviors Family involvement and support

Copyright © 2007 Allyn & Bacon Elementary Through High School Many of the same principles and strategies effective with young children also work for older children Many of the same principles and strategies effective with young children also work for older children Functional behavioral assessments are often used Functional behavioral assessments are often used Teaching communication and social skills is paramount Teaching communication and social skills is paramount Strategies for successful participation Strategies for successful participation Develop a schedule Avoid surprises Provide structure and a routine Use direct statements Avoid slang or metaphors Use concrete examples

Copyright © 2007 Allyn & Bacon Transition Through Adulthood Working and living independently are difficult goals to achieve Working and living independently are difficult goals to achieve Students must master many skills before living on their own Students must master many skills before living on their own Many people with autism cannot live independently Many people with autism cannot live independently

Copyright © 2007 Allyn & Bacon Families Difficulties arise due to their child’s: Difficulties arise due to their child’s: Lack of independent play Not liking physical affection Being extremely socially avoidant Acting out in public places

Copyright © 2007 Allyn & Bacon Technology Children with autism do not usually need high-tech assistive technology Children with autism do not usually need high-tech assistive technology Technology for these students helps: Technology for these students helps: Simplify and structure the environment through visual supports Simplify and structure the environment through visual supports Increase language through augmentative and assistive communication Increase language through augmentative and assistive communication One validated program that affects language is The Picture Exchange Communication System (PECS) One validated program that affects language is The Picture Exchange Communication System (PECS)

Copyright © 2007 Allyn & Bacon Challenge Question What are some of the implications or effects of autism being an “invisible” disability for the child and for the child’s family? What are the implications for educators? For other professionals? What are some of the implications or effects of autism being an “invisible” disability for the child and for the child’s family? What are the implications for educators? For other professionals? Children with autism do not physically look as though they have a disability Children with autism do not physically look as though they have a disability Parents often find this lack of identifiable characteristics stressful because no cues alert strangers to the disability Parents often find this lack of identifiable characteristics stressful because no cues alert strangers to the disability Sometimes, others wrongly assume that the child’s inappropriate behaviors are the result of bad parenting, rather than a behavioral manifestation of a disability Sometimes, others wrongly assume that the child’s inappropriate behaviors are the result of bad parenting, rather than a behavioral manifestation of a disability