Autism Spectrum Disorders

I.D.E.A. Definition of Autism Spectrum Disorders 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 environmental 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. A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.

Characteristics of Autism Spectrum Disorders Impaired social interaction Problems with non-verbal and verbal communication Unusual or severely limited activities, interests, or behaviors Unusual responses to everyday sensations such as sounds, touch, visual stimuli, etc. Marked difficulty learning how to regulate and control behavioral responses

Characteristics of Autism Spectrum Disorders Signs – Lack of or delay in spoken language – Repetitive use of language and /or motor mannerisms – Little or no eye contact – Lack of interest in peer relationships – Lack of spontaneous or make-believe play – Persistent fixation on parts of objects

The Five Disorders Under the Autism Spectrum Disorders Asperger syndrome Autism Rett syndrome Childhood Disintegrative Disorder Pervasive Developmental Disorder Not Otherwise Specified (often referred to as PDDNOS)

Asperger Overview Social Interaction: – Lack of ability to read social skills – Awkward eye contact – Interest in social environment Communication – No clinically significant delay in language – Use of language (pragmatics may be delayed (e.g. loudness or socially appropriate use) Cognition – No clinically significant delay in cognition Information from Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom; Vaughn, Bos, Schumm

Autism Overview Social Interaction: – Little or no eye contact – Autistic leading – Unawareness of social situations Communication – Little to no verbal communication – Repetitive, echolalic, or robotic speech Cognition – May have mental retardation – May have savant characteristics Information from Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom; Vaughn, Bos, Schumm

Rett Syndrome Overview Social Interaction: – Loss of social skills within the first few years – Loss of interest in social environment Communication – Severely impaired expressive and receptive language Cognition – Often associated with severe or profound mental retardation Information from Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom; Vaughn, Bos, Schumm

Childhood Disintegrative Disorder Overview Social Interaction: – Loss of interest in environment but not until 2 – 10 years of age – Lack of social or emotional reciprocity Communication – Loss of language skills around 2 – 10 years of age – Repetitive use of language – Lack of make-believe play Cognition – Usually associated with mental retardation as the loss of skills in all areas is progressive Information from Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom; Vaughn, Bos, Schumm

Pervasive Developmental Disorder – Not Otherwise Specified (often referred to as PDD-NOS) A is child diagnosed with PDD-NOS when the child shows signs of being on the Autism Spectrum but does not meet the criteria of one of the other categories. PDD-NOS is used when no other diagnosis seems appropriate but there are obvious delays for no apparent reason, such as traumatic birth or neurological developments Information from Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom; Vaughn, Bos, Schumm

Ways to Differentiate the Learning of Students with Autism Spectrum Disorders Work with the student’s resource teacher to aid the student with practicing their social skills. Provide student with a detailed syllabus of the class. Ensure that all projects include clear guidelines and have a sequence for completion. The class should be set up with a routine such as: start class with warm up problems, then go over yesterday’s homework, next new lesson, after lesson would be classwork/activity, end the class with lesson wrap-up and homework expectations. This structure should be posted in the classroom and given to the student.

Working with the Parents of the Autism Spectrum Disorders Communicate with the family about how the students evening is structured so that you can communicate the student about doing and when they do homework. Also communicate the flow of the class with the parents so they can use this to communicate with the student. Ask the parents for any student specific strategies that work with their child. A Parent’s Interview