Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 1 Chapter 12 Autism Spectrum Disorders Introduction to Special Education: Making a Difference Seventh Edition

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 2 Chapter Objectives Understand the relationship between autism, Asperger syndrome, and PDD-NOS as autism spectrum disorders (ASD). Identify the core characteristics of individuals within the autism spectrum. List the causes of ASD. Describe how environments can be structured so that individuals with ASD obtain maximum benefit from instruction. Identify data-based instructional strategies for students with ASD.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 3 Historical Context A brief history of ASD 1943: Leo Kanner first describes “early infantile autism,” while Hans Asperger in 1944 describes a similar condition (Asperger syndrome). 1960s: Experts start to believe that the cause of autism is neurological or biochemical, and is not the result of parenting. 1960s: Bernard Rimland leads the advocacy movement, forming a parent group (now called the Autism Society of America).

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 4 Autistic Spectrum Disorders Defined Autistic Spectrum Disorder covers three syndromes: Autism. Asperger syndrome. Pervasive developmental disorder—not otherwise specified (PDD-NOS). Disorders share similar behavioral traits, including problems with: Communication. Social skills. Patterns of behavior, or range of interests.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 5 Related Disorders Two other disorders were originally part of the spectrum, but are no longer considered part of the spectrum: Rett Syndrome. Childhood Disintegrative Disorder (CDD). Both syndromes remain in the 200 DSM-IV- TR ® definition.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 6 Characteristics Autism Autism is one specific disorder within the ASD umbrella. IDEA ‘04 lacks specificity. The DSM-IV-TR ® definition includes impairments in: Communication. Social skills. Restricted range of interests/repetitive patterns of behavior. Approximately 75% of people with autism also have intellectual disabilities, while 25% have average or above- average intelligence. The number of autistic savants is very small, yet these cases are the most interesting to the general public.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 7 Characteristics Asperger syndrome Collection of behavioral characteristics that are aligned with problems developing social skills Restricted and unusual/obsessive interests In children with Aspergers, development of speech and language at the same rate as children without disabilities Tendency to take language literally Struggle with jokes and idioms Difficulty interpreting behavior Difficulty understanding others’ feelings and emotions Sensory problems Inflexibility with routines Social awkwardness

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 8 Characteristics Pervasive Developmental Disorder—Not Otherwise Specified (PDD-NOS) Problems occur in the areas of communication, social skills, and unusual or restricted range of interests. Problems may not occur in all three areas, or may be very mild so as not to require autism diagnosis.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 9 Prevalence In 2007, the CDC reported that 1 in 150 children have ASD. Epidemiological studies show that the rate of autism is increasing. Explanations for this increase include: Improved diagnostic methods. Use of the broader term, ASD, instead of autism. An actual increase in the condition. Despite the increase, ASD remains very low in incidence.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 10 Causes and Prevention Causes No definitive causes have been found. Several causes of autism have been ruled out (bad parenting). Experts believe that autism is a neurobiological disorder with a genetic basis. Speculation on the causes of autism can be dangerous: Parents may not get their children vaccinated, which leaves them unprotected against diseases and vulnerable to other disabilities. Prevention Prevention is not currently a realistic goal. Educational interventions are the primary basis for improving symptoms.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 11 Assessment Experts are focusing on more attention to early screening and identification. ASD is often not diagnosed until 2 years after initial signs appear. The American Academy of Pediatrics has developed recommendations for the screening and diagnosis of young children. Early diagnosis is vital to early intervention. Early intervention leads to better outcomes. Three considerations that inform the assessment process are: Maintaining a developmental perspective. Including information from multiple sources. Multidisciplinary assessments.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 12 Early Intervention Successful early childhood programs The Walden Program Inclusive Program for Very Young Children with Autism Treatment and Education of Autistic and Communication- Handicapped Children (TEACCH) Young Autism Program (YAP) Key elements Supportive teaching environments Plans for generalization Predictable and routine schedules Functional approaches to addressing problem behaviors Family involvement and support

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 13 Teaching Students with ASD Many of the same principles and strategies that are effective with young children also work for older children. Accessing the General Education Curriculum Traditionally, students with ASD have been taught using a separate curriculum. The past two decades have seen a shift of focus to curriculum aligned with general education, allowing more accessibility. Instructional Accommodations Develop a schedule. Avoid surprises. Provide structure and a routine. Use direct statements. Avoid slang or metaphors. Use concrete examples.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 14 Teaching Students with ASD Positive Behavior Support Functional behavioral assessments are used to determine the function of the behavior in hopes of changing that behavior. Functional communication training involves teaching students appropriate responses that are functionally equivalent to the problem behavior. Activity schedules are visual support strategies that allow students with ASD to have more independence. Social Stories™ are strategies that help students cope with various situations.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 15 Technology Approximately 50% of people with ASD do not talk. Augmentative and alternative communication devices provide other means to promote interactions. Technology for these students helps: Simplify and structure the environment through visual supports. Increase language through augmentative and assistive communication. One validated program that affects language is the Picture Exchange Communication System (PECS).

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 16 Transition Through Adulthood Transition to Preschool Most early-identified children receive intervention services. Transition Services for Adults Adults need supported employment to function in the work place. Transition outcomes become the focus of educational programming from high school on. Adults require understanding and support from others in their community.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 17 Collaboration Students with ASD must have access to the LRE. Adapting or modifying curriculum can allow students to maintain engagement in general education. Peer supports Interdisciplinary teams Behavior Analyst who can apply behavioral principles to teach specific learning objectives.

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 18 Partnerships with Families and Communities Difficulties arise due to a child’s: Lack of independent play. Dislike of physical affection. Social avoidance. Acting out in public places. Programs that offer support groups and information on accessing community services TEACCH

Introduction to Special Education: Making a Difference, 7th ed., ISBN Deborah Deutsch Smith © 2010 Pearson Education, Inc. All rights reserved. 19 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? Challenge Questions